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Guiding students to use old knowledge to explore new knowledge can deepen their understanding of knowledge, communicate the internal relationship between old and new knowledge, and make students achieve twice the result with half the effort. Guiding students to use existing knowledge to explore new knowledge can give full play to students' main role, students can actively participate in classroom learning, and students change from "passive acceptance" to "active absorption", which not only mobilizes students' learning enthusiasm, but also achieves good learning results, and students' learning ability has also been improved, which has many benefits. So how can teachers guide students to explore new knowledge by using existing knowledge?
First, start with the textbook.
Mr. Ye Shengtao once said: "Textbooks are nothing more than an example". Textbooks serve teachers' teaching and students' learning. Teachers should study the knowledge structure, content expression, teaching example function and contact arrangement of textbooks in depth according to the new curriculum standards. Combining students' cognitive rules and existing knowledge level, activating teaching materials makes students' knowledge and ability more reasonable. In order to guide students to explore new knowledge by using existing knowledge, research should be carried out from two aspects. First, understand the relationship between new knowledge and learned knowledge, where is the connection point between old and new knowledge, and how to inspire and induce students to acquire knowledge actively; The second is to understand the actual level and psychological characteristics of students' knowledge, and design teaching designs that meet students' cognitive level according to their actual situation.
Second, ask questions to guide
"The problem is the heart of mathematics and the hub of teaching." No problem. No learning, no teaching. In teaching, teachers should flexibly create certain questions and lead to the questions to be studied, and the creation of such problem situations and the generation of research questions are largely based on students' existing knowledge base and life experience. The creation of questions should be flexible and conducive to students' exploration, thinking and stopping; The creation of questions should be conducive to stimulating students to use their brains to justify themselves.
Third, based on assimilation.
Students' new mathematical knowledge is based on the original. The rigor and system of mathematical knowledge make the prophet in students' original cognitive structure "always ready" to assimilate and accept new knowledge. Teachers should make full use of the relevant knowledge in students' existing cognitive structure, exert a positive influence on the new knowledge to be taught, create assimilation points for the acceptance of new knowledge, and use the formed learning strategies to make students learn new knowledge more smoothly.
Fourth, take association as the method.
Pavlov thinks: "All teaching is the form of various associations." Association is the most important way to guide students to explore new knowledge by using existing knowledge. Using association can lead to new knowledge, that is, using students' existing knowledge and experience (old knowledge) to associate with relevant knowledge to be learned (new knowledge). In teaching, teachers let students review old knowledge first, then guide students to associate from existing knowledge and experience, stimulate students' interest in learning from association, and lead to the content to be learned. Lenovo can also be used to explore new knowledge. Mathematics is a highly systematic subject, and students' existing knowledge often becomes the prototype and foundation of a new knowledge. Teachers consciously guide students to use existing knowledge and experience to associate new knowledge related to it in teaching, so that students can easily and systematically acquire new knowledge and get twice the result with half the effort. Teachers make good use of the psychological phenomenon of "association" to induce students to associate existing knowledge and experience with related new knowledge, which is of great significance to stimulate students' interest in learning, help students explore new knowledge, solve new problems and cultivate students' innovative thinking ability.
To sum up, starting from the teaching materials, setting questions to guide students to explore new knowledge by using existing knowledge, and changing from "taught" to "learned" has improved the efficiency and quality of classroom teaching.
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