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Keyword activity class; Strategy; Interest; Mathematics around you; Evaluation platform
Junior high school mathematics activity class teaching is the teaching content set at the end of each unit under the new curriculum standard. This course allows students to do activities independently through appropriate questions in real life under the guidance of teachers, so as to gain direct experience and cultivate practical ability. It can make up for the lack of mathematical practice ability, strengthen the training of mathematical thinking in practice, promote the independent and harmonious development of students' interests, personalities and specialties, and thus improve students' mathematical quality in an all-round way. Advocate active participation, query and explore the learning concept of practice, and apply it to solve problems in life. However, different from the conventional teaching, the classroom teaching of mathematics activity class is not easy to achieve good teaching results. Through long-term practice and exploration, I want to elaborate the teaching strategy of this class from the aspects of creating situations to improve students' interest in participation, asking questions and exploring around mathematical problems, emphasizing experimental demonstration and multimedia application, paying attention to the evaluation method of students' experience, and building a platform for students' ability display.
First, create a situation to stimulate interest
Psychologist Brula said: "The best motivation for learning is to be interested in what you have learned". In order to stimulate students' interest in math activity classes, it is necessary to create situations for students to actively participate in activities and find the pleasure of success from the learning burden. Several ways: (1) Cultivate students' interest through games. There is an example where triangles are connected horizontally, and students' interest in cooperative inquiry is cultivated through the game situation between teachers and students. The teacher spliced 1 triangle with three matches, and continued to level the number of matches needed for the next two, three and five triangles. The students immediately participated in the operation and reached a conclusion. Ask a question: How many matches does it take to reach the nth triangle? After the operation, the students aroused their interest and experienced the happiness of success. (2) Teachers and students debate to cultivate interest, fully let students express their opinions, encourage underachievers to participate in activities, make interest rise to self-confidence and dare to participate in mathematics activities. In a case, a student learned to keep accounts in family life, with positive income and negative expenditure. Collecting and sorting out data and recording reports with tables have strengthened students' deeper understanding of positive and negative numbers in applied mathematics in life and stimulated their interest in learning.
Second, encourage questioning and exploring the mathematics around you.
Mathematics comes from life, but its abstractness, logic and rigor cover up its interest. Therefore, in the math activity class, combined with the content requirements of the teaching materials, we should closely contact the typical materials in the life around teachers and students, so that students are willing to accept the operation and exploration, and ask questions and interact with them in time. There is an example of calendar problem in math activity class. What is the relationship between the sum of nine numbers in a 3*3 square box and the center number of the box in a month's calendar? Students actively discuss and teachers question. Without changing the size of the box, move the box a few places and try to find out what the conclusion is. Is any month true? Students will come up with their own calendars in groups, explore and report the results in cooperation, so that students can get close to life and feel the practicality of mathematics. Through the examples around us, let students question and explore, and let students really understand, recognize and apply the importance of mathematics.
Third, design media courseware and emphasize experimental demonstration.
Teachers should dig deep into the teaching objectives of mathematics activity class, pay attention to intuitive demonstration experiments, and avoid the pressure brought by complex and abstract problems to students. Make full use of the setting of multimedia courseware, so that the teaching objectives are integrated in the form of images, words, sounds and animations, which has a strong sense of reality and expressiveness and stimulates students' senses, thus satisfying students' thirst for knowledge and curiosity, stimulating students' imagination and promoting their thinking development. At the same time, we should pay attention to cultivating students' ability to collect and process information. Clever use of multimedia-assisted teaching can effectively stimulate students' interest in exploring problems and provide students with opportunities to participate in activities. There is an example of practical exploration of linear equations. Using a small wooden pole with uniform texture and some small objects with equal weight to do experiments, the purpose is to cultivate students' ability to observe, analyze and explore problems. Combined with the operation demonstration of multimedia courseware, ask questions: lift the wooden pole with rope in the middle and hang small weights at both ends, and record and observe the balance. Step 2, add a weight to the left and right, and move it to the right together until it is balanced, and observe the record. Step 3: only add a small weight to the left, then move it, record the distance from the fulcrum to the weight, and observe the balance. Through demonstration experiment and multimedia application, small heavy objects are moved in the form of animation, and linear equation knowledge is applied intuitively and vividly to practice, thus realizing the teaching goal of activity class.
Fourth, pay attention to the evaluation of students' experience.
In mathematics activity class, paying attention to students' existing cognitive experience and conducting correct guidance and evaluation will enhance students' initiative and self-confidence in learning. Because the focus of activity class is to apply mathematical knowledge in activities and cultivate students' problem-solving ability, we should fully affirm experience, but correctly guide and improve scientific and rational cognition, which conforms to the cultivation of basic knowledge, skills, thoughts and experience put forward by the new curriculum standards. Evaluation methods include oral comments, classroom observation, after-class interviews, etc. , mainly to encourage. There is an example of a math activity class about linear functions. Mobile communication raises the problem of consumption scheme. The question has just come up. Almost all the students in the class are experienced and have expressed their opinions. The teacher seized the opportunity to guide and realized the goal of solving practical problems with function thought. The questionnaire asks the following questions: (1) Party A rents 50 yuan for one month, and the free time is 0, and the telephone bill exceeding the free time is 0.4 yuan per minute; If you rent 30 yuan in February, the free time is 50 minutes. Over the free time, the phone bill is 0.6 yuan per minute. Write down the relationship between the phone bill y of Party A and Party B and the call time. (2) Which scheme saves money? Any suggestions? Through this activity, the students responded positively, put the problems in life into class activities and solved them by mathematical methods, which received good results.
Fifth, build a platform for students to demonstrate their abilities.
The focus of mathematics activity class should be to cultivate students' practical ability, innovative ability and application ability. In teaching, I use the methods of group cooperation report, personal statement and questionnaire survey to let students experience the process of knowledge formation and actively explore and show it. And actively build a platform to give students the opportunity to show their abilities. Several methods: (1) group discussion and report. Cultivate students' expression accuracy, logic and cooperation consciousness in mathematical language; (2) personal display. Teachers should fully affirm and encourage students' ability to think independently and explore problems creatively; (3) Questionnaire survey. There is a mathematical activity to understand cross-sectional figures. Because junior high school students have poor imagination of three-dimensional graphics, it is difficult to identify objects with regular cross-sectional shapes. In teaching, we first divide into groups, make cubes and cylinders with our own learning tools, and each group selects a judge to fill in the form and show the conclusion. Deepen the understanding of cross-section body, cut cubes and cylinders from a plane and get several cross-sections. Finally, through the questionnaire summary, broaden students' thinking and imagination.
In a word, the teaching of mathematics activity class still insists on taking students as the center, making students move and truly become the masters of learning. Teachers can guide them to acquire knowledge and happiness in practice and make the class full of vitality.