As an important part of school education, mathematics teaching educates students and cultivates their sentiment. It plays a very important role in developing students' thinking ability. Mathematics teaching should not only enable students to master mathematical knowledge, but more importantly, gradually enable them to learn to use mathematics and mathematical thinking to solve problems. As Paulia pointed out, about 30% of ordinary middle school students need to use mathematical knowledge in their work after graduation, while the remaining 70% need almost no mathematical knowledge. Compared with the mathematical ability, mathematical thinking method, self-confidence, scientific attitude and rational spirit obtained in mathematical learning, mathematical knowledge is obviously more important. From this point of view, I think that in the process of mathematics teaching activities, we must pay attention to cultivating students' good personality and try our best to implement it through various channels in order to give full play to the function of mathematics teaching and improve students' quality.
At the same time, a good personality has a series of interrelated functions in learning, such as motivation, guidance, guidance and reinforcement. It is an important part of mathematical literacy, which promotes the formation of mathematical knowledge literacy and ability literacy, and they influence and promote each other. The necessary condition for the formation of students' creative thinking ability is that students should have tenacious learning perseverance, independent thinking and innovative spirit, and have strong learning concentration. There are many solutions to a mathematical problem, and other problems can be summarized or transformed by deepening, weakening conditions, strengthening conclusions, generalizing, popularizing, specialization and analogy. In the process of learning, students can't solve problems creatively without good personality.
Mathematics is the easiest subject to cultivate creativity. Teachers should give full play to the leading role in teaching practice, create a natural, relaxed and equal teaching environment, and let students show their personality and charm in the teaching process. The development of students' personality is the basic goal of people and society. Whether students' personality can be fully and reasonably developed is the symbol of educational success, and cultivating students' good personality quality is the focus of our educational work. How to cultivate students' good personality?
First, create suspicious situations to cultivate students' curiosity
Curiosity refers to a strong thirst for knowledge and interest in new knowledge, new things and new problems. It is not only the inducer of creative activities, but also the driving force of creative thinking. Stimulating doubt is an important strategy in teaching, which can stimulate students' positive thinking and curiosity. So we often need to create suspicious situations to cultivate students' curiosity. For example, in the teaching of "Fractional features that can be converted into finite decimals", students are asked to quote a fraction first, then the teacher immediately judges whether it can be converted into finite decimals, then the students verify it, and finally the roles are exchanged. In this way, while students are curious, they are eager to realize the mystery of quick judgment, which stimulates students' desire to explore actively.
Second, encourage questions and cultivate students' challenge ability.
The challenge is that students are not blindly obedient, supercilious, bookish, pragmatic, dare to ask questions and dare to "test teachers". Questioning and asking difficult questions is the spark of positive thinking and the starting point of innovation. Therefore, in teaching, students can be encouraged to question boldly and ask difficult questions, so that they are in an angry state and are introduced into the process of "doubt-analysis-explanation". For example, when the teacher finished drawing a circle with compasses, a student suddenly asked, "If you don't use compasses, is there any way to draw a circle?" This challenging question enlivened the students' thinking. Through heated discussion, the students found the operation methods of "drawing a circle with rope" and "drawing a circle with wooden strips"
Third, strengthen cooperation and exchanges to cultivate students' openness.
Openness is characterized by cheerful personality, sensitivity to new things, unconventional, and the spirit of exploring new things. Cooperation and communication is a way to mobilize great creativity in a short time by using collective wisdom. For example, after learning cuboids and cubes, let the students freely choose project design problems in groups. If they use the knowledge about cuboids and cubes to solve a real-life problem, if the container is the topic, the group will cooperate to select objects, prepare tools, measure data, estimate prices, solve calculations, and successfully complete practical exercises, and communicate and evaluate them in class. In this process, students inspire each other and encourage each other, so that creativity can have a chain reaction and produce * * * vibration, thus stimulating more creativity. At the same time, in cooperation, middle school students dare to be unconventional and good at inspiring themselves with other people's ideas. This form of cooperation and communication has greatly cultivated students' openness.
Fourth, give more successful experiences and cultivate students' self-confidence.
Self-confidence means believing that the goal you are pursuing is correct and that you have the strength and ability to achieve the correct goal you are pursuing. Schoenke of the University of Texas said: "To make students succeed, we must constantly make them feel that their efforts are effective and give them feedback on their success, so as to enhance their self-confidence and continue to succeed." Accordingly, I cultivate students' innovative self-confidence in teaching from the following two aspects: first, guide students to learn the meaning of self-confidence, stimulate students' innovative motivation, stabilize students' learning mood, and establish self-confidence to dare to innovate; Second, pay attention to teaching students in accordance with their aptitude, adjust teaching requirements according to the actual situation of students, and implement classified teaching, so that students at different levels have the opportunity to succeed, all of them can be improved on the original basis and constantly enhance their self-confidence. Especially for students with learning disabilities, we should try our best to discover their strengths and establish their "glorious image". For example, you can ask "auditory" students to repeat the teacher's questions; Let "visual" students act out the problems in textbooks and blackboard writing again; Ask the students who are "physically conscious" to perform the teacher's demonstration again.
Fifth, using the abstraction and rigor of mathematics to cultivate students' learning perseverance and scientific attitude of seeking truth from facts.
The spatial form and quantitative relationship in mathematics are abstract, highly generalized and re-abstract, and the basic characteristics of mathematics rigor require that the narrative of mathematical conclusions must be refined and accurate. The reasoning and systematic arrangement of the conclusion are both rigorous and thorough. Moreover, mathematics has the characteristics of rigor and logic, which should be given full play in mathematics teaching. For mathematics educators, we should pay attention to the rigor of language, the standardization of doing problems, the flexibility of solving problems, the neatness of blackboard writing, the regularity of drawing and so on. In this way, students will be subtly influenced by what they hear and see. Mathematics is very abstract. By teaching the formation process of mathematical concepts and propositions, students' essential thinking habits are cultivated. In addition to their own strict requirements, teachers should also be strict with students and cultivate their good habits. In this regard, they should put forward the following requirements for students:
(1) requires students' language to be accurate and standardized. In addition to targeted training in this area, it is also necessary to correct students' language mistakes in answering questions and doing homework at any time, so that students can know that a word difference will make mistakes. For example, the solution of inequality: x >；; A and x>b, using x>a or X>B. Here "and" are essentially different from "or"; The mathematical meanings of "having any solution" and "having any multiple solutions" are also different.
(2) Students are required to have evidence. Whether reasoning, calculation or drawing, we should pay attention to the basis. Sometimes we need to use a conclusion in solving problems, but this conclusion is intuitively correct but has not been proved. In this case, we must prove the conclusion before using it. It is not allowed to "create" some conclusions that are taken for granted.
In this way, in mathematics teaching, we always help students to constantly correct their mistakes in their studies and gradually deepen their understanding of knowledge. Constantly improve the ability to use knowledge and skills to solve simple practical problems, so as to cultivate students' tenacious learning perseverance and form a scientific attitude of being meticulous, sticking to the truth and correcting mistakes.
Sixth, form habits and cultivate a sense of responsibility.
The research of modern mathematical theory shows that students' learning effect is closely related to non-intellectual factors such as emotion and will in learning activities, and depends to a great extent on their hard work attitude and study habits. Especially for their lifelong development, a strong sense of responsibility is an important condition for their achievements. A sense of responsibility is the fundamental condition for a person to do things. Without this basic point, nothing can be done and nothing can be done well.
The cultivation of sense of responsibility must begin with the cultivation of good study habits. In mathematics teaching, teachers should guide students to devote themselves wholeheartedly with extremely serious attitude. For example, in calculation, students are required to carefully examine questions and discover skills. Don't copy wrong questions or make mistakes in calculation. After the calculation, you should carefully check the "step by step" and write the whole process neatly. In the whole process, every link is down-to-earth and meticulous, so that every student can gradually develop a conscious, active and serious study habit. This gradually formed a sense of responsibility and good personality.
The new curriculum standard puts forward specific requirements according to the different psychological and physical development characteristics of students in each learning period. Teachers should let students actively participate in the process of mathematics learning activities, stimulate students' strong interest, love mathematics, gain successful experience, hone their will to overcome difficulties, and establish self-confidence in learning mathematics well. At the same time, in the process of exploring mathematical knowledge, we can feel the rigor of mathematics, form a realistic attitude, dare to question and think independently, and develop good work and study habits. In short, the basic education stage should focus on the development of people's life. To implement quality education in mathematics teaching, we must attach importance to and devote ourselves to cultivating students' good personality.