The new curriculum emphasizes that teaching is the communication and interaction between teaching and learning, and both teachers and students communicate, inspire and supplement each other. In the teaching process, teachers and students share ideas, experiences and knowledge, exchange feelings, experiences and ideas, enrich teaching content and make new discoveries, so as to achieve * * * knowledge, * * * enjoyment and * * * progress, and realize the common development of teaching and learning. It is an important content of the new curriculum reform to return the classroom to students and give full play to their learning enthusiasm. As the implementer of the new curriculum, how to return the classroom to students, the following combined with my teaching experience, talk about my own views:
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First, cleverly introduce and stimulate interest-give the right to learn to children.
As the saying goes, "everything is difficult at the beginning", and a good beginning is half the battle. Therefore, how important it is to introduce it skillfully in our teaching to attract students' attention, arouse children's interest in exploring new knowledge, and let students learn and explore in relaxed, happy and interesting situations! For example, when teaching axisymmetric graphics, I asked at the beginning of the class, "There is a word that often appears in daily life, but it is not in the dictionary. Can you guess what it is? " Students can't guess, but they want to know. It's hard to imagine what impact it will have on the next new lesson. This stimulates their interest in learning, thus reducing the psychological pressure of students. In this way, curriculum guidance can often "surprise", stimulate students' positive thinking and lay a good foundation for the whole teaching process.
Second, change the teacher's narrative into the student's operation.
Operation is the starting point of thinking, the source of cognition and the beginning of understanding things. Everyone is encouraged to do it in class, and everyone can operate it. By posing, spelling words, drawing, talking and other activities, we can find the rules. By using hands, brain and mouth to participate in learning activities, we can not only master the methods of learning mathematics, but also deepen our understanding and apply what we have learned, which has great advantages.
Therefore, I think math class must give students the opportunity to operate. We should not only take practical activities as a way to learn and master knowledge, but also tap the hidden intelligent factors in the appearance, and use these factors to develop knowledge, so that students can interact with their hands, mouth, eyes and brain in a three-dimensional way and cultivate their practical ability. Practice is the source of innovation. For example, when senior one taught "putting numbers", some children didn't bring matchsticks when I asked them to take them out in class. What should I do? A child suggested using pencils or colored pens, and I praised the students in time. The students began to move and soon let go. I said; Oh, what if I can't show it? The children talked about many methods, and later they used the method of drawing a picture to talk about it. When children make mistakes, they can ask other children to help them correct or supplement them. This class gives children time to spell, draw and speak, and gives them enough time to explore. Although this kind of independent inquiry takes more time than the teacher's lecture, practice has proved that students really understand and learn thoroughly, and this kind of "time-consuming" and "laborious" is very valuable. I encourage students in class in time, so that the "spark" of students' thinking can continue, and then a single spark can start a prairie fire. Instead, we leave the opportunity to correct mistakes, supplement and improve one-sided opinions to all students, protect their innate curiosity and enthusiasm for learning to the maximum extent, eliminate their fear of failure, shyness and fear of being laughed at, and increase their sense of security. In this way, students can really develop their thinking in operation, improve and develop in communication, and the mathematics classroom can really blossom and bear fruit.
Third, let students participate in classroom teaching-return the classroom to the students.
It is a very clear goal of the new curriculum reform to change students' learning style and make them the masters of the classroom. People often say that "interest is the best teacher". We excavate the teaching materials before teaching, combine and apply the learning of knowledge points, and carefully design the teaching process to make students' innovative thinking truly "live". However, we adopt different methods according to different teaching contents and students' reality, with the aim of truly returning classroom teaching to students. Only by opening the door of thinking can students' thinking be like a runaway wild horse, so that students can talk about their own views and ideas and discover new methods and ideas according to the teaching objectives. Then we need our teacher to let go boldly, let the children learn and communicate with you, and let them walk on the platform with a golden tongue to show their elegance. Maybe what he said is naive and direct, but after a period of training and the guidance of the teacher, I know that children will travel freely in the ocean of knowledge. Please believe that every child will become the master of learning, his personal exploration potential will be deeply tapped, his personality and specialty will be fully developed, the degree of democracy in teaching will be improved, and there will be more teachers than one. The "master" has a sense of learning, active thinking, active exploration and creativity.
Fourth, carry out various activities to let students "play" middle school mathematics.
"Play" is the nature of primary school students. According to the playful nature of primary school students, I intend to guide students to play math interest activities after class.
1. Guessing activities. The formulas and concepts of primary school mathematics are compiled into riddles, and guessing activities are held in festivals to deepen the impression of what they have learned.
2. Fight for the red flag. Design many different kinds of small calculation problems into the shape of a flag-raising platform, limit the time, and see who completes the calculation first and accurately, who will win the red flag. After a student won the red flag, all the students applauded warmly to congratulate him. Pupils are brave and competitive. They won the red flag this time and are determined to win next time. If you don't win the red flag, try to win it next time.
3. Tell stories and make up stories. I encourage students to buy some interesting books about mathematics, introduce some math story books to students, and let students take their interesting math books to school and borrow them from each other. After a period of time, use the time after finishing homework to organize and guide students to tell stories about their learning and application of mathematics knowledge. By telling stories and making up stories, students can better understand the use and origin of mathematical operation symbols and the importance of learning mathematics.
4. Play math games. For example, let students match formulas, find friends, play math solitaire, play cards, drive trains, win red flags, and play dozens of math games such as doctors and doctors in mathematics. I collected all kinds of mistakes in students' homework and distributed them to students, so that they could be "little doctors" to see who could diagnose correctly and treat well. Many students love face and are afraid of falling behind, so they ask for advice modestly. Soon, all the mistakes in the problem were found out, and there were a lot fewer similar mistakes in the future. Interesting games have changed boring mathematics knowledge, and students have felt the fun of learning and stimulated their enthusiasm for learning mathematics well.
Suhomlinski said: "The joy of success is a great spiritual strength, which can promote children's desire to study hard." In classroom teaching, timely praise and encourage students' innovative ideas and concepts in thinking activities, so that students can have a successful experience, feel the joy of success, enhance their self-confidence, encourage them to constantly explore and innovate, and strive for new success, so as to continuously develop their innovative ability and promote the formation and improvement of their innovative quality as soon as possible. Innovation is like a seed. It needs a certain environment, including soil, climate, scientific irrigation, fertilization and cultivation, in order to germinate, take root, blossom and bear fruit. Teachers should create such an environment, an environment suitable for cultivating students' innovative ability, which requires our classroom teaching to break through some previous rules and create a stage for each child to show. As the saying goes, the stage is as big as the heart. For our teachers, the stage you create for children will be as big or even bigger.
As a new generation of mathematics teachers, we should and must change our teaching concept, return the classroom to students as much as possible, so that students' interest and passion in learning mathematics will follow, and the mathematics classroom will be full of vitality, so that they can enjoy learning and love learning, so as to learn mathematics well.