First, teachers must first complete the role transformation.
The new curriculum standard first impacts teachers' teaching ideas, and the biggest change of teachers should be the change of roles. Teaching is a process of communication, positive interaction and common development between teachers and students. In this process, students are the masters of learning, and teachers are only the organizers, guides, motivators and promoters of students' learning. Our role should change from a commanding authority to an equal leader. If the teacher's role-playing is not good, it will hinder the real implementation of students' learning methods such as autonomy, cooperation and inquiry. It becomes an empty talk to return the learning process to students. On the basis of accurately grasping the new curriculum standards, teachers should clearly tell students that they are just an elaborate organizer and participant through the change of classroom teaching language, gradually realize the transformation from teaching-oriented to learning-oriented, and adopt a new classroom teaching mode of teacher-student interaction.
Second, teachers should pay attention to cultivating students' interest in learning.
For various reasons, many students are not interested in math learning, think math class is boring, and even afraid of learning math. Although the content of the textbook of Soviet education edition is much more vivid and interesting than in the past. But compared with the actual life of students, there are still great differences; Moreover, due to the increase of floating children, many students' learning foundation is worrying and their study habits are poor. Therefore, to change students' learning style, we must first re-cultivate students' interest in learning. I always believe that interest is the best teacher. Students are curious by nature. In class, teachers should always consciously set suspense, so that students can have the psychology of exploring the mystery of the problem, thus stimulating students' interest in learning.
For example, in the class of scale, I used such an opening sentence: How did we manage to put the Chinese painting with a land area of 9.6 million square kilometers on a small piece of white paper? How to clearly show us the precise structure of the watch? Who played such a big role in it? ..... Through this beginning, students will be surprised and interested in doubts, and then their next study will be much more active. In the usual study, I don't let go of all the examples in the textbook that let students operate. I divided the students into groups, made my own tools, practiced by hand and compared the experimental results with the actual data to see how big the gap was. Let students understand through facts that the knowledge in textbooks is not used on paper, but comes from reality and is applied to reality. Some students are not good at math, but they are active in activity classes and praised by their classmates and teachers, so they have the motivation to learn. Such activities are not only carried out in math class, but also guide them to carry out activities with what they have learned in their spare time. If the school sports meeting is about to be held, how many students should be selected to take part in the long jump? Can each student's long jump score be measured without a tape measure? After school, many students look for tools to measure on the playground, and the happiness when they get the results attracts their attention to mathematics. They experienced the joy of success.
Third, teachers should pay attention to the creation and introduction of situations in the new curriculum.
The introduction of new curriculum is an important link for teachers to guide students to enter the learning state quickly. Fascinating teaching situation can fully mobilize students' learning initiative, inspire students' thinking, stimulate students' curiosity, and experience the joy of seeking success in the learning process. A good beginning is half the battle. Situational creation of new curriculum introduction is an effective teaching activity emphasized by the new curriculum concept and one of the important driving forces to change the way of mathematics learning. Usually, the methods of importing situations can be different, and situations can be created by setting questions; You can use stories to create situations; You can also create a situation through hands-on operation; Or use examples to create situations. As long as it can attract students' attention.
It is the nature of every student to love telling stories. Taking stories as the beginning of new lessons can best concentrate students' attention. When I took part in method of substitution's problem solving, I told my classmates the story of an elephant in Cao Chong. Everyone is familiar with this story and is particularly interested in it. Later, it was proved that the students who arranged the new courses in this way were impressed and had solid knowledge, and they could all appreciate the benefits of method of substitution's problem solving.
Fourth, teachers should create opportunities for students to ask questions boldly.
According to the requirements of the new curriculum, we should return the learning process to students and let them experience the fun of exploration. The learning process of students is a problem-solving process. Students should be good at finding problems and dare to ask questions in their autonomous learning. Because the more you argue, the clearer it becomes. At the beginning, let alone asking questions, even few people answered them. The classroom atmosphere is dull, and when answering questions, it is often irrelevant, and more students dare not answer. The attitude of students made me realize that I should try my best to create opportunities, induce students to dare to think and speak, and then guide them to think, speak and learn to communicate. Since students are timid, when a student answers a question, no matter how he answers it, I always listen with a smile, encourage them, and make students feel that there is nothing to be afraid of when answering questions, only the distinction between right and wrong, right and wrong. Guide students to learn to listen, discover and appreciate, and at the same time enhance their self-confidence in learning through mutual appreciation.
For example, in my last class, a classmate liked to answer questions. At first, his answer was Wan Li, which was beside the point and caused the students to laugh. But with my encouragement, he kept on answering questions, and his academic performance gradually improved, and his answers became more and more exciting. Other students have joined the ranks. Sometimes they will be red-faced because of a question. There is thinking and discussion in class, and students are happy and willing to learn in an atmosphere of equal dialogue.
Fifth, teachers should cultivate students' learning quality of independent exploration.
Students have a dependence psychology and are unwilling to think when they encounter difficulties. Anyway, the teacher will say. So students' thinking ability can't be exercised. In the usual teaching, I often arrange some questions with certain exploratory significance and openness, cultivate students' habit of being good at thinking and diligent in doing things, and let students improve their ability to solve problems and appreciate the value of mathematics through continuous exploration and creation.
Sixth, teachers should pay attention to cultivating students' awareness of cooperation and communication.
In the usual study, I divide students into study groups, and there is a clear division of responsibilities in the groups, so that students can learn from each other and cooperate with each other, which is conducive to students' active participation in various forms of teaching organizations, and competition between individuals can be transformed into competition among groups. At the same time, it can make up for the shortage that it is difficult for a teacher to face the teaching of many students with differences, and can effectively promote the development of each student. In the process of learning, every student has the opportunity to express his own views, listen to others' opinions and learn to evaluate the conclusions of the members of the same group. Before the discussion, everyone should think independently, form their own preliminary ideas, and then study each other and solve problems together. This provides students with learning difficulties with opportunities for help and progress. At ordinary times, I also let the students with good grades in the group drive the students with difficulties to act as their little teachers and help them as much as possible, which is also a promotion process for myself. Because students have limited knowledge after all, they often fail in cooperative inquiry. As teachers, we should not stand by and guide students according to their actual situation.
In short, teachers should change their practice of doing everything and let students take the initiative to participate in learning. Only in this way can we change students' learning style and make them truly masters of learning.