Classroom is the main battlefield of school education and teaching and the main channel for the formation of students' quality. Every teacher's 40-minute classroom teaching often determines the quality of teaching and the cultivation of students' quality. However, there is still a problem in the current classroom teaching activities: students' awareness of actively participating in classroom learning activities is not strong. So how to guide students to actively participate in classroom teaching activities? The new curriculum standard emphasizes that students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning. Teachers should stimulate students' enthusiasm for learning, provide students with opportunities to fully engage in mathematical activities, and help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperative communication, so as to gain rich experience in mathematical activities. Next, I will talk about how teachers can guide students to actively participate in learning in mathematics teaching in combination with the lesson of "knowing the clock" in senior one.
First, create situations to stimulate students' interest in learning and make them willing to learn.
"Interest is the best teacher." Only when students are interested in the content of learning will they have a strong desire for knowledge, automatically mobilize all their senses and actively participate in the whole process of teaching and learning. Therefore, teachers should be good at creating teaching situations in teaching, and according to students' life experience, create situations that students feel kind and interested in, so as to stimulate students' interest in learning mathematics. In the course of "Understanding Clocks and Watches", teachers can demonstrate the formation process of clocks and watches with the help of courseware, and show "good friends in life"-all kinds of clocks and watches, so that students can enter the world of clocks and watches in the process of listening and watching, have great interest in clocks and watches, stimulate students' internal learning motivation of understanding clocks and watches, and stimulate students' learning desire. In practice, teachers can design "games to find friends" and "rides" that students are interested in, and integrate clock and face knowledge into the games, so that students can consolidate and master new knowledge in the process of playing. Secondly, make good use of the text resources of teaching situations in textbooks. The textbook of this lesson pays special attention to the vivid and interesting material closely related to children's life-the scene of "children getting up" as the teaching theme map. In teaching, teachers can give full play to the role of teaching theme map, let students observe the theme map, and gradually guide students to discover the characteristics of the clock face in the map from the mathematical point of view and mathematical point of view by observing children get up. In the relaxed and happy study, students feel that mathematics knowledge is at hand, which enhances their self-confidence in learning mathematics.
Second, carefully design classroom questions to promote students' active learning.
Classroom questioning is an important form of classroom communication between teachers and students. In the teaching process, teachers should carefully design questions at different levels to guide and stimulate students' interest in learning, which is conducive to teachers' timely understanding of students, obtaining teaching feedback and adjusting teaching methods in time.
The problem of teacher design should have four characteristics:
1. Questions should arouse students' interest and curiosity.
For example, in this class, we can ask students with different styles of clocks and watches: "What do you think of when you see these clocks and watches?" "Do you know why mom and dad wear watches?" (After the teacher shows his face at 7 o'clock) "This is the time for Miss Li to go out in the morning. Look at the clock face. Do you know when the teacher will go out? How did you see that? " These seemingly random questions can arouse students' interest and curiosity. The first question helps the teacher to know the students' cognition of clocks and watches in time. The second question makes students strongly feel the role of clocks and watches. Through the third question, teachers can better understand students' cognition of clock time, and with the help of students' existing life experience, guide students to observe the position of hour hand and minute hand, and find some characteristics on the clock face, so that students can be improved to varying degrees.
2. Questioning should be hierarchical, which can promote the development of students' thinking.
During the whole teaching period of this class, teachers should design questions at 8: 00, 3: 00 and 6: 00 in the examples to promote the development of students' thinking.
(Know 8 o'clock) The teacher showed the clock face at 8 o'clock and asked: Please observe the hour hand and minute hand on the clock face carefully. Tell your deskmate what time it is. How did you see that? .
The teacher took out the clock face at 3 o'clock and asked, do you know what time it is? Please dial the same time on your own clock and tell me how you dial it.
Teacher: At 6 o'clock in the evening, Miss Li may be eating. Can you show this moment with a clock face?
These three problems are gradual and have a slope. With this "step-by-step question ladder", students' thinking is constantly developing. They think with their brains, mark time on their own clock face, and experience the formation of knowledge in a series of active and effective operations, such as students teaching teachers, students teaching students, students dialing independently, talking about dialing, etc. They will recognize and adjust the time and further feel the position relationship between the hour hand and the minute hand.
3. The problem should be located in the development area closest to the development level of students' thinking, and students can expect and reach it, which can stimulate students' desire for learning.
After teaching examples at 8: 00, 3: 00 and 6: 00, the teacher can combine these different moments and ask, "What do you find by observing these complete moments?" This question is more difficult for first-grade children. A few students may have found the characteristics of the whole clock face, but they are not good at expressing it. At this time, the teacher can ask questions according to the specific situation of the students, "Look carefully at the hour hand and minute hand on the clock face. What did you find? " In this case, students can discover the position relationship between the hour hand and the minute hand through observation, comparison and communication, and truly experience the construction process of knowledge.
4. Asking questions should help to expand the depth and breadth of students' thinking, so that students can think from different angles.
In this class, the teacher can also let the students set the clock at will, talk about the time on the clock, think about when the next hour is, when my ticket will get on the bus, and so on. You can also ask some open and exploratory questions according to the textbook, which will activate students' thinking and stimulate students to learn actively.
In short, proper questioning can fully stimulate students' thirst for knowledge, create a pleasant learning atmosphere and promote students to actively explore knowledge.
Third, let students experience the learning process personally and promote students' active learning.
If students want to develop, they must go through the process of learning, and the best way to gain experience is to participate in it personally. Psychology tells us that as long as a person experiences the joy of success once, it will arouse endless pursuit of ideas and strength. Students in lower grades usually need to standardize and systematize many activities in their daily lives and gain experience from them, so as to perceive new things through existing experience. It is through the existing "experience" that students experience the process of knowledge from concrete to abstract gradually, so as to acquire knowledge and gain new experience. In this lesson, the teacher can let students touch the clock face and feel the hour hand and minute hand. Make use of the psychological characteristics of children's love of play and good performance to create opportunities for students to practice, think positively and show boldly, such as:
How will the electronic watch show at 8 o'clock? According to the time set aside at 3 o'clock on the blackboard, set aside at 6 o'clock, explore the characteristics of the hour clock and a series of activities, mobilize the subjective consciousness of all students, and exercise their practical and innovative abilities in the process of personal experience.
Fourth, create a space for participation and communication, and encourage students to take the initiative.
Because each student's experience and concept of experience are different, different students can't understand things exactly the same. What they see from different angles of thinking is different reflection of things, which can be used to trigger students' communication and promote each other. In this lesson, the teacher can let two students at the same table observe the clock face together, exchange the methods of identifying and setting time in the group, explore the characteristics of the clock face in the whole time, and use the knowledge learned to solve problems in life. In group communication and cooperative exploration, students experience not only the perception and updated understanding of knowledge, but also the collision of emotional communication and thinking sparks between classmates, so that all aspects can be actively played.
Let students realize their progress and promote their active development.
According to relevant research data, if students encounter difficulties in the learning process and get answers through their own efforts, their enthusiasm for solving problems will become higher and higher, so that students will realize their progress, and students will have a desire to learn in a happy mood, thus learning more actively. This requires teachers to do it in teaching, let students explore the knowledge they should explore and let students experience the knowledge they should acquire as much as possible. When students are blocked in the process of exploration, teachers only give appropriate hints and hints, so that students can realize that what they have learned is "discovered" and "created" by themselves, thus realizing their own success and progress. In this class, the teacher should create a relaxed learning atmosphere, so that students can make use of existing experience, discover and master new knowledge through independent exploration and cooperative exchange, and learn to use knowledge to solve some practical problems in life. In the whole teaching activity, teachers should constantly inspire every student, give appropriate praise to students' little progress in time, and let students realize the fun and success of exploration, work harder and learn more actively.
In short, under the new curriculum concept, effective mathematics teaching should aim at students' progress and development. Teachers should have all the ideas for students' development, use scientific teaching strategies, make students enjoy learning, learn and learn, turn the classroom into a dynamic learning paradise, and promote students' all-round development, active development and personality development.