First, deeply understand the real level of students and find the starting point of teaching.
Nowadays, students' learning channels have been broadened, and their preparation for learning sometimes exceeds teachers' imagination. It is unscientific and irresponsible to determine the basis for guiding students to appropriate places (goals) based on the new curriculum standards and students' actual learning needs. How to turn the new curriculum standards and textbook requirements into actual teaching objectives lies in determining the gap between students' current actual level and our expected target level. Therefore, teachers should think about the following three questions when preparing lessons: (1) Do students already have the necessary knowledge and skills to learn new knowledge, and to what extent? (2) Which mathematics knowledge students already have life experience, which ones are far away from the students' life experience, and what realistic situations need to be created? (3) Which mathematics knowledge students can teach themselves and which need the guidance of teachers? In this way, the existing knowledge and experience of students are respected. Connecting old and new knowledge can also improve students' ability to solve problems in the new situation.
Second, according to the characteristics of teaching materials, optimize the teaching content
Mathematics textbook is an important carrier to implement curriculum standards and achieve teaching objectives, and it is also an important basis for teachers to carry out classroom teaching. The new curriculum standard advocates teachers to "use textbooks" instead of simply "teaching textbooks". Therefore, teachers should dig deep into the new curriculum standards, teaching materials and students in teaching. Find the connection point of the three, correctly understand the editor's ideas and intentions, and use the teaching materials creatively. Teachers should integrate their own scientific spirit and wisdom, reorganize and integrate textbook knowledge, and form textbook knowledge with teachers' teaching personality. Teachers should not only have the ability to explain problems concisely, but also have the ability to guide students to explore and learn independently. At the same time, we should pay attention to improving lesson preparation methods and teaching design, combining individual lesson plans with sex lesson plans, strengthening "reflection after teaching" and expanding it into "lesson plans after teaching".
Third, carefully design learning methods to guide students to cooperate and explore.
Traditional classroom teaching is a teaching-centered "transmission-acceptance" injection teaching. The new curriculum standard advocates "cooperation-inquiry" interactive teaching centered on students' development. Teachers cause students' cognitive imbalance through contradictory events, and guide students in the process of independent exploration and cooperative communication. Understand and master basic mathematical knowledge and skills, mathematical ideas and methods, and gain rich experience in activities. In order to improve the quality of inquiry and the benefit of cooperation, teachers should pay attention to the following two problems in the process of teaching design: (1) Careful design. Cooperative inquiry starts with problems, and teachers should pay attention to four aspects when designing problems: First, it is challenging. Asking questions can stimulate students' interest in cooperative inquiry. The second is thinking. Although the problem is closely related to the existing knowledge and life experience. However, there is a certain distance from students' original cognition. Only on the basis of independent thinking and cooperative inquiry can we get results. The third is openness. The answer to the question is unknown to students, but it is not unique. Let students expand their thinking through mutual inspiration. The fourth is the hierarchy. Questions can inspire students at different levels to experience success. (2) Pay attention to practical results. Teachers should seriously consider the following questions in the process of teaching and preparing lessons: 1. Why should we carry out cooperative inquiry learning in this class? Is it okay if we don't need it? Second, what mathematical knowledge should be used if cooperative inquiry is to be carried out? How long will it take? What might happen? How to guide? Third, how to combine the whole class teaching, group cooperation with individual self-study and independent thinking to realize complementary advantages? Fourth, how to guide students to learn to communicate, listen and express, and improve their cooperative inquiry ability?
Fourth, pay attention to the process and cultivate students' innovative thinking.
Mathematics curriculum standard points out: "Students should go through the process of abstracting practical problems into mathematical models and explaining and applying them." This concept reveals that mathematics teaching is not only to master ready-made knowledge conclusions, but more importantly, to transfer the learned knowledge to new situations and let students solve problems creatively. Therefore, teachers must take the development of students' potential as the top priority in teaching, and must realize that learning is a comprehensive generation process of unrepeatable passion and wisdom. Therefore, teachers should design teaching according to students' needs and conditions: (1) fully reveal the discovery process of concepts and conclusions. The presentation of the content of middle school mathematics textbooks generally adopts the process of "creating problem situations-students' exploration-establishing mathematical models-explanation, application and expansion", but the process of finding mathematical conclusions is often omitted because the textbooks are limited to rigor, conciseness and space. In fact, the discovery and presentation of mathematical conclusions have gone through a series of exploration processes such as tortuous experiments, comparisons, induction, guesses and tests. Therefore. Teachers should guide students to "experience", "feel" and "experience" in teaching design. They should not only let students know the origin of conclusions and strengthen their understanding and memory of theorems, but also cultivate students' ability to find and solve problems, so as to lay the foundation for future scientific discovery and creation. (2) Reveal the exploration process of solving problems. Solving problems is one of the important ways to cultivate students' creative thinking. Theorems, properties and proof solutions of examples in teaching materials. Often ignore the process of thinking and exploration. If the teacher only teaches students according to the description in the book. What students learn is nothing more than a mechanical imitation. When faced with challenging problems in the new situation, you may be at a loss. Therefore, in teaching design, teachers should think about how to mobilize students to understand problems with existing knowledge and experience, encourage students to participate in teaching, give students more time and space to play independently, and then form their own effective learning strategies.
Fifth, pay attention to process evaluation to help students build self-confidence.
Mathematics curriculum standard points out: "The main purpose of evaluation is to fully understand students' learning process. Encourage students to learn and improve teachers' teaching; We should pay attention to students' mathematics learning level, pay more attention to students' emotions and attitudes in mathematics activities, and help students know themselves and build up their self-confidence. "This shows that evaluation is also an important part of instructional design: (1)" Double-base "evaluation should emphasize understanding and application. In the design of homework exercises, the writing of test papers or the organization of practical activities, the evaluation of the mastery of basic knowledge and skills should be combined with the actual background and problem-solving process. Pay more attention to the understanding of the meaning of knowledge itself and the application on the basis of understanding. For example, the evaluation of space and graphics learning should mainly examine students' understanding of basic geometric facts, the development of space concepts and the acquisition of reasonable reasoning ability and preliminary deductive reasoning ability; Statistical and probabilistic learning assessment. Focus on whether students can apply the knowledge and skills of statistics and probability in activities with realistic background, and whether they have statistical concepts. Through this evaluation, students can understand the process of mathematicization and enhance their awareness of practice and application. (2) Pay more attention to students' emotional experience and evaluation. Evaluation should be accompanied by teaching activities from beginning to end, and based on oral evaluation, timely evaluation and random evaluation, so that the evaluation process becomes a process of perceptual knowledge and perceptual knowledge.
(Editor: Zhang Huawei)