Rigid formulas and practical problems that are far away from real life, junior high school students are divorced from life in learning mathematics.
The logical deduction of pure symbols makes students afraid and even tired of learning. In the actual mathematics teaching,
It is not difficult to find that many students are afraid of learning mathematics and think that mathematics is too abstract and difficult to understand. However, in the face of the tide of new curriculum reform, I was raised by traditional textbooks, and I am already used to traditional textbooks. Once, I was confused. How can I effectively implement classroom teaching? How to make students from fear of learning, tired of learning, and even like mathematics? How to make mathematics classroom full of vitality? The following is my preliminary research on this issue.
My school is a rural middle school. Most of the students who come to our school are students who have no chance to choose a school because of poor grades and poor family economic conditions. These reasons also constitute that students do not have a good learning environment when studying. They didn't get strict supervision and guidance from their parents when they were studying at home, and they basically couldn't get effective help when they faced learning difficulties. In the face of setbacks, it is difficult to get timely guidance and encouragement. During home visits, I can find more families. Because of family problems such as parents' unsatisfactory work, parents simply scold or even treat students' academic failures, or ignore them. These are one of the main reasons why students are afraid or even hate mathematics. 2. For a long time, our mathematics teaching has always been in a state of "we will teach what the textbook is". Sometimes we separate the natural connection between mathematics and life, and vivid mathematics is alienated into a pure symbol system and becomes another abstract world outside of life. This is also a major reason why students find mathematics boring. 3. According to the characteristics of students' thinking, their thinking is concrete and vivid. Their understanding of mathematical concepts is not "directly taught to students" according to the will of adults, but through students' thinking in images. With the help of understanding the appearance of objective things, the single receptive teaching makes students feel that mathematics learning is so monotonous, boring and boring. I can't change the status quo of students' families. The only thing I can do is to change my teaching methods to meet the requirements of students. Therefore, I combine the characteristics of mathematics itself, follow the psychological law of students learning mathematics, and start from students' existing life experience to create situations. Let students experience practical problems abstracted into mathematical models, explain and apply them, and create more processes for students to feel and experience while imparting knowledge, so that students can gain an understanding of mathematical knowledge.
Mainly I tried the following methods:
1, create effective situations, introduce topics, and firmly grasp the students' attention at the beginning of the class.
For example, when I teach algebra, I use the following methods: measure my future height. First, I ask my students if they want to know their future height. After listening to this, they all said "yes". I wrote two formulas on the blackboard, including the adult height of boys: X+Y/2 * 1.08, and the adult height of girls: (0.923X+Y)/2. Where x represents the height of father and y represents the height of mother. The students are interested in what is mentioned. I can grow to 1.85 meters! "At this time, I lost no time in saying," The value calculated by each student is called algebraic value. Just now, everyone used the height of their parents instead of X and Y to calculate the algebraic value. " The students were suddenly moved. There are many examples like this, which can link mathematics with life and make students understand that mathematics is not distant and boring knowledge, it happens around us.
2. In classroom teaching, we should carry out more mathematical activities such as observation, experiment, guessing, verification, reasoning and communication, so that students can develop their intelligence and improve their mathematical ability through personal experience.
Algebraic multiplication is an important content of grade seven and an important foundation of mathematical operation in junior high school. It includes many basic operations, such as base power multiplication, power multiplication and product multiplication. Learning at this stage is the focus and difficulty of students' learning. Of course, telling students the algorithm directly and then memorizing it can also make them calculate, which is much easier and simpler, but the teaching effect is temporary. Not for long. In class, I organize students to guess which algorithm may be included by observing a series of formulas, and then verify the students' guesses. The whole process always allows students to communicate and experience the learning process. How do you feel about mastering knowledge? Because of this teaching method, students have learned the thinking mode of "observation-guess-verification" to solve mathematical problems when I talk about the lesson of "the power of product". Through these mathematical activities, students have an intuitive and sober knowledge experience process. Although I have never asked students to recite these formulas, they have taken root in their hearts.
3. Create operation activities to let students experience intuitive mathematical feelings.
In classroom teaching, it is necessary to build a platform for students' activities and operations. The specific way is to design the math problem as a "hands-on operation problem". When I was teaching the exploration of parallel lines, I first wondered: Can students take out a prepared triangular ruler and spell out the same angle, inner angle and inner angle of the same side with a pair of right angles on a pair of triangular rulers? Students discuss in groups and then let them operate by themselves. Some students spell out congruent angles, some students spell out internal angles, and some students spell out ipsilateral internal angles. At this time, the condition that two straight lines are parallel can be given. This method will make students' memories more profound. When explaining the chapter "Re-understanding Cuboid", because it is a solid geometric figure, I use a concrete cuboid box to cultivate students' spatial imagination. Practice has proved that. Students have a good understanding of cuboids. Only 1 students made mistakes in a multiple-choice question about cuboids in the final exam. This method helps students to understand knowledge and has achieved good results.
4. Empathy, experience students' way of thinking, let students know their own misunderstandings in the feelings, so as to strengthen their understanding of correct mathematics knowledge.
I think that no matter which teaching method is adopted, students will always deviate from the teacher's wishes in the process of understanding, so we might as well do the opposite, follow the students' ideas, let the students experience and feel for themselves, and then choose the right way to think about the problem. For example, when I factorize by grouping method, I want students to understand that the basis for judging the correctness of grouping is to generate new common factors or continue to decompose by other methods. But students' understanding is different, such as factorization factor 6k2+9km-6mn-4kn. I want to teach students that this question can be grouped into one or two, three or four, or one or four, two or three. But at this time, some students have different views. They think one or three items, two or four items will do. The board rehearsed their practice, but when they continued to decompose, the students found that they could not decompose. I immediately seize this opportunity to correct students' thinking mistakes, let students sum up the basis for correct grouping, and let students master this knowledge reliably.
After more than a year of trying, I feel the benefits that experiential teaching brings to me and my students. First, cultivate students' non-intelligence factors, stimulate students' interest in learning mathematics, develop good study habits, and cultivate students' indomitable will to learn, so that students can better implement my requirements for mathematics learning. Second, cultivate students' innovative consciousness and inquiry ability. When I talk about the knowledge of algebraic multiplication, I consciously instill the mathematical idea of "combination of numbers and shapes" into students, and verify the conjecture of algebraic multiplication law with graphic knowledge. Starting with monomial multiplication, when I talk about polynomial multiplication, let students consider how to verify the conjecture with graphics. Quite a few students in the class have been trying to verify the conjecture with graphics. Finally, students' grades have been significantly improved.
Reflection and summary of verb (abbreviation of verb)
By trying to let students experience learning in the new textbook, I have gained some gains, updated my teaching concept to a certain extent, and got some understanding of what kind of knowledge needs students to experience, but I also noticed that when teaching students through experience, we should prevent completely denying receptive learning, and some knowledge needs students to accept learning. In addition, we should be good at digging mathematics in life and enrich classroom teaching content. In teaching, teachers should also grasp the curriculum standards, deeply understand the teaching content and students, and make choices in combination with specific classroom content, so as to overcome the blindness of teaching, blindly pursue experience and life, and ignore the implementation of knowledge itself. In the process of experiential learning, we should pay attention to every student, so that students of different degrees have the ability to participate in experiential learning, get success from it, be encouraged, and cultivate their interest in learning mathematics.