The new curriculum standard requires that classroom teaching should be centered on students' learning, and students should actively try, explore, understand and discover the generation and development of knowledge. Teachers' teaching attaches importance to the transfer of knowledge to the development of students, from the "teaching" of teachers to the "learning" of students, from the result to the process. Strengthen the guidance of autonomous learning methods, promote the improvement of students' autonomous learning ability, and cultivate students' exploration spirit, innovation consciousness and practical ability. Let's talk about some experiences according to our own teaching:
First, change ideas and stimulate interest in learning
The essence of cultivating students' interest in active learning is to awaken students' subjective consciousness, induce students' internal drive, guide students to change "asking me to learn" into "I want to learn" and "learning" into "learning", and let students become the masters of learning.
1. Establish a correct view of students and teaching.
(1) People-oriented, establish students' subjective view. Students are the main body of learning and self-development. Cultivate enthusiasm, fully respect students' subjectivity and potential, establish a people-oriented view of students' subjectivity, and give students the initiative in time and classroom education. Therefore, teachers should attach importance to students' initiative, the possibility of their potential development and their differences.
(2) Democracy and equality, establishing modern teaching concepts. The teaching world is a process of interaction between teachers and students. Therefore, teachers must establish a democratic and equal teaching concept, love, understand, respect and tolerate students, create a democratic, harmonious and pleasant classroom atmosphere, and let students feel the teacher's amiable, respectable and credible.
(3) Fine and efficient, and establish a time-benefit view.
2. Effective encouragement is the "propeller" to cultivate interest in learning.
Teachers should seize the opportunity to effectively encourage students. Specifically, the following methods can be used:
(1) incentive mode. In teaching activities, teachers are full of confidence in the development of students and have positive expectations, so they will pass on their confidence to students, which will help improve their enthusiasm. Social psychology tells us that once a person's behavior happens, he hopes to get a positive response. Teachers should not be stingy in praising students, but should be good at discovering students' advantages and delivering passionate words in time, so that students can gain a sense of success through encouragement and feel teachers' expectations.
(2) Competition law. Competition is an effective means to stimulate students' enthusiasm. Therefore, in teaching, teachers should actively use competitive means to promote students' competition, learning, catching up, helping and surpassing. For example, teaching calculation problems, aiming at students' carelessness in calculation, and carrying out the title selection activity of small expert in calculation. Anyone who has achieved excellent results in the calculation competition can get the title of "small expert in calculation" and tell the students that the students who have won this title are very honored, just like other five-star students, so they will post the names of the winners on the corner of honor. In this way, students are much more careful in calculation and the error rate of calculation is reduced. By carrying out these activities for a long time to motivate, students' enthusiasm is very high.
(3) Hint method. Clever use of hints is very beneficial to students' interest in learning. In teaching, direct suggestion can be used, such as asking a classmate who is learning and progressing to introduce learning methods. You can also use counter-suggestion, that is, provocation, for example, saying to students who are lax in their studies, "I guess you are very sad to pass the line this time." In classroom teaching, the most important thing for teachers is to mobilize students' enthusiasm and initiative, give full play to students' main role, let students actively participate in teaching activities, make students clear their goals, let students discover new knowledge, let students participate in the process and let students summarize the content. Over time, small creation will be integrated into big creation, and innovation ability will be improved.
3. Do a good job in evaluating students' learning.
Teachers do a good job in evaluating students' learning.
(1) You can ask questions in class and comment on the spot; Hand in your homework and correct it in time; After the exam, analyze the paper as soon as possible.
(2) It is also necessary to publicly evaluate students' learning in the form of wall newspaper and homework exhibition. When evaluating students' learning, we should not only pay attention to their achievements, but also pay attention to their learning attitude. For those students who have achieved good results but are full of pride, we should emphatically point out the shortcomings, put forward the direction of efforts and encourage them to the next level. For students with poor grades, we should fully affirm and further encourage them to be self-motivated; Students with average grades and no obvious progress or retrogression should be encouraged to improve their level and strive for further progress; Especially for those students who are frustrated and give up on themselves, we should skillfully use oral or written positive evaluation methods to encourage self-confidence, overcome inferiority and stimulate internal motivation.
(3) The evaluation should also pay attention to students' age characteristics and personality characteristics. Adopt different evaluation methods. For example, students who are weak and introverted should praise more and criticize less, especially not severely. Teachers should also convey the evaluation to parents, inform parents of students' slight progress until excellent results, and give full play to their encouraging role.
Second, guide learning methods and form learning ability.
The ancients said: "Give people fish, just for a meal; Give people fish and enjoy it for life. " It can be seen that the ultimate concern of learning law guidance for students. 1In May 1996, UNESCO held another meeting around the issue of "learning to learn". It was pointed out at the meeting: "The greatest wealth of mankind is learning to learn, and learning to learn is the most important source of wisdom ..." It can be seen that it is very important to guide specific learning methods in teaching practice and let students learn independently.
1. Teaching structure of computing course: stimulate interest → explore learning methods independently → communicate old and new learning methods → guide practice → summarize learning methods.
Independent inquiry method: In order to enable students to form a conscious inquiry learning method, teachers should create situations according to the specific content of each class, so that students can explore methods. For example, in the course of "Simple Calculation of Decimal Elementary Arithmetic", I created a situation in which students observe first, then exchange views, guide students to express their opinions, explore learning methods independently, and ask students to review "What good methods have you learned recently?" "What learning methods have you successfully used recently?" "What method inspired you a lot?" In this way, we can communicate and infiltrate with the previous learning methods, and develop with students to a higher level with knowledge. At this time, it is particularly important to inspire and guide students and sum up the best way to solve a certain kind of mathematical problems. Through practice, the calculation methods are obtained, including looking, thinking, calculating and checking, among which thinking is the most important step.
2. Geometry knowledge teaching: create situations to ask questions → fully perceive and understand → inspire and explore ideas clearly → explore freely → try → observe and discover → find out the law summary method. Hands-on method.
Hands-on operation, students are most interested. In operation, it not only develops students' thinking, but also helps students to establish clear concepts and discover laws. Of course, what can inspire students most is activities full of autonomy, participation, competitiveness and innovation. For example, in the lesson of "Understanding Cuboid Cube", students say "Take a look", "Compare" and "Touch" and let the teacher guide them according to the situation. what would you like to see？ What do you want to touch? What is "than"? After the activity, students practice and choose the learning method suitable for this class. We should use learning methods such as "seeing, touching, counting and comparing". Another example: when calculating the volume of a cone, I asked a classmate to do an experiment, and the volume of the cone = 1/3sh. I asked this classmate why he multiplied by 1/3. He said: "Because the volume of the cone is equal to one-third of the volume of a cylinder with equal bottom and equal height, the cone is filled with sand and poured into the cylinder with equal bottom and equal height three times, and it is full. Therefore, the volume of a cone is equal to one third of the volume of a cylinder with equal bottom and equal height. That is V= 1/3sh. Facts have proved that the process of students' personal operation is the process of students discovering the law themselves, not only knowing what it is, but also knowing why.
3. The structure of application problem teaching: pay attention to the concept of representation formation → analyze reasonable association → inspire and discover ideas → summarize methods.
(1) knowledge transfer method: knowledge transfer is essentially the transfer of the most basic concepts and laws, that is, the influence of the original knowledge structure on the new learning content. Knowledge transfer is ubiquitous in the learning process. A lot of new knowledge is obtained by analogy with existing knowledge in the teaching process. For example, teach "What percentage is one number in another?" After writing on the blackboard, let everyone read and learn. Think about what this part has to do with what they have learned. How did you get in touch? For example, in a short time, students are seeking answers. A student first gives an example: "My elder sister is 160 cm tall, and my elder sister is 100 cm tall. How tall is my sister? " Then he said, "The meaning of finding the percentage of one number to another number is the same as that of finding the percentage of one number to another, and the solution is the same. The difference is the relationship between two quantities, some are percentages and some are percentages. " Students like the knowledge transfer method best, and study problems in the process of self-study.
(2) There are two specific methods to analyze application problems: one is comprehensive method, which starts with conditions and solves problems according to the relationship between numbers. The second is to use analytical methods to find conditions from problems and solve problems according to quantitative relations.
(3) Drawing method: Let students participate in the process of drawing a schematic diagram, so that students can understand the picture (understand the conditions and problems expressed in the picture and their quantitative relations) and know how to compare them with the schematic diagram after changing the conditions and problems. This method can be used to teach pictures, such as planting trees, traveling questions, meeting questions, chasing questions, moving more to make up for less, multiplying and dividing scores (percentages), comparing more with less, and having the same number.
(4) Write the equivalent relationship with key sentences, such as the application questions of "Bi" and "Yes".
(5) According to the structural characteristics, organize equivalence relations, such as: average, proportional distribution, normalization application problem, encounter problem, engineering problem, positive (negative) proportional application problem and so on.
(6) Comparative method. In teaching, students should be guided to compare the conditions, structures, solutions and ideas of topics according to the characteristics of teaching materials. Example teaching can be compared three times. The first time is the comparison between example teaching and preparation questions, so that students can relate the structures of the two types of application questions. The second time is to compare with the examples after variant training, highlighting the differences and unity of the three application problems in analysis and problem solving methods. The third time is to compare with the previous application questions in the class summary. In practical problems, I am good at guiding students to compare and let them learn the most basic ways to understand things. Let students naturally sum up the general steps of solving application problems in specific problem-solving experience, or reasonably simplify them to form a student method of "reading, thinking, calculating and testing".
4. Teaching structure of statistical knowledge: introducing examples → letting students discuss communication methods → guiding methods → trying methods → practical application methods. For example, the teaching of "data collection and arrangement" can be taught by classification or by drawing the word "positive".
5. Teaching structure of exercises and activity classes: attracting interest and guiding topics → independent inquiry → learning methods and transfer → using learning methods. In the classroom, the method guidance must go through repeated and flexible training, so that students can internalize into independent behavior habits and form learning ability. If students learn the methods of "seeing, touching, counting and comparing" from "knowing rectangles and squares" and migrate to the knowledge of cuboids, then learning the knowledge of cubes is another training for students' learning methods and abilities. Through this flexible training, students are trained to be good at using the learning methods they have learned to solve some practical problems.
In short, we can only take various effective forms to stimulate students' interest in learning, that is, to change "I want to learn" into "I want to learn" and let students learn actively, so that their mathematical ability can be improved.