1. Guide students to ask questions from a mathematical perspective?
Einstein believed that "raising a question is often more important than solving a problem, because solving a problem is only a mathematical or experimental skill, and raising new questions and new possibilities, looking at old problems from a new perspective, requires creative imagination and marks the real progress of science." In primary school mathematics teaching, cultivating students' questioning ability plays a positive role in developing students' intelligence, developing students' thinking, changing passive learning into active inquiry and really improving students' comprehensive quality. So, how can we make students ask questions from the perspective of mathematics? ?
1. Create question situations to stimulate students to ask questions. Life contains a lot of mathematical knowledge, and mathematical problems often arise in specific life situations. Teachers should grasp the hot spots and focus of students' thinking activities, provide students with rich and colorful background materials according to their cognitive "zone of proximal development", start with things and events that students are familiar with, and create interesting and challenging problem situations through vivid reproduction, guessing, storytelling, games and competitions, so that students can generate problems independently and stimulate their desire to explore. ?
For example, when teaching "multiplication application problem", the teacher created such a problem situation: on Sunday, your mother asked you to buy two boxes of milk. Then what questions will come to your mind? According to their own life experience, the students spoke one after another: how much is each box of milk, at least how much should I bring? ; It can also be a bottle of milk. How much is it? How many bottles of milk are there in each box? How much should I bring at least? In this way, the students raised many pertinent and valuable questions. The teacher asked in time, "How are you going to solve the above problems?" Through discussion, we can get two methods: look at the price description; Ask the salesman. ?
At this time, two situations can be presented:?
(1) Through investigation, we know that each box of milk is 48 yuan, and we should buy 2 boxes. ?
(2) According to the survey, there are 24 bottles of milk per bottle, and 2 yuan buys 2 boxes per bottle. And asked: "according to the above two pieces of information, what math problem can you solve?" ?
The students immediately put forward:
According to the survey, how much does it cost to buy two boxes of milk? ; ?
According to the survey (2), how many bottles of milk did a * * * buy, how much did it cost to buy one box and how much did it cost to buy two boxes? Waiting for math problems. Then the teacher organizes students to solve the above problems through independent thinking and cooperative communication? ..... In this way, teachers provide students with a broad thinking space by creating familiar shopping situations in their lives, so that they can think independently, comprehensively and from multiple angles. ?
2. Develop democratic consciousness and cultivate students' ability to dare and be good at asking questions. It is a child's nature to be curious and ask more questions. Students' asking questions marks the germination of their thinking, and primary school students' asking mathematical questions directly reflects their thinking ability in mathematics in life. However, because primary school students have not mastered the methods and skills of asking questions, the classroom performance is "afraid of asking questions". ?
If you want students to ask questions, you must cultivate their courage and courage to ask questions. Teachers should respect every student, give students emotional information of safety, trust and respect through their words, deeds and attitudes, stimulate students' emotional voices, and realize the learning behavior of asking questions independently. There was once such a class: a Chinese teacher was giving a lecture, and a student questioned "40 million" among "40 million compatriots". Many students laughed. The teacher didn't blame the student for his ignorance, but encouraged him. At the same time, on the basis of solving the concept that "40 million" is "400 million", the teacher conducted a study on "Why use 40 million instead of 400 million", which deepened students' understanding of the article. It not only achieves good teaching effect, but also enhances students' learning confidence and cultivates their determination to ask questions. ?
It can be seen that only when students can think positively and express boldly can teachers know where students are "suspicious" and "confused". In order to effectively guide, guide and adjust the knowledge taught. On the other hand, if teachers treat students' heartfelt but whimsical questions as deviant and "deliberately disruptive" to suppress them, then, over time, students' enthusiasm and initiative in thinking and asking questions will be greatly reduced, or even stifled, and become a "container" for truly accepting knowledge. Therefore, cultivating democratic consciousness is the premise for students to dare to ask questions, and it is also the key to open the door of thinking. ?
3. Guide students to reflect actively and further grasp the pertinence of raising mathematical questions. Students' reflection in learning activities is a process in which students take their own learning activities as the object of thinking, examine and analyze their own behaviors, decisions and results, and it is a way to promote the ability development by improving the self-awareness level of participants. In the process of mathematics teaching, students are often guided to consciously reflect on the mathematical problems involved in this class, and gradually clarify which problems are valuable and which are irrelevant, so that future problems can be closer to what they have learned in mathematics, thus improving students' ability to ask mathematical questions. ?
Second, guide students to solve problems flexibly and creatively?
Guiding students to ask questions from the perspective of mathematics is only the beginning of teaching, and the core content of "solving problems" is to let students solve problems flexibly. At the same time, in the process of solving problems, the value of its activities lies not only in obtaining concrete conclusions, but also in letting students experience the original state of knowledge and different problem-solving strategies in the process of solving problems. Everyone should have their own understanding of the problem and form their own basic strategies to solve the problem on this basis. So it is possible to cultivate students' innovative spirit in the sense of encouraging individuality. ?
How to enrich students' practical process of "solving problems", how to make every student give full play to the greatest potential of his thinking and how to make them feel the joy of the success of mental work has become an important topic in our mathematics classroom teaching. ?
First of all, we should encourage students to explore independently and seek methods. In mathematics learning activities, students are the main body of learning. After students enter the role, teachers should set aside enough time for students to explore and communicate, seek solutions to problems and express their unique opinions and feelings.