Students are the masters of learning, and students are living individuals. They take part in classroom learning with their own experience, knowledge, thinking and interest. Therefore, in teaching, teachers should really regard students as the masters of learning. We should treat every student with appreciation, so that students can feel the teacher's care, love, affirmation and appreciation for themselves. Giving students a trusting look, a friendly smile and an encouraging word will make them feel like spring breeze. Only when teachers appreciate and trust students will students actively participate in the learning process. With the active participation and dynamic generation of every student, I believe it will continue to emerge. Archimedes said, "Give me a fulcrum and I can move the earth." . I think: If you can give students a chance, you will get a surprise.
A teacher is teaching the whole class "the meaning of fractions". The original intention is to let students express its 1/2 with the materials provided, and then perceive the meaning of the score. However, in the actual report, one student actually gave his 1/3. At this time, the teacher did not criticize the students for answering irrelevant questions, but said, "You are so smart that 1/3 can be folded." So, the whole class began to work again and folded out 1/4 and 1.
/5, 1/6 and other scores, teachers should adjust measures to local conditions, guide students to compare and break scores, further understand the meaning of scores, and achieve unexpected teaching results.
The above teaching fragment is that the teacher keeps the students' self-esteem with sincerity and trust. Psychological research shows that "appreciating one's own works is more effective than appreciating one's own works". The teacher fully affirmed the students' 1/3, which opened the floodgate of the whole class's thinking, and various answers emerged one after another, with climaxes. In teaching, teachers appreciate students' unique opinions, whimsy, originality and even wrong views. In short, teachers should appreciate what students think, think and do in class. Only in this way can students dare to think, speak, doubt and criticize, and lay the foundation for the dynamic generation of the classroom.
Second, careful presupposition is the guarantee of high-quality dynamic generation.
Presupposition is a series of forward-looking designs around the objectives, tasks, classroom links and teaching process in advance. Obviously, presupposition has the subjective color of teachers. "Everything is established in advance, and if it is not planned, it will be abolished." For a long time, one of our important requirements for teachers' work is to carefully study the teaching materials and carefully design the teaching process. This has enabled some of our teachers to form a "student-oriented" teaching. A lifeless teaching plan dominates and restricts the interaction between teachers and students, and teaching activities lose their due complexity, contingency and uncertainty, making them calm. At present, with the deepening of curriculum reform, some teachers have improved their understanding of classroom dynamic generation, thus ignoring pre-class presupposition, knowing less about students and studying textbooks. It seems that the simpler the teaching design, the better. Obviously, this has gone from one extreme to the other. Its certainty, reservation and generation are two indispensable aspects of wonderful classroom teaching. Too much emphasis on presupposition and closure, lack of necessary openness and continuous generation, classroom teaching will become mechanical, boring and stylized, lacking vitality and vitality, which will not give full play to the vitality of teachers and students. However, relying solely on open generation and lacking elaborate, prepared and necessary premises, the classroom will become disorderly, out of control and liberalized, lacking goals and plans, and the vitality of teachers and students will not be brought into full play efficiently. Therefore, teachers must deal with the relationship between presupposition and generation, flexibly schedule according to the teaching practice under the premise of careful presupposition, pursue dynamic generation, and let the classroom shine in the integration of presupposition and survival. Therefore, it can be said that careful presupposition is an important guarantee for high-quality dynamic generation in mathematics classroom.
For example, after learning the simple operation law of multiplication in a class, the teacher can consider asking students to select some numbers provided by the teacher when presetting the teaching plan, and form a simple operation problem by using the learned operation law. Before class, the teacher made careful presuppositions. In class, students try to write questions independently. When reporting, in addition to the preset questions before class, students also make up many questions other than the preset ones, involving various situations of simple operation. Students are highly motivated in the learning process, and the classroom is full of vitality and infinite vitality. From the above cases, we can easily find that careful presupposition is essential to make the mathematics classroom dynamically generated. If the preset space is too narrow and the answer is unique, it will not be generated dynamically. On the other hand, if the preset space is too large, the answers are chaotic and the generation is too complicated, which is not conducive to the realization of teaching objectives. It seems that careful presupposition should also be based on the study of students' situation, and words should be made well.
Third, timely adjustment is the key to determine the dynamic generation effect.
The main drawback of traditional mathematics classroom is that it overemphasizes the leading role of teachers, and the teaching mode of presenting-inculcating-accepting knowledge still exists to a great extent. The teacher is thinking about the lesson plan, but he doesn't pretend to be a student. They are indifferent to students' improvisation and inspiration in class. Mathematics classroom under the new curriculum concept requires our teachers to constantly capture, judge and reorganize all kinds of information emerging in classroom teaching, so as to promote the dynamic generation of teaching process in specific situations. Suhomlinski, an educator in the former Soviet Union, said: "The skill of teaching is not to foresee all the details of the classroom, but to make corresponding changes skillfully and unconsciously according to the specific situation at that time." There are many unpredictable factors in the classroom, and the implementation of presupposition will inevitably encounter accidents. Either presupposition is beyond the knowledge base of students, and students can't do it, or presupposition doesn't take into account students' cognitive characteristics, and students are not interested, or presupposition lags behind students' actual level, and classroom teaching lacks tension. In the classroom, no matter what happens, teachers need to adjust the preset in time to make it more practical and more beneficial to the classroom and students. Promote the effective generation of mathematics classroom.
For example, when teaching "area and area unit", when teaching three area units, the default is to let students know the square centimeter first, and then use a small piece of paper with an area of 1 square centimeter to measure the area of some plane graphics. There are cognitive contradictions in the process of measurement, and then learn square decimeter and square meter. However, in actual study, due to the influence of students' existing life experience, most students know little about square centimeters, but they have a certain understanding of the concept of square meters. According to this situation, teachers adjust the teaching presupposition in time, learning square meters first, then square decimeter and square centimeter. Because the design of this teaching process is more suitable for students' existing cognitive laws, it has achieved good teaching results. In the above teaching process, teachers not only pay attention to teaching plans, but also pay attention to students. Decisively and timely adjusting the teaching design is an important starting point for the dynamic generation of mathematics classroom.
Fourth, be kind to accidents and make dynamic generation more exciting.
Students are living and thoughtful people. Because of the different cultural environment, family background and their own way of thinking, students' mathematics learning activities should be a lively, proactive and personalized process. Paulia, a math educator, once said, "The more diverse students' attempts are, the more innovative and flexible their inquiry activities are, and the more likely they are to get unusual results. At present, with the deepening of curriculum reform, the appearance of mathematics classroom has undergone fundamental changes. The teaching process has become a process in which teachers and students get along equally, communicate sincerely, explore together and acquire knowledge. In such a classroom, students' thinking is constantly emerging. It is in this collision between teachers and students that unexpected things will happen at any time, disrupting teachers' teaching ideas. So, how should we teachers face these accidents in teaching? Some teachers are worried about such an episode, fearing that they can't handle it well and can't get off the stage. They are also worried that this will make the whole teaching process lose its rigor and fluency. As a result, students' "accidents" are turned a blind eye and ignored, while others are cynical and critical. This is unwise and violates the new curriculum concept. The teaching process should be a process of mutual communication and cooperative learning between teachers and students. We teachers should establish a student-oriented consciousness, be kind to accidents in classroom teaching, wait patiently, and listen carefully to every thought tremor of students. Maybe it will make dynamic generation more exciting.
After teaching "Understanding of Time and Minutes", a question emerged. Father goes to work at 8 am and gets off work at 5 pm. How many hours does my father work a day? Faced with this problem, I asked the students to think independently before reporting. The following happened. (1) The student counted it with a wrench. ② Students divide dad's working hours into morning and afternoon, 4 hours in the morning and 5 hours in the afternoon with 12 hour as the boundary.
Hours, a * * * has 9 hours. ③ Students convert 5: 00 pm into 17 hours in 24-hour time method, and then use 17-8 = 9 (hours). Then, I organize the whole class to discuss which of these three methods do you think is the most acceptable. After discussion, most students agree with method ③. At this time, a quiet student stood up and said, "8-5 = 3". At this time, there was an uproar in the classroom. "How do I use it?"
What about 8 MINUS 5? "The students' discussion suddenly flooded the classroom. At this time, I motioned for everyone to be quiet and encouraged the student to finish his sentence slowly. The student went on to say, "From 8 am to 8 pm, you passed 12.
Hours, the difference between 8 pm and 5 pm is 3 hours, and then use 12-3 = 9 (hours). "At this point, the whole class agreed to this practice. The accident that makes people feel "headache" actually brings "unexpected surprise" in the patient listening and sincere waiting of teachers and students. Therefore, in math class, we teachers should treat these "accidents" well, capture them with keen eyes, and leave enough room for students to think and express themselves. You know, the excitement from students is the real excitement.
Verb (abbreviation of verb) publicizes individuality-towards the destination of dynamic generation
What is the final destination of dynamically generated mathematics classroom? Is it to let students learn to use the knowledge in books to solve the exercises in books? Let every student study math "uniformly"? The above view is obviously very one-sided. Students' mathematics learning activities should be a lively and personalized process, and finally reach the realm of "different people get different development in mathematics", which is the dynamic generation of teaching destination. Therefore, mathematics classroom should pay attention to students' personalized understanding of mathematics knowledge, so that students can get healthy physical and mental development and show their personality while learning mathematics knowledge.
For example, Liu Yongkuan, a famous special-grade teacher, first showed eight numbers and asked the students to give them a name when teaching "Perimeter of Rectangle and Square". Then choose a figure you like, point out its perimeter, discuss with each other and understand the definition of perimeter. In this teaching process, teachers fully respect students' subjective wishes and choices, and students' understanding of the circle through personalized learning is different, but it is very profound and indelible. After the students understand the definition of perimeter, the teacher organizes the whole class to explore the perimeter of their favorite graphics. Make students' enthusiasm for learning fully stimulated. When students encounter difficulties in the process of inquiry, teachers can always show various measuring tools like magic, such as thin lines, rulers, scissors and so on, because they have made careful presuppositions in advance. Make students' whole inquiry process lively and interesting. Let every student have a further and deeper experience of the concept of perimeter. The learning atmosphere of the whole class is very active, and students' thinking is tilted from time to time. Teachers do not teach according to unified requirements, but guide students to operate, experience and feel with a very broad problem space as the background. In this way, although the definition of perimeter in books is uniform, it is colorful in students' minds.
"Without doubt, there is no way out, and there will be another village in the future", which is a true portrayal of dynamically generated mathematics classroom. Under the guidance of the new curriculum concept, as long as we teachers really return the classroom to the students, give them the initiative to learn, and provide every student with an opportunity to display their talents. Strive to create a dynamically generated mathematics classroom. I believe that our math class will definitely enter a better tomorrow.