Learning is like a rooster eating rice, and any education imposed on students is doomed to failure. Mr. Tao's teaching decades ago reminded us that only the right is the best.
Darwin once said: There are no two identical leaves in the world. ? Confucius suggested that teaching should be done according to one's ability, and Mozi also advocated that teaching should take care of students' actual level, so as to achieve it? Deep, shallow, beneficial and respectful? . In a class, the level of students is uneven. Teachers must find out the situation and do it? Know fairly well? Teaching students in accordance with their aptitude. Avoid? March in a hurry? , otherwise what will make? Left behind? There are more and more students.
Instructional design should have a purpose.
To make everyone get a good math education, we must first cultivate interest in math learning, stimulate learning enthusiasm, and give full play to learning enthusiasm, initiative and creativity. Teachers must create situations, ask new questions and stimulate students' thirst for new knowledge. Teachers are the dominant and students are the main body.
Organizing teaching should be targeted.
The basic point of teaching should be placed on the original level of most students in a class, and the underachievers should be pulled up as much as possible, and the excellent efforts should be pushed up. Teachers should have a thorough understanding of textbooks and students. The general principle is that all students must be taken care of. Organizing classroom teaching should follow:
1. Guiding principles of teaching objectives. Only by focusing on the teaching objectives can we stimulate students' enthusiasm for learning mathematics, and the position cannot be reversed.
2. The principle of student participation. Take effective measures to strengthen students' participation consciousness and promote students' mathematical thinking activities.
3. Principles of communication and democracy. Strengthen the cooperation between teachers and students, and form a harmonious atmosphere.
4. Consolidate and strengthen principles. Students are required to remember the learning effect at all times, and the teacher's duty is to let students overcome difficulties in time and consolidate knowledge.
Teachers' questions must be able to attract students' attention, stimulate students' desire for knowledge and introduce new lessons. Grasp the key, guide the spirit and expand the thinking. In mathematics teaching, we should not only highlight the key points, solve the difficulties, develop the potential, but also connect closely in an orderly way, and firmly grasp the students' excitement.
Practice design should be hierarchical.
On the basis of mastering the contents of classroom teaching, students who have spare capacity for learning can put forward some new questions for them to think about, so as to deepen their understanding, let them do some difficult topics within their power and cultivate their abilities; They can also give full play to their mathematical talents through extracurricular activities. For students with learning difficulties, the starting point should be lower, so that they can solve problems correctly, thus improving their confidence and overcoming their fear of difficulties. Classroom exercises must be designed at multiple levels.
Work instruction should be flexible.
The process of learning mathematics is also the process of constantly solving mathematical problems. Homework after class is to train basic skills through learning. Homework should not be across the board, you must choose. Generally, students are required to do homework on the basic questions in the textbook. They can first expose the underachievers, further master the most basic methods and skills, and improve the questions of excellent students. In fact, teachers can modify the basic questions appropriately to expand their knowledge.
After-class counseling must also be divided into two levels, according to different situations, and must be continuous, which is also a flexible supplement to in-class counseling. Criticize the underachievers' homework face to face, or try to practice while criticizing, and then give them some targeted exercises according to the knowledge points they missed. Some difficulties of students are due to their failure to learn knowledge well in the past. For these students, we should try our best to help them make up for their shortcomings and remove obstacles to learning new knowledge. Some students' learning difficulties are due to their low level of intellectual development and poor acceptance. For these students, we should appropriately lower the requirements, give more flexible guidance, concentrate on letting them know the most basic and necessary knowledge, practice more and gradually improve the requirements. When they have achieved certain results, they should be encouraged in counseling in a timely manner, step by step, so that they can keep up with the general level and finally meet the basic requirements.
Stage testing should be diversified.
Math test questions are moderate in difficulty and appropriate in weight. For unit test or stage test, we should also pay attention to the large coverage of the test questions, and reflect the requirements put forward by the curriculum standards in the test questions, including knowledge, skills and abilities. Reasonable choice of test questions. Traditional test questions and objective test questions have their own advantages and disadvantages. It should be used reasonably according to the content and requirements of the examination, and it should not be neglected. Sometimes a part of the test can be completed by several teams.