1, based on teaching resources, develop students' thinking.
Teachers often explain only around textbooks, which virtually stifles students' ability to explore knowledge outside textbooks. Based on the reality and students, generative classroom teaching reorganizes, screens, adds and modifies the teaching materials to make them available to students, and encourages students to use their extracurricular time to find relevant knowledge, thus broadening their horizons and better understanding the teaching materials. Mathematics curriculum resources like this are varied and colorful. Newspapers, magazines, internet, TV, movies and even DVDs are all available case materials and rare teaching resources.
2. Clever use of generated resources to capture the bright spots of wisdom.
In classroom teaching, according to the actual situation of students, creatively adjust the teaching content and find out the best trajectory suitable for text teaching. Teachers should be good at capturing the bright spots of students' wisdom, guiding, guiding and controlling, allowing students to think further, discuss in depth, conduct appropriate induction and comparison, sum up the crystallization of students' collective wisdom, refer to the research process, give play to students' subjective initiative, and invisibly improve students' autonomous learning ability.
It can be seen that a class often does not fully meet the pre-class presupposition, and it will involve all kinds of new and exploitable educational resources. Because of the differences in interest, attention, knowledge accumulation, learning methods and ways of thinking, students will have different or even wrong views on problems in their learning activities. The expression of these speech, behavior or emotional patterns is a dynamically generated resource in the process of classroom teaching, which is worth studying.
3. Coordinate the relationship between resources and activate classroom teaching.
In classroom teaching, there are equal and multidimensional dialogues between teachers and students, between students and between students and texts, which are valuable generating resources.
Teachers should allow students to express personalized language and emotions, encourage students to put forward creative opinions and suggestions, listen to students' voices, be good at discovering various valuable resources, give students opportunities to ask questions, argue and refute, and guide and guide students.
Modern psychology holds that "children can be active in thinking, rich in imagination and enhance their memory in unrestrained activities and in a pleasant, harmonious and relaxed atmosphere." Therefore, in educational activities, teachers should be "creators of relaxed and energetic learning activities, challengers of contradictory thinking, helpless guides of students, supporters of demonstrations, cheering for climbing experience and success and progress."
In class, teachers should try their best to let students explore, climb, create and trudge by themselves. In the classroom, teachers and students inspire each other, learn from each other and promote each other, which breeds infinite vitality and deducts the classroom with knowledge life.
4. Create an open teaching environment.
By creating problem situations, that is, starting from realistic interesting activities or problems related to students' existing knowledge, students are guided to carry out mathematical exploration and experiments, so as to discover the essence of mathematics, actively construct mathematical knowledge and carry out mathematical learning. At the same time, teachers should play the role of "guide, organizer and participant" to help students participate in the whole process of "forming productive resources" Students' thirst for knowledge is a powerful driving force for them to actively observe things and think about problems repeatedly.
Development and research of classroom generative resources
5. Cooperation, communication and attempt are the guarantee for the formation of productive resources.
Cognitive psychology emphasizes that learning is a process of internalizing knowledge. Only by discovering, thinking and communicating with others can students improve their abilities better.
Meaningful mathematics learning does not simply rely on imitation and memory. Hands-on practice, active exploration and cooperative communication are important ways to experience mathematics. Through teacher-student communication and student cooperation, we will gradually explore knowledge.
Development and research of classroom generative resources
6. Consolidate and strengthen generative resources through the combination of in-class and extracurricular activities.
On the basis of classroom teaching guarantee, some after-class thinking questions with thinking content are designed to consolidate and deepen the understanding of relevant knowledge and methods.
In addition, the combination of in-class and out-of-class can deepen the experience and enable students to gain experience in further exploring mathematical laws and solving problems by using mathematics, so as to further understand mathematics and improve their thinking ability.
Such as providing mathematical historical materials and background knowledge, mathematical investigation, application examples of mathematics in the real world and science and technology, discussion of interesting or challenging issues, introduction of mathematical knowledge extension, etc. , can strengthen and consolidate the wealth-generating resources.
7. Events in the classroom often happen.
A If some students can't keep up with the teacher's explanation, their thinking will be blocked at some point.
Countermeasures: Find out the reasons why students' thinking is blocked, adjust the teaching progress, slow down the teaching pace, and ask some transitional questions or supplement relevant knowledge.
If the teacher asks questions, the students will answer the mistakes one by one.
Countermeasures: Students' questions are typical, so teachers should not rush to give evaluation, but fully expose students' wrong thinking process, guide them to test and find contradictions, and deepen their understanding of knowledge.
If students are unfamiliar with new knowledge, they can't find a solution to the problem.
Countermeasures: Pay attention to leave time and space for students to think, and teachers should give inspiration and ask more questions.
D. If students ask questions that the teacher did not expect or have little to do with classroom teaching, it is difficult to solve them.
Countermeasures: Teachers can take the method of temporary suspension, solve problems with students after class, or encourage students to find their own answers after class. It does not harm the enthusiasm of students, but also ensures the normal progress of classroom teaching.
If the questions asked by the teacher are difficult for the students.
Countermeasures: Teachers can use visual teaching AIDS, images or language for targeted inspiration to guide students to develop in the right direction.
F. If students are very active in inquiry activities, it is difficult to control the teaching time in class.
Countermeasures: Teachers should try their best to communicate students' grades in class, and those that are not fully displayed in class can be announced through the channels of the learning park. At the same time, teachers should arrange the number and time of practical inquiry activities reasonably, and give students enough time and space to explore.
Knot:
It can be seen that classroom resources are everywhere, so we should face up to all unexpected things in classroom teaching and make good use of them.
There may be great wisdom under fallacies, and there may be good opportunities in crises.
A philosopher once said that magic is a unique genius. A butterfly, an eagle and a philosopher can only be seen in ugly caterpillars, an egg and a baby. Maybe we are not geniuses, but we need to practice the eyes of geniuses. Students are not containers, but torches that need to be lit.
We just need to cherish the resources generated in the classroom and make good use of them.
We can rebuild the new classroom teaching of new basic education in 2 1 century, and improve the quality of life of teachers and students in classroom teaching in the process of reconstruction.