First, review the new introduction method of old knowledge
Reviewing old knowledge and learning new teaching methods can organically combine old and new knowledge, so that students can naturally gain new knowledge from reviewing old knowledge. For example, when talking about "inverse function", let students recall the definition and mapping of function, ask questions to guide students' reverse thinking, thus introducing the concept of inverse function. In this way, students can find a series of new knowledge from the review of old knowledge, understand the relationship between inverse function and original function, and master the definition of inverse function.
Second, the creation of situational introduction method
The acquisition of mathematical knowledge is often obtained through time, and the process of exploring mathematical knowledge shows us a rich knowledge background. Choosing a specific background can make students feel immersive and lifelike. For example, when I was teaching "the probability of independent events happening at the same time", I created the following situation: It is often said that three heads are better than one Zhuge Liang. Can they be better? It is known that the probability that Zhuge Liang can solve the problem is 0.8, and the probability that three two stooges can solve the problem is 0.5, 0.45 and 0.4 respectively. Everyone should solve the problem independently. So at least one of the three stooges is more likely to solve the problem than Zhuge Liang?
Third, the practice introduction method
Practice introduction is to organize students to practice and explore knowledge and discover truth through their own hands and brains. For example, when talking about "ellipse definition", arrange students to bring thumbtacks, ropes and paper in advance. Tell them the method of class, let them play by themselves, and let students enjoy the joy of exploring new knowledge.
Fourth, the feedback introduction method
According to the feedback principle of information theory, some questions are put forward to students as soon as the class begins, and the feedback effect of students is affirmed or corrected before the new class is introduced. For example, in the course of "Finding the domain of function", several representative exercises can be drawn up for students to practice on the blackboard before class, and teachers can find problems from the results of students' exercises and students' feedback.
Five, the question introduction method
The lead-in method of setting doubts, that is, the so-called "learning begins with thinking, and thinking comes from doubt", is a method by which teachers set a "question trap" by setting doubts, so that students unconsciously fall into a "trap" when answering questions, so that their answers are contradictory, causing students to actively think, and then leading to the theme of new courses. Its design idea: teachers ask questions and students answer them, aiming at students' contradictory views, causing students to argue and think. After arousing students' strong interest in knowledge, teachers point to the topic and introduce new lessons.
Six, direct introduction method
Direct lead-in method is that teachers directly put forward the learning emphases, difficulties and teaching purposes of the new curriculum from the topics in textbooks, thus attracting students' intentional attention, inducing their interest in exploring new knowledge and making them directly enter the learning state. Its design idea: teachers use simple and vivid narration or questions to directly introduce new lessons.
Seven, observation and introduction methods
According to the formation law of mathematical concepts, concept teaching must follow the principles from concrete to abstract, from perceptual knowledge to rational knowledge, and new teaching concepts should be based on vivid and intuitive images. For example, when introducing the principles of classified counting and step-by-step counting, introduce a very common example of taking a bus to students, and sublimate it from a simple life example to an abstract mathematical principle, so that students will not get bored in the process of learning. This observation method further communicates the connection between old and new knowledge, and enables students to study easily and happily and have a deep understanding of concepts.
Eight, the story introduction method
With the introduction of stories related to textbooks, the classroom will be "all ears". For example, when teaching "Sum Formula of Arithmetic Series", I first told a mathematical story: When German mathematician Gauss was in elementary school, the teacher gave an arithmetic problem: "1+2+3+...+ 100 =? "As soon as the teacher finished reading the topic, Gauss wrote the answer-5050, while other students were still adding it one by one. How did Gauss do it so fast? At this time, the students were shocked and had a strong inquiry reaction. Let me point out the topic again: This is arithmetic progression's summation method-reverse addition. Nine, audio-visual education introduction method
The introduction method of audio-visual education is to make courseware or slides of mathematical phenomena or laws that are inconvenient to demonstrate directly in class, create situations by computer simulation or projection pictures, and stimulate students' interest in learning, and then teachers introduce new lessons. Audio-visual teaching equipment such as slides, videos, projectors and computers can create a good learning environment for students, thus mobilizing their learning enthusiasm and initiative.
In a word, there are many ways to introduce mathematics. The key is to create the best classroom atmosphere and environment, fully mobilize students' internal positive factors, stimulate their curiosity, keep them in a state of full spirit and concentration, and create favorable conditions for students to accept new knowledge smoothly.
Introduction Methods in Mathematics Classroom Part II 1. Introduce by setting questions.
At the beginning of a new class, teachers can raise novel and difficult topics related to new knowledge, which can make students have doubts and guesses and effectively stimulate their learning motivation. For example, when teaching "the sum of the internal angles of a triangle", teachers can ask students to prepare triangles with different shapes in advance, measure the sizes of three angles of the triangle, and then tell the teachers the degrees of any two angles, so that teachers can easily guess the degrees of the third angle, thus stimulating students' curiosity: "How did the teacher do it? How did he guess the degree of the third angle from the degrees of the two angles? " Looking at students' thirst for knowledge, teachers can further guide students to explore, naturally lead to topics, and greatly improve students' learning enthusiasm.
Second, the application of practical import
Teachers can make use of students' familiar objects, from concrete to abstract, from perceptual to rational, so that students can leave vivid conceptual representations. For example, when teaching "Calculation of Ring Area", teachers can ask students to calculate the area of a circular paper with a radius of 5 cm, and then draw concentric circles on the circular paper to calculate the area of a new circle, so that students can think about how to cut off the inner circle. It was not until the students learned to fold in half first and then cut off the inner circle that the teacher introduced the concept of circle, thus introducing the teaching content of circle area calculation.
Third, the application of discovery import
The introduction of new curriculum is to find problems through operation and arouse students' thinking about problems. For example, when using drainage method to find the volume of an object, the teacher can put three stones with different sizes into the same rectangular tank and let the students observe the change of water level. Students found that different volumes of stones will make different changes in water level, which triggered students' thinking about the volume of stones.
Fourth, the use of migration and import.
The old and new knowledge of mathematics are closely related. The old knowledge is the foundation of the new knowledge, and the new knowledge is the development and extension of the old knowledge. Teachers can reorganize old knowledge and introduce new knowledge in review, that is, through one kind of learning, promote another kind of learning and achieve the purpose of knowledge transfer. For example, when explaining the area of a circle, the teacher can review the solution of the triangle area first, and then review the formula of converting the area of an unknown trapezoid into the area of a known parallelogram. By this method, the area of an unknown figure is transformed into the area of a known figure, and then into the area of a circle. The area of a circle can be successfully transformed into a rectangle through division and splicing, and the area formula of a circle is derived.
V. Application of story introduction
Vivid and interesting stories can bring students into the story atmosphere set by teachers, stimulate students' curiosity and encourage students to use their brains to solve problems. For example, when teaching "0 understanding", the teacher can tell a story first: "Mother cat and kitten go fishing by the river. A big dragonfly came, and the kitten put down the fishing rod and ran after the dragonfly. I didn't chase him, so I came back depressed. At this time, a beautiful flower flew in, and the kitten quickly put down the fishing rod and ran to catch butterflies. However, the butterfly also flew away, and the kitten had to come back with her head down. Finally, the kitten didn't catch a fish. The cat also came to our class today. Please observe carefully: What do you see from the picture? What questions can I ask according to the information in the picture? " In this way, students can devote themselves to the study of the new curriculum and have the desire to solve mathematical problems.
There are many ways to lead in mathematics classroom teaching. Only when teachers flexibly design the lead-in link according to students' psychological characteristics and teaching content can students generate fascinating thinking sparks and realize the optimization of classroom teaching.