The method of constructing efficient mathematics classroom teaching mode
First,? Efficient classroom? Connotation and extension of teaching mode
1, and the process efficiency is high. Pay attention to the allocation of class time, the teacher's guidance and control should be within 10 minutes, and the students' learning activities should be more than 35 minutes; Make full use of and mobilize collective learning, organize in-class assessment, and guide learning in strict accordance with regulations; Pay attention to the guidance of learning methods and learning process; Fully mobilized the enthusiasm of students, so that all students can effectively participate in classroom learning activities, and have a strong thirst for knowledge.
This method is very effective. Be able to carefully complete the preview as required and take preview notes; Really become the main body of the classroom, and the number of students participating in autonomous cooperative learning in the classroom reaches100%; Can participate in learning around learning objectives, with serious attitude, good habits, willingness to be independent, good at cooperation, diligent in inquiry and high learning quality; Group cooperative learning has a clear division of labor. Yeah, group study? Full and efficient cooperation, * * * and standards; Willing to communicate and show learning results, able to exercise reading, speaking, reasoning, evaluation, self-confidence and other abilities in front of the board or at the focus, accurate and fluent in language expression, standardized in listening, appreciating, writing or demonstrating; Can complete the standard test in class as required.
3. The high efficiency of the model. Adhere to the student-centered classroom, pay attention to all students; Based on what? Three steps and six paragraphs? The tutorial plan and class hours compiled by tutorial system fully reflect students' autonomy, cooperative learning and self-management; Without serious self-study, students will not explain, without full independent thinking, they will not communicate and explore, and they will not find students' confusion and obstacles; The guiding process and links are smooth; Around? Three-dimensional target? It can enlighten, correct mistakes and really solve doubts, and cultivate students' autonomous learning ability.
4. High quality and high efficiency. Is the quantity and quality of new knowledge acquired by students up to standard, and is it evaluated by feedback? Basic standards? 100%,? Ability improvement? 80%,? Expand and extend? 70%; Students are in a learning state of being willing to learn, good at asking questions, good at listening, and daring to discuss and evaluate. Students are full of passion, active in thinking, improve their autonomous learning ability, and develop their IQ and EQ simultaneously. Students experience success in their studies, know themselves and build up self-confidence.
From the students' point of view, an efficient classroom should meet the following two conditions: First, students should achieve three-dimensional teaching objectives. Second, in the process of achieving this goal, students should take the initiative to participate and think positively.
From this point of view, efficient classroom is a classroom for students to actively study and think, for students to learn independently, for teachers and students to interact, and for students to actively construct the meaning of what they have learned. From the teacher's point of view, an efficient classroom should meet the following three conditions: first, teachers can scientifically and reasonably determine the three-dimensional teaching objectives of the classroom according to the requirements of curriculum standards and the actual situation of students. Because the presupposition of teaching objectives can not be completely consistent with the actual situation in the classroom, it requires teachers to adjust teaching objectives in time in the teaching process, so as to face all students to the maximum extent and better reflect the appropriateness of teaching objectives. Second, the teaching process must be a process in which students actively participate. This kind of active participation is mainly reflected in whether teachers can adopt flexible teaching strategies to arouse students' enthusiasm for learning, actively guide students to think positively, give students more time and opportunities to cooperate and show, and let the whole class share their learning achievements.
Third, follow up, monitor, feedback and solve in time in teaching, consolidate students' learning achievements in various ways, and make the achievement of three-dimensional teaching goals higher.
Second, the research principles
1, the principle of student-oriented education: all for students, highly respect students, and rely on students in an all-round way. 2. Developmental principle: the discipline focuses on the development of teachers, especially students, and the future of students, and strives to build a basic reading teaching model that is student-oriented and conducive to the development of students. 3. The principle of comprehensiveness: What is the core idea of the new curriculum? All for the development of every student? Therefore, this study not only faces all students, but also attaches importance to their all-round development in three dimensions. 4. Comprehensive principle: The research of the subject should be carried out in all disciplines, emphasizing the integration of disciplines, the communication inside and outside the class, and the connection inside and outside the school, and guiding students to use multidisciplinary knowledge to discover, study and solve problems.
5. Experience principle: Experience is a distinctive feature of modern learning methods. In the teaching process, students should be encouraged to read and understand the textbooks themselves, and their personal feelings and unique opinions should be respected, so that the learning process can become a personalized process. 6. practical principles: Carry out research according to teaching practice. In teaching practice, purposefully create practical activities for children, so that students can discover, know, understand and develop in the activities.
Third, primary school mathematics? Autonomy, cooperation and innovation? model of instruction
Elementary school math? Autonomy, cooperation and innovation? Teaching mode, its classroom teaching form is:? Create a situation? Autonomous learning? Cooperation and exchange? Guide innovation? . This model fundamentally changed the past? The teacher speaks and the students listen; The teacher asked and the students answered; Teachers demonstrate and students watch; Teachers give questions and students do them; Teachers mark papers and students correct mistakes? Classroom teaching situation.
(A), create a situation
Curriculum standards point out that mathematics teaching should be closely linked with students' real life, create vivid and interesting situations according to students' life experience and existing knowledge, guide students to observe, operate, guess, reason and communicate, and let students learn in specific situations. Teachers should make full use of primary school students' curiosity, competitiveness and enthusiasm, and create novel, interesting, challenging and questioning situations according to the specific content of teaching materials and the characteristics of students' thinking development. By creating situations, students' desire for discovery and exploration can be stimulated. Want me to learn? For what? I want to learn? . Students feel that mathematics is around, which will stimulate students to explore independently. According to students' thirst for knowledge, teachers put forward targeted questions around classroom teaching objectives, so that students can actively question, guess and assume. Questioning is the beginning of innovation. A good question is more valuable than a good answer. Teachers should consciously create problem situations for students, inspire students to collect information, guide students to think actively and guess boldly, discover and put forward valuable math problems independently, and create an active learning atmosphere.
(B), autonomous learning
Follow the new curriculum? Student-oriented development? This concept is strongly advocated? Autonomous? The new learning method enables students to truly experience the joy of learning success and move towards the other side of success. In primary school mathematics classroom teaching, teachers should organize students to participate in inquiry activities according to the teaching content, guide students to choose appropriate inquiry methods, fully mobilize students' enthusiasm, initiative and creativity, and maximize students' participation in teaching activities.
Let each student explore and discover freely and openly with his own way of thinking according to his own knowledge and experience, and guide them to actively engage in activities such as observation, operation and experiment with scientific inquiry methods. Reengineering? New knowledge of mathematics. In this process, teachers should change their concepts and roles, put themselves in the position of organizers, guides and collaborators of students' learning activities, change the teaching methods based on examples, demonstrations and explanations, fully trust students, and give them time and space for autonomous learning. In this process, based on the differences of students' thinking knowledge, original knowledge level, life experience and study habits, different students have different feelings about different problems, different emphases, different ways of thinking and concepts, and teachers must cherish, respect and strongly encourage them.
(3) Cooperation and communication
1, panel discussion
Communicate the results of autonomous learning in groups. Teachers will listen carefully or participate in discussions. Group discussion provides more opportunities for all students, especially those with learning difficulties, and transforms the achievements of individual independent thinking into the cognitive achievements of the whole group, thus cultivating students' group consciousness and activity ability. At the same time, in the process of cooperative inquiry learning, teachers should respect students' different opinions, tolerate students' wrong opinions, encourage students' original ideas, and attach importance to the atmosphere of respect, communication, tolerance, achievement sharing, complementarity and competition shown by students in interaction. Cultivate students' sense of cooperation and communicative competence.
2. Organization report
The group sent representatives to report the discussion results to the whole class, and the teacher guided each group to put forward different ideas and encouraged divergent thinking. On the one hand, this kind of report is created for more students? On behalf of the collective? Opportunities for competitive cooperation; On the other hand, by transforming the cognitive achievements of the group into the cognitive achievements of the whole class, we can expand our thinking and stimulate innovation.
3. Collective induction.
Students speak freely and sum up the opinions of the whole class. The teacher's task is to create an appropriate atmosphere for students to argue consciously and freely, which fully reflects students' autonomy and innovation. At the same time, students are encouraged to use their own methods to verify their conclusions, and cultivate the rigor of thinking and a scientific and realistic attitude.
(4) guide innovation
1, basic exercise
Practice is the main form of students' practice in the process of mathematics teaching, and it is an important means to master knowledge and form ability. In addition to consolidating the knowledge learned, it also plays a role in training thinking and developing ability. Therefore, well-designed exercises are an important means to cultivate students' innovative ability. Teachers should carefully design layered exercises for all students according to their actual situation and teaching content, which will help students solve problems independently and consciously and encourage divergent thinking. At the same time, to cultivate students' fluency, variability and originality, we should pay special attention to the inquiry process of solving problems and the cultivation of application consciousness and practical ability.
2. Extensible, open and exploratory exercises
Based on teaching materials, students' reality as the starting point and students' acceptance as the criterion, this paper explores the multidirectional nature of problems and the diversity of problem-solving strategies. Hierarchical classification design has the characteristics of development, openness and inquiry, and it is rewarding to design optional spaces for students at all levels so that everyone can participate in them. Let every student experience and enjoy the pleasure of success, stimulate the thinking of seeking differences, let every student become an explorer and creator, and develop innovative thinking.
3. Training of open questions
The training of open questions is also an indispensable part of teaching. Teachers should explore mathematical thinking methods, change presentation methods and introduce open questions for students to participate in training. When designing exercises, teachers should design more open questions with practical significance and thinking value, and create a broader thinking space for students, which is helpful to stimulate students' innovative consciousness, develop the habit of inquiry and develop the creativity of thinking.