The simplified teaching method in mathematics teaching is a teaching method based on human cognition and educational law. Simplified teaching method is feasible, instructive and worthy of reference, and it is one of the important methods to solve teaching contradictions and difficulties. Using the simplified teaching method, we should grasp the teaching principle of step by step and teaching students in accordance with their aptitude. The importance of practical and simple methods. The so-called "simplified" teaching method is a teaching method based on the development process and law of human cognition and the development law of education. Simplicity is a concept corresponding to complexity. "Get twice the result with half the effort" is the inevitable result of simplification, and "get twice the result with half the effort" is a concrete manifestation of complexity. Practice has proved that "simplified" teaching method is one of the effective and important methods to solve contradictions and problems in teaching, and it can "turn big things into small things". Make the classroom full of passion and vitality; The new curriculum reform makes mathematics teaching more exciting. In the implementation of the new curriculum teaching, the author really realized that the new textbooks are flexible and students can learn and use them flexibly. However, there are many problems in the classroom teaching of primary school mathematics under the new curriculum, which should arouse our attention.
In the teaching of mathematics in primary schools, there is also the problem of making simple teaching problems very complicated. The original simple teaching content is easy for students to master, but with the teacher's wishes, students seem to understand. This kind of thing is very common in teaching, because we don't consider the students' learning situation and don't teach mathematics in combination with the students' specific situation. In mathematics teaching, how to make teaching easier? The following are some problems found by the author in teaching, and I hope to discuss with you how to make students simply accept mathematical knowledge.
First of all, the creation of the scene should not be too far-fetched.
"Mathematics Curriculum Standard" emphasizes that "mathematics teaching should be closely linked with students' living environment, and based on students' existing experience and knowledge, situational teaching should be created to help students learn independently and communicate cooperatively". follow
With the gradual deepening of the new curriculum reform, teachers are using the new concept of curriculum standards and constantly innovating classroom teaching methods, which is very different from the traditional pure mathematics teaching. In some "new classes", including high-quality class competitions, there has been a phenomenon of "excessive life breath". No matter what knowledge points and teaching contents are, they all correspond to life, and it is really suspicious to make some life situations far-fetched. Of course, mathematics comes from the reality of life and ultimately serves life. However, mathematics, as a science, also has its inherent law of development. Not every knowledge point and knowledge content comes from life, but from the internal development and change of mathematics itself. Therefore, the new classroom should be a perfect combination of mathematics and life, which is dialectical unity.
The author thinks that the relationship between mathematics and life should be correctly handled from the characteristics of mathematics knowledge and the reality of students' lives, and the taste of mathematics is stronger than that of life.
For different levels of knowledge, the emphasis on "the relationship between mathematics and life" should also be different. For students in lower grades (1~3 grades), especially students in grades one to two, they lack mathematical knowledge and it is difficult to understand some simple mathematical knowledge. They should start with students' life experience, create some familiar life situations, combine mathematical knowledge with life experience, think and solve mathematical problems with life experience, so as to understand and master mathematical knowledge, because they do not have good abstract thinking ability. For example, the conceptual model of numbers is gradually established from physical objects and life situations. Such as understanding yuan, jiao and fen, simulating the shopping scene in the store, and establishing the concepts of yuan, jiao and fen. These teaching contents should be more "life breath". For senior students, because they have certain abstract thinking ability, they don't need to create life situations in every knowledge point and every class, but should be more "mathematical".
As far as mathematics itself is concerned, it is absolutely necessary to solve practical problems and improve the teaching ability of knowledge application. It is also necessary to create situations from students' life experiences, but the focus should also be on the application of mathematical knowledge. For some mathematical concepts, meanings, laws, theorems and other theoretical knowledge, there is no need to create life situations, and there is no need to establish mathematical "models" from life situations.
Second, emphasize students' enthusiasm and encourage students to discover and explore independently.
Psychologist Bruner put forward the discovery learning theory more completely. He emphasized that learning is to discover knowledge,
The process of understanding the basic cognitive structure of the subject, using intuition and analytical reasoning, relying on internal motivation. He believes that "discovery is not limited to seeking things that humans have not yet known. To be exact, it includes all the ways to acquire knowledge with your own mind. " Therefore, he advocates the extensive use of discovery method in teaching.
Whether it is necessary or not in the current teaching classroom, some forms of independent discussion, cooperation, exploration and creation of situations are making the new curriculum taste bad. Interactive generation is equivalent to trusting horses, respect is equivalent to indulgence, and autonomy is equivalent to freedom. Especially when the value orientation of teaching content is inconsistent with the students' unique experience, teachers pay more attention to the uniqueness and diversity of a few students' answers and pursue the vivid form of classroom atmosphere. The superficial pleasure of learning emotion, as for the value goal of teaching content and how to guide all students to further understand the experience, so as to get something really valuable, has been ignored or even discarded.
In mathematics teaching, there is always such a problem. A considerable number of students are interested in learning in the lower grades, and mastering knowledge is not very laborious. With the rise of grade, it becomes more and more difficult to learn mathematics. Students are less and less interested in mathematics and their confidence in learning mathematics is getting worse and worse. The result of such a vicious circle can be imagined.
There are two main reasons for this: first, objectively, the gradual abstraction of mathematics textbooks makes students daunting, resulting in learning inertia and weariness; Secondly, subjectively, teachers ignore students' emotional experience when imparting knowledge. Teachers fail to fully understand and dig the teaching materials, and use the plastic factors in the teaching materials to stimulate students' interest in learning and arouse students' awareness of inquiry.
In teaching, if students can learn in the way they like in class, they will not only get happy mood during learning, but also have a positive learning experience and enjoy learning more and more. Both theory and practice tell us that with the implementation and popularization of the new curriculum, we should give full play to the practical effectiveness of various teaching methods in the teaching process and achieve the goal of optimizing the teaching process.
Leave room for thinking. After the teacher shows the students the study materials, don't chatter endlessly, and leave room for students to think. Create appropriate problem situations in the classroom, put forward problems that need to be solved, and improve students' learning enthusiasm; Students work out methods and ways to solve problems in groups and collect data to further improve students' interest in learning; Put forward and test hypotheses to stimulate students' inquiry consciousness; Draw the same conclusion and improve students' learning efficiency. For example, when teaching students to know the corner, through
Create simple scenes for students through objects or courseware, teachers put forward assumptions, students test assumptions, and build a preliminary perspective for students. I haven't thought of an example yet.
No passion, no interest? Without interest, how to explore consciousness? How can it be efficient without the consciousness of inquiry? Research shows that when students actively participate in the teaching process, their learning efficiency will be higher and their gains will be more. Giving full play to students' initiative and creativity, and developing students' intelligence, can make students understand knowledge more deeply, keep it in memory better, transfer it more easily in teaching, improve their interest and confidence in learning and studying difficult textbooks and problems, and enable them to acquire the skills of exploring knowledge, thus improving their autonomous learning ability.
Thirdly, formalization of group discussion.
Mathematics classroom discussion design plays an important role in classroom teaching, and it is particularly important to strengthen the exploration and research on primary school mathematics classroom discussion design. In order to better embody the spirit of quality education, it is very urgent and necessary to design an open, exploratory and practical mathematics classroom discussion. This requires our teachers to work hard in classroom discussion and design, study hard and persist in exploration, so as to better implement quality education!
Fourth, the evaluation is single.
Verb (abbreviation for verb) teacher language
Classroom teaching is the main channel to implement quality education. Under the background of the new curriculum reform concept, it is the proper meaning of today's teaching reform and every teacher's unshirkable responsibility to change the single, closed and rigid classroom teaching mode and create a dynamic classroom teaching operation system. Especially at present, it is very important and urgent to study how to create personalized teaching methods, how to integrate diversified teaching methods and effectively improve the quality of classroom education and teaching. First, from the essence of the teaching process, teaching is the unity of teachers' teaching and students' learning. Modern teaching theory defines the essence of this unity as communication. In other words, communication is the essence of the teaching process. If the teaching process happens, but what is the essence?
(2)
A problem is more important than solving a problem. "
Simplicity is not simple, which requires us as teachers to make full preparations for teaching, better serve students and let students simply accept knowledge in the learning process. We can draw lessons from some parts of these advanced methods to formulate our own teaching methods and form our own teaching characteristics. As long as it does not violate the laws of education and teaching and the new curriculum concept, the simpler the better.
"The traditional teaching method of indoctrination is put forward, which regards students as containers and does not pay attention to the development of students' intelligence, and cannot meet the requirements of the times. Therefore, some educators and psychologists have put forward new teaching theories. Piaget, for example, said: "All truths should be obtained by the students themselves, or re-invented by him, at least reconstructed by him, rather than simply taught to him." Bruner also believes that learning is not a process of memorizing facts, but a process of acquiring knowledge. He put forward the "discovery method", emphasizing that "teaching mathematics should let students think about mathematics themselves and participate in the process of mastering knowledge."
Hope to adopt, thank you.