First, cultivate students' habit of previewing before class.
"Preview before class" is a process in which students get to know the new knowledge they want to learn and review the relevant knowledge they need before class. It is a learning process for students to explore, think and question themselves, and it is also an important measure to improve learning efficiency. It can not only help us master the content of the new course, understand the key points and enhance the pertinence of the lecture; Moreover, in the process of preview, we should try our best to solve the problems that we can solve, and put forward the problems that we can't solve as problems, which can not only improve our ability to solve problems independently, but also help to find the key points and difficulties in learning, so as to make the learning effect more effective.
However, "preview before class" has always been the patent of Chinese class in the minds of teachers and students. In actual teaching, our math teachers often ignore the cultivation of students' preview habits, and always feel that math preview is nothing or not needed at all. Even if some teachers want students to preview, they always say, "There will be a new lesson tomorrow, please preview it well." Preview what? How to preview? There is no way to give it to the students, and the students verbally agree. In fact, most of them are confused about Zhang Er and monks, especially the junior students. So how to guide students to "preview before class"? Let's talk about some of our own methods in combination with our usual teaching.
First, tap the living materials to stimulate students' interest in learning.
There is mathematics everywhere in life. Before teaching, let students find that mathematics is around and feel the role of mathematics, thus stimulating their interest in learning mathematics. For example, in the first-year "classification" class, I arranged for students to visit the stationery store or supermarket with their parents before class, so that students could pay attention to how the goods in the shopping mall were placed. Students can quickly say "the same goods are put together" and various benefits in class, laying the foundation for the understanding of classification. At the same time, let them tidy up their schoolbags and wardrobes after class, so that they can feel the importance of classification. Presenting the teaching content with the "situation" around students increases the reality and interest of mathematics teaching, not only makes students realize the close relationship between mathematics knowledge and daily life, but also brings mathematics into life, and also cultivates students' feelings of liking mathematics, arouses their enthusiasm and interests in learning mathematics.
Appropriate encouragement to stimulate students' enthusiasm for preview.
To cultivate preview habits, we should pay attention to stimulating and protecting students' enthusiasm. Every student has a desire for knowledge and a desire to improve his ability. When guiding students to preview, teachers should pay attention to arouse their enthusiasm for preview, protect their enthusiasm and constantly strengthen their learning needs. For example, after learning the multiplication formula of 2, the teacher promptly guided, "Do students want to know the multiplication formula of 3?" ? How did you get the multiplication formula of' 3'? To answer these questions, please preview the multiplication formula of 3. The teacher sees who previews best. "A simple sentence can often arouse students' enthusiasm.
Some students will ask some very simple questions during the preview. At this time, teachers should pay more attention to it. They must not "can't do such a simple question?" Or "don't ask me such a simple question" and other derogatory words to answer the students, but should patiently inspire him to seriously think about the answer to the question. With the improvement of students' enthusiasm for preview, their motivation for learning will become stronger and stronger, and their interest in learning will become stronger and stronger, which will directly affect the learning effect.
Third, carry out practical activities and cultivate learning atmosphere.
Mathematics comes from life and serves life at the same time. In order to make students realize the role of learning mathematics and enhance the purpose of learning, we should carry out practical activities in the teaching process, so that students can have more opportunities to contact with mathematical problems in their living areas and gradually feel the connection and difference between real problems.
For example, before teaching the lesson "Knowing RMB", I created a shopping situation for students, put some learning tools on the table and marked the price, let two students be salespeople, and then other students used simulated coins to buy what they wanted from the salespeople. For such practical activities, students feel very fresh and highly motivated. Through this activity, students know what one yuan can buy, and at the same time learn to exchange money, creating such a shopping situation, so that students can understand RMB in imitation shopping activities, and through shopping activities related to real life, students can master the relevant knowledge of RMB in the process of buying and selling goods, and improve their social communication and social practice ability.
Second, cultivate students' habit of listening carefully in class.
Mathematical knowledge is abstract and logical, and its contents are interrelated. Listening to teachers' explanations and children's speeches is an important way to acquire knowledge. First, students should be able to listen. Listen carefully to the teacher's questions in class, and the ideas and methods summarized by the teacher are generally related to the teaching focus. Only by listening in class can you think. Listening carefully to students in class can not only promote students' own thinking, but also make accurate judgments and supplements to others' answers. Because students' thinking level is similar, sometimes students' language can make them understand better. In teaching, teachers should guide students to concentrate, such as "Who understood this classmate's speech?" Who wants to explain? "Let students feel the importance of listening. Methods of teaching students to listen. Can the teacher remind the students that what others say is the same as what they say? Do you have anything to add? How is his idea different from yours? Repeat it, say it again in your own words. Let students form the habit of thinking while listening. Every day, students have 10 to 15 oral exercises. The teacher reads the questions and the students write the answers. Listening is a way to train students to listen carefully. Sometimes I listen to the teacher dictate the application questions, and the students write or say the known conditions and questions, find out the key sentences and list the formulas. Students can't write without paying attention. Training students in normal teaching is a kind of cultivation of children's listening habits. Then, we should cultivate students' habit of listening carefully in class, so that students can have a high degree of concentration. We should do the following: First, create a good classroom environment and eliminate the interference factors in learning. For example, we have a fixed learning place, prepare necessary teaching AIDS and learning tools in class, and create a comfortable learning environment. Second, stimulate interest in learning and attract students' attention. Our math class can attract students' attention in many ways, for example, creating different classroom situations, using games, stories, proper evaluation and so on. Can arouse students' high interest in learning, at the same time, let students concentrate. Use all kinds of skilled skills and techniques. With skilled skills and techniques, students can cope with learning freely, feel comfortable, taste the joy of success, and naturally concentrate. For example, after learning the addition and subtraction of two digits, students have certain operation skills, and it is easy to learn the addition and subtraction of three digits.
Therefore, in order to make students succeed in their studies or achieve some great achievements, we must help students cultivate a good habit of paying attention in class and teaching.
Third, cultivate students' habit of speaking actively.
The new curriculum reform regards the teaching process as a process of communication, benign interaction and common development between teachers and students. Communication is everyone's participation and equal dialogue and communication between teachers and students. Without students' active participation and speech in class, the teaching process will be like a stagnant pool. After class, some teachers often complain that students don't talk. In fact, apart from their poor art of "speaking", it also has a lot to do with not trying to cultivate students' habit of speaking actively. So, how can teachers cultivate students' habit of speaking actively?
First, create a relaxed speaking environment for students. As far as teachers are concerned, they should be democratic, tolerant and easy-going, always evaluate students' speeches with appreciation, and let them know that no matter whether they are right or not, just stand up and speak, and be proud of their daring to speak. In this way, students will be open-minded and unscrupulous when they speak in class. If a teacher is arbitrary and narrow-minded, and judges students with critical and reproachful eyes, it will inevitably cause students to be psychologically depressed in his class and lose the courage to speak. As far as students are concerned, they should be taught to listen and respect, not to boo or interrupt others' speeches at will, not to laugh and ridicule, so as to create a good classroom speech atmosphere. As far as the head teacher is concerned, students can regularly carry out activities such as "star of speech" to let students feel the power of speech in the competition.
Second, we should help students get rid of the shyness of speaking. Teachers should often talk to those students who feel shy, help them build up their self-confidence and overcome their inferiority complex. If the teacher wants these students to answer questions in class, he might as well explain to them in advance what questions he wants to ask after class and encourage them to put down their burdens and speak boldly. If these students are wronged in class because they don't answer the questions well, the teacher should give them comfort in time. In addition, teachers should create more scenes to help these students hone their courage and oral skills, such as poetry recitation, speech contest, oral composition contest and so on. Give them as many social opportunities as possible, such as classroom sitcoms, entertainment parties, off-campus visits, and various symposiums. Let them exercise their courage and courage to speak in practice.
Third, we should help students break through the critical point of psychological barriers. Many teachers will find this phenomenon. Sometimes, when asked to answer questions, many students' faces have obviously revealed the consciousness of wanting to talk, accompanied by various interesting actions: rubbing hands, scratching their heads and moving their buttocks. This is called fidgeting and itching. But strangely, it is difficult for a student to stand up and speak. This shows that the critical point of students' psychological barriers has reached. In this case, the teacher might as well be humorous, enliven the classroom atmosphere and break through the critical point of students' psychological barriers. For example, the teacher sighed, "Don't jump so hard, just sit and think." The paper with enough psychology was punctured by the teacher, and the students laughed happily. Maybe some students will stand up and speak. Sometimes, in order to make students break through the critical point of psychological barriers and explode, students can also be asked not to raise their hands to speak. This is because some students don't talk because they are afraid of getting up the courage to raise their hands, but they may not be selected; If the teacher doesn't ask to raise his hand, students can stand up and answer, which reduces the time of hesitation and helps to break through the psychological dam.
Fourth, let students learn to express themselves. In class speech, we often encounter such a phenomenon: some students speak slowly and make people anxious, some students speak slowly and make people unable to hear, some students react slowly and appear silent, and so on. Not only did there not appear a wonderful dialogue, but a lot of time was wasted for no reason. This requires us to train students' oral English regularly, so that students can master some oral expression skills. Students' oral training is a long-term process, which should be persistent and step by step. For example, students are only required to speak loudly and clearly at first, and then gradually increase cadence and emotional color training. In this way, students will gradually master the essentials and skills of speaking on the basis of continuous practice, and will also be more aware of the psychological pleasure brought by the success of speaking, and will be more active in speaking in the future.
Fifth, we must prevent monopoly of discourse power. In class, some students are bold and quick-thinking. When the teacher asks questions, these students always scramble to speak. If teachers don't pay attention to norms, these students will virtually monopolize the right to speak. If it is difficult for other students to get a chance to speak, they will lose their enthusiasm for speaking over time. A teacher met this phenomenon and made an agreement with the "activists" in the class: in order to take care of every student in the class and give them a chance to answer questions, you can get the right to answer questions once as long as you raise your hand three times in the future, and you can get a reward again for creatively answering questions. The teacher's practice not only limits the frequency of these "activists" to speak, but also avoids their dissatisfaction, mobilizes their thinking to develop in depth, and more importantly, allows most students to enjoy the fair right to speak, so that every student can feel the pleasure of speaking in class.
Fourthly, cultivate students' habit of autonomous learning.
Whether a student's academic performance is good or not depends largely on whether he has good autonomous learning habits. In other words, a student who deviates from the "active learning principle" will not get excellent grades, which is the crux of the problem.
In many students' minds, learning is to fulfill teachers' tasks and parents' expectations. Therefore, their learning depends on the external pressure and supervision of their parents, and they completely give up the opportunity of autonomous learning. Therefore, we teachers must help students understand their learning goals and cultivate their autonomous habits. Without a clear learning purpose, there will be no positive learning attitude, let alone autonomous learning. Our math teacher can try to cultivate students' habit of autonomous learning by the following methods.
First, create an autonomous learning situation for students. Abstract mathematics, like literature and art, comes from life and concrete, produces mathematics in life and is finally used in life. By creating "problem situation", students' enthusiasm can be mobilized, their internal drive can be stimulated, and students can consciously engage in learning activities. For example, when teaching simple statistics, we have a conversation: our athletes have made impressive achievements in the Olympic Games, which is admirable. Who are the students who like sports in my class? Tell me about your hobbies. How do you know which project the class likes best? Guide students to solve problems by statistical methods. This situation brings vitality to students, enabling them to study mathematics easily and happily.
Second, let students practice and cultivate a sense of participation. One of the important ways and methods for students to learn mathematics is hands-on operation. In the process of mathematics teaching, teachers should carefully design and organize students to carry out various forms of practical activities according to the teaching content, so that students can operate and learn mathematics in their own experience. For example, in the teaching of "kg cognition", in order to let students really experience the weight of 1 kg. Before class, students are required to prepare a bag of1000g of salt or other articles, let them weigh it by hand, feel the weight of1000g, then let them weigh the salt on the platform scale, and then ask them to learn to take out daily necessities (such as fruits, vegetables, rice, etc. ) I brought it from home. Guess how many apples and bananas there are in a kilo. In this way, students really feel the weight of 1 kg during the whole operation. For another example, when students learn "possibility", they put "red ball", "green ball and yellow ball" and "red ball and yellow ball" in three pockets respectively, so that students can randomly pick a ball from different pockets and discuss "Is the picked ball necessarily a red ball?" Experience the inevitability and possibility of events. These practical activities are closely combined with students' life and knowledge, and require students' participation. In practice, they can further understand and experience related mathematics knowledge, gain rich experience in mathematics activities, learn to cooperate and communicate with others, and gain positive mathematics learning emotions.
Third, stimulate interest and cultivate students' initiative in learning mathematics. Einstein once said: "If students' enthusiasm is mobilized, the courses prescribed by the school will be accepted as gifts." Confucius once taught: "those who know are not as good as those who don't know;" "It is better to know people and be good at their duties than to know them." It can be seen that only by stimulating students' interest in learning and mobilizing their enthusiasm and initiative can they learn knowledge in a relaxed and lively atmosphere. For example, in the process of teaching the fairness of the rules of the game, let students touch three bags with different numbers of red balls in the form of competitions to see who touches the most at the same time. This design not only aroused students' interest, but also caused students' controversy. What are you fighting for? Very unfair, the number of red balls is not equal, which leads to the following problems. What should I do to be fair? It can be seen from these contradictions that students have completely entered the role. This kind of classroom can not only keep students relaxed and comfortable, but also gain full autonomy and freedom, and learning itself has become a kind of leisure. However, in their spare time, students can keep a belief in pursuing and exploring, which extends their interest in learning and research.
Fifth, cultivate students' habit of independent thinking.
Zankov has a famous saying: "Teaching students to think is the most precious capital in their life." Mathematics itself is a discipline that uses thinking. Observation is the antenna of thinking and the basis of understanding things. All inventions are inseparable from scientific observation. Constantly asking students to make purposeful and systematic observation in teaching can promote children's observation ability to develop consciously, independently, persistently and in a planned way. It is necessary to guide children to explore and infer by themselves, give as little as possible, and guide children to discover as much as possible. Blair once said: "The most important thing in education is to teach people to think." Undoubtedly, educators must attach great importance to cultivating students' independent thinking habits in teaching, and as primary school teachers, we should always make unremitting efforts! We can try the following methods to cultivate students' habit of independent thinking.
An example shows and stimulates thinking. According to the characteristics that primary school students are easy to imitate, in the teaching process, teachers should find some examples that students can imitate in time and touch students' hearts with more inspiring words.
Encourage students to ask questions actively. The ancients said: "Learning is expensive and doubtful, small doubts make small progress, and big doubts make great progress." It is about the importance of questioning. Students will inevitably have various doubts or difficulties in the process of learning, and these doubts or difficulties are often the key to our teaching. Therefore, in the teaching process, our teachers should attach great importance to the feedback of teaching information, encourage students to question actively in time, and give full affirmation to the students who question actively. For example, in the teaching of calculation and application problems, students can be encouraged to use their own unique ideas and practices to calculate or solve application problems, as long as students are right and smart. After a long time, every time students finish a problem, they will have such a question: Is there any other solution to this problem? This kind of teaching can arouse the enthusiasm of students to ask questions and stimulate their creativity in solving problems.
Third, let students form the habit of discussion. Discussion creates a space for students to discover, so that every student can participate in it, fully use their brains, express their opinions, and also let students understand and digest knowledge in the process of actual participation. The knowledge obtained by students through their own practice is often the most solid and memorable, so that they can learn vividly and remember firmly.
Sixth, train students to examine questions and form the habit of doing homework carefully.
Examining questions is the key to solving problems correctly. I found that many mistakes made by students in solving problems are often not the lack of necessary knowledge, but the lack of necessary habits and skills in examining questions. Sometimes it is observed that some students start to do it without even reading the questions or the requirements, which is not bad! In order to improve the correct rate of homework, we must make great efforts to cultivate students' habit of carefully examining the questions and seeing the requirements of the questions before solving them. Every time a new lesson is taught, teachers should guide students to practice and examine questions in a planned, purposeful and persistent way, learn the methods of examining questions while learning new lessons, and form the habit of examining questions. Senior three should pay special attention to guide students to use what they have learned consciously and flexibly when solving problems, mobilize all the knowledge they have learned to solve problems, and choose the best among various methods. When solving problems, we should write carefully, teach students to write neatly and in a standardized format, and develop the good habit of vertical calculation. For example, the students I teach this year have poor computing habits and abilities, and are afraid of complexity and difficulty. In teaching, we should guide students to learn to check and form the habit of checking when solving problems. First, check the theory and method, and then check the calculation. Cultivate students' estimation consciousness in the process of inspection, advocate checking while calculating, and "turn" step by step, so as to do it right once and prevent invalid labor. Cultivating students' habit of finishing homework seriously mainly depends on the guidance and training of in-class teaching. Homework problems should be carefully designed, the quantity should be small, the quality should be good, and the problem-solving requirements should be high. Because there are few questions, students have no burden, so they are willing to use their brains to finish them seriously. Assigning homework in this way, students have a light burden and high enthusiasm, which is not only conducive to the formation of good habits, but also conducive to the improvement of thinking ability.
Therefore, the study habit of independent thinking is to cultivate students at a higher level. The cultivation of this habit needs our training as teachers bit by bit. Try to let students go through a process from learning to thinking, from thinking to doubt, and from doubt to doubt. Only by persisting in this way for a long time can we cultivate students' good habit of independent thinking.