After entering the 2 1 century, with the curriculum reform and the development of science and technology, multimedia and other high-tech technologies have been used more and more, and some traditional teaching AIDS seem to gradually fade out of the historical stage.
Although there are a large number of teaching AIDS produced by professional teaching aid factories, many teachers, especially the younger generation, are more accustomed to using ppt, flash and other demonstrations to replace traditional courseware, which should be the inevitable trend of historical progress.
But shouldn't all traditional teaching AIDS be abandoned? Is the traditional "local teaching aid" really useless under today's high technology? The author believes that no matter how science and technology develop, traditional physics teaching AIDS should continue to occupy a place in education and teaching, and continue to play its light and heat.
The author will talk about the production, use and significance of traditional teaching AIDS based on his own teaching practice.
The research results of pedagogy psychology show that in the initial stage of forming mathematical concepts, students should first turn their observation and connection of specific things into perceptual knowledge unrelated to specific things with the help of feelings, and then turn perceptual knowledge into abstract and generalized rational knowledge.
In the process of learning, students should accept the achievements of human cognition in a short time, so as to lay a good foundation for further understanding and transforming the world.
The achievement of human cognition is expressed by many concepts.
Even primary school students learn little, but many of them are abstract.
In the primary school students who think in images as the main way of thinking, it is impossible to establish concepts only by teachers. Many things that are invisible and intangible must be demonstrated by some concrete and intuitive teaching AIDS.
Therefore, in modern teaching, it is still very important to explain and demonstrate with concrete models and intuitive teaching AIDS, especially for primary school students.
In conjunction with the People's Education Edition textbook, there is a set of teaching AIDS for primary school mathematics, which was ordered by my school a few years ago, one for each student.
However, in the process of teaching practice, few teachers like to use it, so the school has not issued an order now, but the previous order is still there, and you can bring it.
Why doesn't the teacher like to use it? From the author's own experience, first of all, that set of teaching AIDS covers all aspects, aiming at the primary school students all over the country, so when it is actually used, it feels that it is not targeted, a little anodyne and tasteless; Second, the design is very traditional and formal, and there are also many bright spots.
What I want to say here is that in the teaching process, teachers can make some simple, appropriate, intelligent and witty teaching AIDS according to the actual situation of students, which are unpretentious and handy, but they can make the finishing point in teaching.
Look at some teaching examples first.
First, simplicity is not simple.
In the first class, the author made a beautiful courseware, and demonstrated with animation that when comparing two angles, the vertices are aligned and one edge coincides, and the whole process is very clear.
However, the effect of feedback teaching after class is not ideal.
In the second class, the author cut many corners with waste paper and asked the students to compare their own sizes.
As a result, the students themselves summed up the method of comparing angles: aligning the vertices, overlapping one edge, and then comparing the other edge.
This is the result of the students' own experiments. They experienced this process of discovery and understanding, and understood the comparative method, so the feedback after class was naturally good.
So what I didn't realize in my well-made courseware was easily realized by cutting corners from some used waste paper.
In the content of parallelogram area, there is a topic in the textbook that draws a rectangle into a parallelogram along the diagonal vertex, and explores the changing law of perimeter and area in this process.
This content is obviously abstract.
At first, the author made a courseware, but found it difficult to understand even if I tried to speak it myself. How can I make students understand? So I redesigned it, let each group form a rectangle with four sticks, and let each student pull it to experience the changes in perimeter and area during this process.
With sticks, it is easy for students to understand that the perimeter has not changed, because it is always a figure surrounded by those four sticks.
But for the area, it is good to say that the bottom has not changed, and students can't understand it by pulling it around.
Not only they are in a hurry, but I am also in a hurry.
Suddenly I had an epiphany. The difficulty of students is that the process of pulling is high, don't I know? Isn't it solved by overlapping two rectangles? At first, the two figures overlap, and then pull the top one. Students naturally observe the phenomenon that the height of the drawn parallelogram is shorter than the width of the original rectangle with the same base.
Therefore, according to the area formulas of parallelogram and rectangle, the law that the area is getting smaller and smaller in the process of drawing parallelogram is quickly obtained.
What a simple teaching aid, just a parallelogram composed of two simple wooden sticks, helps students solve an abstract problem with quite difficult thinking.
Simple teaching AIDS are not simple!
Second, "flying flowers picking leaves will hurt people."
Martial arts novels often describe that when a master's swordsmanship reaches a certain level, he can hit a sword without a sword, which is called "flying flowers and picking leaves can hurt people."
In fact, the flexibility of teaching AIDS is the same, and all kinds of things around me can be used for me at any time.
When learning to observe objects, the author brought many cubes for students to observe, put them into different shapes and see what plane figures they are from all directions.
When doing exercises, many topics give many figures composed of cubes, so that students can draw a plane figure from one side.
When encountering difficulties, students can use cubes to put out figures for them to observe and do. Students suddenly feel very simple.
But suddenly I don't know which classmate mumbled, "You can't take a cube in the exam."
I was stunned, and suddenly I saw the pencil box, eraser and pencil box on the student's desk. I blurted out, "Without a cube, nothing would happen?" I immediately guide students to use erasers, pencil boxes, pencil boxes, etc. They can also simulate cubes. Although they are irregular and vary in size, this does not affect the judgment of which face they can see.
Students are also full of interest and really realize that mathematics is around them.
When learning "rotation", how many degrees does a figure rotate clockwise or counterclockwise around a certain point? The method in the book is to start from the key point (vertex), determine the position of several points after rotation, and then draw the rotated figure.
This method makes students dizzy and complain.
Looking at some students who study hard but lack the ability of spatial imagination, they really have the intention of killing the enemy and are unable to return to heaven.
So, in desperation, in addition to explaining myself, I directly use objects such as a triangular ruler to simulate the rotation movement, and also teach students how to simulate the rotation on the map with the triangular ruler in their hands to determine the approximate position.
Many students said with a smile that teaching this method early can make them not dizzy for a few days.
There are countless examples of teaching AIDS like this.
For example, when teaching mathematics wide angle-equivalent substitution, use textbooks, notebooks, pens, etc. Replacing physical objects in students' hands can help students understand the essence of equivalent substitution to a great extent, so that students can establish the idea of equivalent substitution as soon as possible and lay a good foundation for them to learn equations.
Another example is the teaching of "encountering problems". Courseware demonstration has not played a very good role. Because the demonstration of teaching aid toy car is too small and the distance between them is not obvious, it is difficult for students to understand the meaning of speed and sum. The best teaching effect is to invite two students to demonstrate on stage.
Reflection after class, please come to the stage. First, the goal is big. Second, students find it interesting and concentrate. Third, they just use the floor tiles on the ground, which can clearly show the meaning of speed and harmony.
This teaching case has deepened the author's understanding of teaching AIDS.
Third, make the finishing point and turn decay into magic.
In the past, the formal teaching AIDS purchased by schools and produced by the Ministry of Teaching Instruments and Equipment lacked some auras and the characteristics of "teaching students in accordance with their aptitude and adapting to local conditions", which failed to achieve the effect of teaching students in accordance with their aptitude and made it difficult to solve the key problems in practical teaching.
Therefore, when using formal teaching AIDS, teachers must analyze the feasibility of teaching AIDS, whether they can face all students, whether they can solve the difficulties in teaching and highlight and strengthen a certain knowledge point according to the reality of students.
If not, teachers need to make the finishing point, combine the problems existing in teaching practice, dare to improve and perfect formal teaching AIDS, turn decay into magic, and make ordinary teaching AIDS produce amazing results.
When students study "angle measurement", they often encounter the problem of changing the degree of acute angle into the corresponding degree of obtuse angle and changing the obtuse angle into the corresponding degree of acute angle.
And it's really annoying to teach mistakes repeatedly.
But calm down and analyze the reasons: mainly because the protractor demonstrated by the teacher in teaching has great limitations.
In view of the mistakes that students are prone to make when learning this content, the author reformed the traditional protractor: 1, and painted the left zero scale line and the outer circle reading red respectively; 2. Color the 0 scale mark on the right and the inner ring scribed reading yellow respectively.
In teaching, the teacher focuses on the use of protractor: 1. First, aim the center of the protractor at the vertex of the angle.
2. Overlap one side of the corner with the zero scale line.
3. If there are overlapping yellow zero scale lines, look at the yellow scale number indicated by the yellow line; If the red zero scale lines overlap, look at the number of red scales indicated by the red line.
In this way, through the demonstration of measuring the degree of several angles, students can quickly understand the method of measuring the degree of angles.
The key point is that students will no longer have the problem of choosing the anti-zero scale line when measuring angles.
This reform highlights and strengthens the problems that should be paid attention to when measuring angle degrees, attracts students' attention and breaks through this difficulty.
When studying volume and unit of volume, there is an experiment in the textbook: two cups of the same size, one filled with water.
Put an object in another cup, and then pour the water from the cup full of water into another cup, only to find that the cup is full of water and has not been poured.
This shows the size of the space occupied by objects, and makes students realize that the meaning of volume is the size of the space occupied by objects.
But in this class, the author found that on the one hand, water has no color, and the students behind it can hardly observe it; On the other hand, in this experiment, students' experience is very superficial and limited, and they have no real feeling about the size of the space occupied by objects.
Therefore, the experiment has been improved from two aspects.
On the one hand, red pigment is added to the water, so that students in all corners of the classroom can clearly observe the changes in the water surface.
On the other hand, the author tied a rope to the stone, poured half a glass of water, and slowly put the stone into the water with the rope in his hand.
Therefore, all students can clearly observe that the water surface gradually rises with the increase of the part of the stone immersed in the water surface.
At this time, the experience that students can gain is not only the size of the space that objects can occupy.
They can even get a preliminary understanding of Archimedes' principle: the volume of an object immersed in water is equal to the volume of water boiled by the object.
Make full use of teaching material resources, but reform should be carried out according to the actual situation on the basis of teaching material resources.
It may be just a little improvement, but it can play the role of "turning decay into magic"
Teaching is ever changing. Similarly, our teaching AIDS should be flexible and can be used in our teaching.
Moreover, it should be firmly remembered that the role of teaching AIDS is to serve teaching, not how beautiful and professional it is.
To paraphrase Comrade Xiaoping, a great man: "No matter whether it's a white cat or a black cat, catching a mouse is a good cat!" Our teachers should also have this awareness when making and choosing teaching AIDS. As long as it can serve teaching and help students learn knowledge, it is a good teaching aid that we should pursue.
In the usual teaching process, our teachers should be able to observe life at any time and face the things around them with the eyes of discovery and the brain of thinking. In this way, we can invent and create various novel and unique teaching AIDS, which will bring unexpected seconds to teaching.
Let our traditional "home-made teaching AIDS" still be radiant and powerful in the new era.