First, ask questions in class
In the past, our classroom was dominated by teachers and professors, and it was called "full hall irrigation". After the reform, teachers' leading role was emphasized, and some teachers turned it into "all-class questioning", which was manifested in two aspects:
(1) If the students' answers do not meet the teacher's requirements for preparing lessons, please ask other students to answer immediately until the students' answers fall into the "answers" designed by the teacher. There is no essential difference between such problems and those taught by teachers, and students' initiative has not really been brought into play.
(2) The teacher always asks questions "non-stop" in a class, divides everything to be taught in detail, and sets a "step" for students at each step. The design of questions lacks rationality and scientificity, the questioner is arbitrary, the timing of asking questions is inaccurate, and the guidance and explanation of key and difficult points are ignored. This kind of "full-time questioning" allows students to walk step by step along the "steps". On the surface, the class is lively and students' participation is high. In fact, students' participation is very shallow, and they don't really participate in thinking, let alone the development and improvement of thinking, which is far from our goal of cultivating people.
To grasp the "degree" of classroom questioning, we should pay attention to the design of questions and the timing of questioning. The design of questions should be enlightening, and students' thinking should be activated by asking questions; Questions should be targeted and ask questions at different levels; The time to ask questions should be ripe, so that students can explore the mystery, experience the fun of exploration and gain a sense of success and self-confidence by answering questions.
Second, cooperation and exchanges.
Changing students' learning style is the core of the new curriculum concept, and cooperative learning and exchange discussion are the supplements of students' learning style. Accordingly, organizing cooperative learning in classroom teaching has become a common teaching method for teachers. Many classroom discussions have the following problems:
(1) How to organize cooperative learning is not clear to the teacher. The usual practice is to organize a group discussion immediately after the teacher asks questions, and the distribution of the group is also temporarily divided into groups of four or six people according to the seats. Most students are still confused about the issues to be discussed and have nothing to do. Look at the "big picture". Several students in the class are still talking. Obviously, such a discussion is a mere formality.
(2) The discussion time is too short. Some discussions lasted less than 2 minutes, and the students chattered and no one could hear them clearly. Discussions are arranged too frequently, and every question is discussed in groups.
(3) "Listen to the report". After group discussion in class, teachers often arrange group representatives to report. Because the teacher's guidance can't keep up, each group "chats" about the past like exchanging experiences.
The original intention of cooperative learning is to let students exchange views with each other on the basis of independent exploration, show the methods and processes of individual thinking, reflect in the exchange, make their views richer and more comprehensive, and cultivate students' cooperative spirit and communication ability. Communication and discussion are divided into two levels: expressing your thoughts and opinions in mathematical language; Listen to other people's ideas, get inspiration from them, and further improve and perfect your own thinking. From the content point of view, discussion and communication can focus on the key points, difficulties and knowledge growth points of textbooks, similarities and differences in learning, difficulties encountered by students, difficulties in solving problems alone or objections arising from different angles of observation and thinking of students.
Third, the use of multimedia.
The use of modern teaching methods is an important aspect of the modernization of mathematics education in middle schools, which has the characteristics of illustrations, vivid images, speeding up the classroom rhythm, increasing classroom capacity, improving teaching efficiency and stimulating learning interest. However, some teachers have two misunderstandings when using multimedia courseware in class:
(1) There is basically no blackboard writing. The process of knowledge elaboration, the explanation of typical examples, the exercise and problem-solving process, the graphics are typed directly with the "electronic blackboard", and the pages are turned quickly, so students can't see clearly, let alone understand and record. When there is no modern teaching method, it is "human irrigation" Use modern means, plus "machine irrigation". The "representative" reported that everyone spoke for a long time and repeated each other. At this time, the teacher is not easy to interrupt, and a class is often "human irrigation" plus "machine irrigation".
(2) Using computer courseware to demonstrate too much and too carefully. Some simple contents can be understood by students without courseware, or some contents will be better demonstrated by traditional methods (such as origami) and simple teaching AIDS; Too detailed demonstration is just like a teacher's detailed explanation, so that students have no room for thinking and their thinking can not be developed.
The role of multimedia in teaching is "assistance", but improper "assistance" by teachers will have many adverse effects, such as limiting students' thinking in images to the pictures appearing on the screen, which is not conducive to the cultivation of creative thinking; Or distract students, only pay attention to beautiful pictures and sounds, without thinking deeply, and so on.
There are still many "degrees" to be grasped in the reform of junior high school mathematics classroom teaching, such as the degree of organizing students' classroom activities, the openness of teachers and the participation of students. Only by grasping the "degree" can we really put the advanced concept of new curriculum standards into classroom teaching and improve the teaching effect in an all-round way.