First, create problem situations to guide autonomous learning.
When teaching "Calculation of Triangle Area", before class, let each student prepare an identical pair of obtuse triangles, right triangles and acute triangles, and several parallelograms to swing, spell, move and cut, and see if we can find and deduce the calculation method of triangle area by spelling, connecting, moving and cutting into the previously learned plane figure. Some students spell out parallelogram, rectangle and square with a pair of triangles; Some students cut a parallelogram into two identical triangles; Some students only use a triangle and transform it into a rectangle by cutting and mending. Teachers guide students to observe the relationship between the base and height of parallelogram and the base and height of triangle. Through observation and hands-on experiments, students found that the base of parallelogram is equivalent to the base of triangle, and the height of parallelogram is equivalent to the height of triangle, thus deducing the calculation formula of triangle area. In the problems created by teachers, students not only gain knowledge, but also learn to research and create like mathematicians, thus enjoying the joy of success and inspiring students' innovative thinking consciousness.
Second, experience the construction process and guide autonomous learning
In traditional mathematics teaching, results are emphasized and process is ignored. Students don't need to explore independently, just listen carefully and memorize. This teaching method excludes students' thinking in the process of learning mathematics. The new curriculum emphasizes that mathematics learning must attach importance to the process of knowledge construction and make students' exploration and experience an important way to learn mathematics. Let students explore and create freely and openly with their own way of thinking according to their existing knowledge and experience. Teachers should leave the time and space for exploration to students, provide them with more open questions and carry out more exploratory activities to help them build up their confidence in learning.
For example, when teaching "six plus a few", the teacher projected a picture of a group of primary school students queuing to go home, including 6 boys and 5 girls. Let the students ask the math questions first and find out how many people are there in a * * *. List formula 6+5, and encourage students to discover and explore calculation methods, and encourage students to be unconventional. Therefore, some new calculation methods have appeared among students, reflecting the diversity of calculation methods:
(1) Divide 5 into 4 and L, and 4 and 6 form 10,10+L =11;
(2) Divide 6 into 5 and 1, and 5 and 5 form 10,10+1=1.
When students face new calculation problems, teachers no longer tell them how to calculate, but let them discover, explore and learn mathematics by themselves. Students not only know what they have learned and master their favorite calculation methods, but also promote the formation of innovative thinking ability. Posted in China Paper Download Center.
Third, solve practical problems and guide autonomous learning.
It is an important idea of the new curriculum standard to make mathematics content alive and let students learn realistic mathematics. Suhomlinski once said: "There is always a deep-rooted need in people's hearts, that is, to be a discoverer, researcher and explorer." Therefore, it is necessary to closely link mathematics knowledge with students' real life, introduce topics from social life into classroom teaching, and encourage students to actively explore the mysteries of mathematics knowledge after class, so as to experience the charm of mathematics knowledge and further stimulate their strong interest in learning mathematics. Students are always in a positive and conscious learning atmosphere from class to extracurricular, which can promote students' innovative ability.
Take the lesson "Preliminary understanding of kilograms" as an example. On the surface, it seems that it has little to do with students' daily activities. But if we can guide students to participate in shopping activities and feel the weight of food personally, we can find the "fit point" between what we have learned and life. Through shopping activities, students weigh, weigh and hug themselves, fully perceive the weight of L grams, L kilograms and 10 kilograms, concretize abstract concepts and make them interesting, and extend simple mathematical concepts to life activities. Students feel that mathematics is so close to them, gradually get close to mathematics, understand mathematics, and then like mathematics. With this positive state, students' initiative and practical ability in learning mathematics will be greatly improved.
Third, encourage innovation and sublimate independent inquiry.
Mathematical creative thinking exists in all aspects of teaching and is one of the important ways to guide students to form operational thinking. In teaching activities, let students play, swing, fold and draw a picture, think about it, try their best to start, use their brains and talk, arouse students' enthusiasm for learning mathematics, stimulate students' creative "torrent" and "surfing", and let students rush out of the set, discover the rules, boldly put forward different views and ideas and taste the pleasure of success.
I am teaching "Understanding of Triangle, Parallelogram and Trapezoid", and the new lesson is coming to an end. In order to consolidate and develop better, I asked students to spell triangles with sticks. It is required to use as few sticks as possible and spell triangles more. After a few minutes, I got many answers. Then a boy playing with matchsticks suddenly shouted, "Wow … there is a triangle below!" " "It turned out that he stood upright with three matchsticks and spelled out four triangles. When he described the number of roots and triangles used, people in the classroom applauded. From those small faces that clap their hands and laugh for a long time, it is not difficult to see the students' pursuit and yearning for innovation.
In short, in mathematics teaching, teachers should base themselves on cultivating students' inquiry, inquiry consciousness and inquiry ability, give full play to students' independent role, and let students dare to think, speak, do, think, speak and do, thus improving students' mathematics quality.