First, advocate questioning, ask difficult questions and guide students to learn actively.
The ancients said, "Learning is expensive and doubtful." No doubt, no progress, little doubt, big doubt, suspicious, curious. By thinking and solving problems, you gain knowledge and learn.
In order to cultivate children's questioning habits, teachers should consciously encourage primary school students to think more and ask more questions. When children ask us questions, we should try our best to give them more complete and correct answers, and seize the opportunity to affirm and praise children's love for the brain. Answers and praises satisfy children's curiosity on the one hand, and stimulate children's curiosity on the other. If the child's questions are profound, the teacher himself doesn't understand them, or the answers to some questions may be unhealthy, or it is inconvenient to tell the child directly. In this case, we should also deal with it correctly, instead of discouraging children from questioning.
In the past, classroom teaching was mainly based on "teachers telling students to listen". On the surface, students listen carefully and participate in learning. But in essence, this is a passive participation, and students' enthusiasm for learning has not been brought into play. Because the process of students learning knowledge is the process of mobilizing original knowledge and experience with a positive attitude and trying to solve new problems. This process must be completed by the students themselves. Therefore, we believe that students' questioning when they find problems is a deeper and broader participation in student activities.
Second, give play to the leading role of teachers and the main role of students.
Mathematician hals thinks: "The best learning method is not only to tell the facts clearly, but also to motivate students to think and do it themselves." Therefore, to cultivate students' good study habits, we must base ourselves on classroom teaching, reform classroom teaching mode, firmly establish the classroom teaching concept of "students first, learning-oriented", and position teachers' classroom teaching as "serving the subject and teaching for learning" to highlight and develop the subject. Therefore, we must give full play to students' main role: let students carry out classroom learning and training activities to the maximum extent, talk as little as possible in class, and leave more time for students at all levels to practice, think and speak, such as concepts, ideas, questions, laws, conclusions, mistakes, summaries and speeches. The last unit "Comprehensive Application" of the sixth grade mathematics experiment textbook of People's Education Press has arranged three social practice activities, in which the teaching of "Interest Balance" and "Design Sports Ground" must make students actively participate in practice and experience, and students fall in love with it and have a strong interest. Such classes are often held. Over time, students will form a good habit of speaking, thinking, summing up habits, asking questions and questioning in class.
Third, cultivate students' language expression ability.
One of the important contents of mathematics teaching in primary schools is the teaching of applied problems. Concise mathematical language can better help students understand the content of application problems, help to analyze the quantitative relationship in problems, and thus promote the development of students' thinking ability. In practical problem teaching, some students can solve problems, but they can't say "why", that is, they can't express their thinking process clearly and orderly in mathematical language. This requires oral expression training to cultivate students' ability to analyze problems. For example, Xiaoming bought six pieces of candy, and Xiaojun is four times as big as Xiaoming. How many sweets did they buy together? First, let students observe and perceive the relationship between quantities, and then answer the questions:
(1) How many sweets did two people buy? What conditions should they know?
(2) Unknown conditions, known conditions?
(3) What should we seek first? What method is used to calculate?
(4) What's the problem?
(5) How to form it? What method is used to calculate?
The process of students answering questions according to teachers' questions is to let students have an orderly and gradual analysis process. Through repeated training, let students tell the analysis process in a complete sentence, which will gradually make the expression smoother and smoother. This shows that students' analytical ability has improved and they have mastered the basic analytical methods.
In short, the purpose of teaching is to promote students' "learning" and let students "learn to learn". Therefore, the teacher's "guidance" must be targeted: guide students to think with their brains, express with words, watch with their eyes and operate with their hands, and let students participate in learning activities with various senses, which can not only deepen their understanding of knowledge, but also make students experience the pleasure of exploring success and promote students to truly become the main body of cognition and practice.