A special math class allows all walks of life to see different learning. At the seminar on the practice and reflection of mathematics inquiry teaching held in Hsinchu Campus of Cambridge International School, the school opened all classrooms in the primary school and invited many principals, directors, education experts and parents to observe the class. I saw the teacher on the stage leading the fifth-grade children to explore the problem, and the topic was:
During the Chinese New Year, mom and dad will each prepare 80,000 yuan to wrap red envelopes for grandparents and give them to the younger generation. Dad will prepare 1000 yuan notes, and mom will prepare 100 yuan notes. Kangkang and Jojo will help my grandparents put every 3,000 wallets into a bag and record it with a formula.
As a result, the younger brother read the record and said, "So Grandpa has 2 yuan left and Grandma has 20 yuan left." Do you agree? Tell me what you think.
This is a topic to simplify the calculation method, so that children can understand the divisor and the last few digits of the divisor. Instead of teaching children to calculate, teachers will throw questions one after another to guide everyone to discuss and express their opinions. For example, "Do you agree with my brother?" Tell me, which part of these two formulas refers to 80,000 yuan? Which part refers to the 3000 yuan in the red envelope? Which recording method is the simplest? By guiding children to think about the problems they will encounter in simplifying calculations step by step, we are encouraged to clarify concepts and find answers from discussions and speeches.
"In the past, we were teachers standing on the stage and burying our heads in hard work; Now, the teacher has become the guide of the classroom, the tandem of knowledge, and the initiative of learning is in the hands of students. Yang Meiling, principal of Kangqiao International School in Hsinchu Campus, proudly said that this is a fruitful achievement of the Hsinchu teaching team in promoting inquiry teaching in the field of mathematics after three years' efforts.
Qi Xin, a teaching team, worked together to establish an inquiry teaching module.
Since the establishment of the school in the Republic of China 105, President Yang Meiling has taken the lead in developing inquiry teaching with the mathematics teaching team in Hsinchu Campus, encouraging children to move from individual thinking to group discussion, clarifying myths and answering doubts. "Inquiry teaching emphasizes taking students as the main body, actively exploring problems and seeking solutions. Teachers prepare by * * * to design subjective inquiry questions with real situations, and guide students to generate interest and actively explore. " Yang Meiling said with relief.
Starting from the lower grades, "we focus on cultivating students' ability to read topics, encouraging them to think and learn to explain their views to others." "Teacher Chen Meijun talked about the key points of establishing children's mathematics foundation. In the middle grade, teacher Chen Kuida shared how to take children to take root in knowledge, discuss and listen in class. " What we want to create is a friendly learning atmosphere, so that children are willing to listen, dare to speak and find answers through discussion.
"When children get used to inquiry learning step by step, you will find that children know how to communicate in mathematical language more and more. Cai Peiru, a senior math teacher, shared that in the classroom, she saw that the children with the best grades knew how to ask core questions more and more. In the past, the children who were backward in math learning gradually understood the problems, sorted out their thoughts and expressed their ideas more bravely through dialogue with their peers, and the children realized a good classroom landscape of * * * learning * *.
The wonderful presentation of these courses depends on the teachers' active preparation and continuous revision through field teaching, and also on their exploration with Cambridge children for many years.
Embrace inquiry learning in an all-round way and get high praise from parents.
Parents in Cambridge also highly affirmed the innovation of mathematics class. Lu Yijun, a first-grade child, said with a smile, "Thanks to the teacher's intention, children like to learn through discussion. Lai, a third-grade parent, shared, "Although children are encouraged to discuss and ask questions in class, it is really great that teachers can quickly grasp the key points of children's questions and guide everyone to think and discuss. " 」
"I see that children know how to respect other people's opinions in class and are not afraid of making mistakes. This painting is really touching. Zhang Jieru, a fourth-grade student, shared what she saw and heard, and affirmed the teacher's intention. Xie Mengying, a parent who is also an educator, also saw the interaction between teachers and children. " I think children think and operate fully in the process, and they do have absorption and gain. Teachers are really good at designing key questions and activating teaching. Children learn the attitude of thinking positively, asking questions, discussing cooperatively, speaking bravely, accepting respect and being willing to think from different angles.
Inquiry teaching fully enables children to show their mathematical literacy, and they can learn and grow well from mathematical understanding, logical reasoning, communication and expression, life application to listening and respect. President Yang Meiling said with a smile, "We have mastered the spirit and methods of inquiry teaching, and guided the children in Cambridge to embrace inquiry learning in other fields and cultivate their future competitiveness. 」
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