First, using students' original knowledge and ability is a necessary condition to improve classroom participation.
Mathematics has its strict systematicness and logicality, and most mathematical knowledge points have their early foundation and later deepening development. It is necessary for students to have the necessary knowledge and skills to actively participate in mathematics classroom teaching. Therefore, in the process of mathematics teaching, teachers should appropriately "degrade" the knowledge they have learned.
The so-called "demotion" means that it is difficult for new knowledge to pass, making new knowledge something that students have known before. Stimulate students' desire to solve problems; Some are looking for the connection point between old and new knowledge. It is rare for students to learn completely unfamiliar contents in mathematics, and they are always familiar with and unfamiliar with the contents of learning. Let students find out the similarities and differences between the old and new knowledge, successfully complete the positive transfer, and solve new problems through similar exploration.
Second, guiding students to operate is an important means to improve classroom participation.
Classroom teaching is a multilateral activity process between teachers and students. Teachers' "teaching" is for students' "learning". The key to optimizing classroom teaching is that teachers actively guide students to participate to the maximum extent in the teaching process, so that students can operate, observe, think and express. Therefore, teachers must strengthen students' awareness of participation and actively create conditions and situations for students to participate in the teaching process, such as teaching the lesson "Characteristics of Cuboid", which mainly designs the following links:
1. First, the teacher shows several boxes of objects, so that students can classify them first and describe the reasons for their classification.
2. The teacher picked up a box with a rectangular surface, and asked the students to observe and touch the characteristics of the cuboid.
3. Summarize all the characteristics of dragons and cubes through students' summary and teachers' guidance.
4. Let the students make a cuboid and a cube with plasticine as the vertex and thin sticks of different lengths as the edges.
Through this design, operation, observation, thinking and language expression are combined, which not only allows students to participate in the whole process of teaching, but also inspires the development of thinking, and achieves the goal of enabling students to acquire both knowledge and skills in mathematics teaching.
Thirdly, setting cognitive conflicts is an important factor to improve students' classroom participation.
Students' desire to participate is a factor that cannot be ignored. Students' cognitive conflict is the source of students' learning motivation and the reason why students actively participate in thinking learning. Therefore, teachers should constantly set up cognitive conflicts in teaching to stimulate students' desire to participate. For example, in the teaching of "the area of a long square", first show 12 small squares with the same size and put a big rectangle. How many ways are there? Then ask what is the area of the rectangle related to? What does it matter? Can you check it? Through this design, students can discover and solve problems in the process of deepening and setting up cognitive conflicts. It helps to stimulate students' desire for knowledge and sense of participation.
Fourthly, teaching students in accordance with their aptitude is the premise of improving classroom participation.
Facing all students, let every student participate in the whole learning activity. At the same time, we should pay attention to the development of students' personality, which is the premise of improving teaching quality in a large area. After all, personality differences exist, so in class, we should "not cap, guarantee the bottom." In teaching, I carefully design classroom exercises for various teaching contents, so that students with different cognitive levels can proceed from reality and have questions to do.
In short, in the teaching process, we should fully mobilize students' enthusiasm, create a good problem situation and learning atmosphere, and let students actively participate in the whole teaching process.