First, create a situation to arouse suspicion and interest.
When learning a new knowledge point, teachers should create a situation of cognitive needs, cause students' cognitive conflicts, form suspense and stimulate students to ask questions. Bring students' thinking into a new learning background, make them feel that learning is an inevitable need to solve new problems, and produce a psychological orientation of actively discovering problems and actively exploring, thus inducing the consciousness of "research" and activating the thinking of "research".
There are many ways to create problem situations:
1, the connection point and growth point of old and new knowledge;
2. The questions come from the specific materials observed and studied by students;
3. In the form of the game, there are various forms of problems such as intuitive demonstration, suspense setting, hands-on operation, simulated experiments and competitions, storytelling, riddles and so on. 4. Get information from the scene diagram and ask questions.
Second, explore independently and gain new knowledge.
Under the guidance of the teacher, each student freely and openly explores, discovers and recreates relevant mathematical knowledge according to his own guess. Its purpose is not only to enable students to acquire mathematical knowledge, but also to learn scientific research methods in the process of inquiry, so as to enhance students' independent consciousness and cultivate students' exploration spirit and innovative thinking.
1, self-inquiry, self-completion. (Cooperate if necessary)
Let the students decide their own methods. (2) Let the students collect information by themselves.
③ Let the students observe and think for themselves.
④ Let the students operate the experiment by themselves.
⑤ Let students try to solve problems independently.
2. Intra-group communication (preliminary communication, sorting out reporting ideas and expressing language).
3, the class report, reasonable internalization.
The leading role of teachers can be reflected, and the lectures should be thorough and clear. Highlight the key points and highlight the difficulties of this lesson.
Third, application expansion.
Guide students to sum up and sort out new knowledge by themselves, guide students to use newly learned knowledge to solve new problems, and then solve thinking problems and expand problems, and carry out after-school exercises to extend and expand what they have learned. At the same time, guide students to sum up learning methods, exchange learning experience and improve their "research" ability. In this way, students' research study extends to extracurricular activities, and "knowledge consolidation" and "applied research" are integrated and optimized.
Fourth, the whole class summarizes.