Because students spend more than 70% of their time in the classroom, the main battlefield for implementing quality education must be in the classroom. Without the high efficiency of classroom teaching, there will be no high quality of new curriculum teaching. Effective teaching, effective learning and efficient classroom construction have become our top priority. Therefore, under the leadership of the headmaster and the efforts of all teachers, we have actively explored and experimented, innovated, reformed and boldly tried in practice, and created a brand-new classroom teaching model that conforms to the reality of our school-"learning guidance?" Study? Comment on "Trinity Teaching Mode".
Should we improve the efficiency of classroom teaching and thoroughly implement "learning guidance"? To evaluate the trinity teaching model, teachers must do a good job in classroom teaching design. On how to build an effective classroom, I think we should start with optimizing the design of teaching problems. Because "guide? Study? The trinity teaching model advocates independent, cooperative and inquiry learning methods, and these learning methods should be implemented in the classroom and reflected in teaching, which has a basic premise, that is, to transform the knowledge presented according to the logical procedure of the subject into problems or problem situations for students to explore. Without the premise of problems or problem situations, autonomous learning, cooperative learning and inquiry learning are impossible.
Therefore, well-designed classroom mathematics problems are an important guarantee to create an effective classroom and improve classroom teaching efficiency. I communicated with my colleagues on the design of classroom mathematics problems in classroom teaching reform.
First, the significance of setting questions in mathematics classroom teaching
In order to let students study mathematics deeply, it is necessary to design questions in class, so that students can feel the feeling of climbing stairs layer by layer, and achieve the preset teaching difficulty and goal. The problem is the core of mathematics. In the process of imparting knowledge, it is very important for teachers to design questions properly. The art of classroom questioning is one of the most important teaching qualities of teachers and an effective guarantee for the successful completion of teaching tasks.
The significance of classroom questioning lies not only in reviewing the past and learning new things, but also in finding the missing, filling in the blank and understanding the students' learning situation. Teachers can use classroom questions to guide students to further understand and think when explaining questions. In addition, teachers who make good use of questioning will also find that classroom questioning is actually a necessary part of mathematics classroom. Study? Comment on all aspects of trinity teaching mode, such as preview test, group presentation, cooperative inquiry, in-class test, etc.
Second, the principles of raising questions in mathematics classroom teaching
In order to ensure the effectiveness of classroom questioning and promote the development of students' thinking, the following principles should be followed when asking questions:
1. Inspiration
In class, any question should be enlightening, so that students are interested in answering questions, which is the premise for students to further explore mathematics knowledge. The difficulty of the problem cannot be too high or too low. Students should jump to get it. On the one hand, they should ensure their self-confidence in answering questions, on the other hand, they should avoid getting bored with simple questions.
2. Predictability
Teachers should anticipate students' possible answers before asking questions, predict students' problems, try to capture the wrong or inaccurate contents in students' answers, and prepare countermeasures in advance. Only by fully foreseeing can students be guided to discover the laws of things in time and grasp the essence of knowledge points in teaching.
brick by brick
When asking questions in class, we should pay attention to the step-by-step difficulty of the questions, and the design of the questions should be from the superficial to the deep, from the surface to the inside, which not only gives students at different levels the opportunity to answer questions, but also deepens their thinking with the extension of the questions. For students, sequential design questions are like paving the way to the peak of knowledge. Under the guidance of questions, students' understanding of knowledge will continue to deepen.
4. Accuracy (sex)
Don't ask questions in general, because the content of the questions is too wide, it is difficult for students to grasp the key points of the answers, and it is difficult to see the teacher's design intention of the questions from the questions, and it is difficult to grasp the key points of teaching. In addition, it should be noted that you should not always ask questions that can be answered by "yes" or "no", but ask questions in a targeted manner to prevent students from following suit and covering up their true thoughts.
Step 5 be complete
The question content of a class should be an organic whole and complete. From beginning to end, every question should revolve around the goal of classroom teaching. On each small knowledge point, the teacher can set a question string around the center. The problems in the question string complement each other, complete and interlocking. This problem setting based on the principle of wholeness is helpful for students to understand the wholeness and systematicness of knowledge.
Third, the common strategies of problem teaching in mathematics classroom
Teachers should design different levels of questions according to the characteristics of different knowledge and students' cognitive level, grasp the difficulty and gradient of questions, and present them in various forms. According to the different levels of thinking, problem teaching can be divided into the following processes: problem raising-students' individual study, teacher-student discussion-reflection, summary-popularization, popularization and application. The difficulty of this process is the presentation of the problem, that is, how to design the problem.
Strategy 1: gradual (graded)
The setting of questions should have a reasonable step, that is, the design of questions should be from shallow to deep, from easy to difficult, from simple to complex, and promoted layer by layer, so that students' thinking can feel like climbing stairs. Putting forward "progressive" questions is aimed at the systematization of knowledge and the hierarchy of students' cognitive development level, and setting a series of questions with moderate gradient and hierarchy is conducive to improving students' thinking quality.
Strategy 2: Variant
Variant teaching is a common means in mathematics teaching. Reasonable variant teaching can not only consolidate basic knowledge and skills, but also improve students' mathematical thinking ability. In the teaching of exercises, we should consciously grasp one kind of problems from one problem and general problems from special problems, so as to achieve this and that, and cultivate the flexibility of students' thinking.
Example 3: Find the range of the function y=x2-2x- 1
Variant 1 Find the range of function y=x2+2x- 1
Variant 2 finds the range of function y = x2+2x-1x ∈ [2,3].
Variant 3 finds the range of the function y = x2+2x-1x ∈ [-2,0].
Variant 4 finds the range of the function y = x2+2x-1x ∈ [-2,3].
Variant 6 finds the range of function y = x2-2x-MX ∈ [-2,3].
Variant 7 finds the range of the function y = x2-MX- 1x ∈ [- 1 3].
Through the variant, let the students understand that the key to the evaluation domain of quadratic function is the position relationship between the symmetry axis and the interval, so as to really draw inferences from others. Teachers don't simply "talk about topics", but teach students the topics of a class from point to face, so that the classroom capacity will increase and students will not learn the topics to death. Through the variant, from simple to complex, from easy to difficult, students learn to think, think step by step, and finally achieve the teaching goal.
"Problems are the soul of mathematics and the driving force of thinking", and thinking begins with problems. If students' brains are compared to a pool of calm water, then teachers can create targeted and enlightening classroom teaching problems, just like a stone thrown into the pool, which can arouse students' thinking waves, enlighten students' hearts and make students in the best state of thinking. Therefore, well-designed classroom mathematics problems are an important guarantee to create an effective classroom and improve classroom teaching efficiency. Classroom efficiency is high, students are sunny, teachers are happy and the campus is more beautiful.