First, using students' existing knowledge to improve classroom participation
Vocational high school students are not interested in learning because of their poor mathematical foundation. However, one of the important tasks of mathematics classroom teaching is to make the teaching process an activity process for students to acquire knowledge and develop their abilities, and a process for students to internalize scientific knowledge into spiritual wealth. The acquisition and internalization of knowledge must conform to students' cognitive laws and build knowledge independently with the help of students' existing experience. Therefore, teachers need to use certain teaching strategies in classroom teaching to help students reproduce the formation process of knowledge, guide students to experience and feel the existence of knowledge, guide students to apply knowledge, enhance students' memory and understanding of knowledge and help students return to knowledge.
Before students learn new knowledge, their minds are not blank, and they have formed all kinds of knowledge and experience in their daily life. These original knowledge and experience are valuable spiritual wealth for students, which not only affects their study, but also serves as the starting point for learning new knowledge. Therefore, in the process of teaching design, teachers should guide students to feel the existence of knowledge by using the concepts formed by past experience, and empirical knowledge is around them. With this experience, students will have a desire to learn new knowledge, thus attracting more students to actively and consciously participate in classroom teaching.
Second, the use of open teaching strategies to promote the development of students' thinking
Compared with closed teaching, open teaching is a new teaching mode under the guidance of new teaching concepts. Teachers no longer dominate the classroom, but let students play the leading role. Teachers focus on creating situations and designing problems, providing students with the greatest space for thinking, exploring, discovering and innovating, without setting any rules for students in advance. There are not only individual activities of students' independent thinking, but also group activities of cooperation, discussion and exchange between students and teachers and students, which promote the formation of students' subjective spirit, innovative consciousness and innovative ability in a relaxed and democratic teaching environment. Therefore, open mathematics teaching is conducive to cultivating students' creative personality and creative thinking.
1. Embodies the teaching thought of constructivism.
Constructivism holds that learning is not a passive acceptance of external information, but an active "construction" process. In the process of learning, students do not find a knowledge world independent of themselves, but reorganize their own experience world and build a new cognitive structure. Students need to devote all their thoughts and experiences, organize the corresponding original materials, accept the challenges of questions, ask questions themselves, choose methods, explore experiences, and express, communicate and revise them, so as to effectively construct a new cognitive structure. Because of the different cognitive structure of students, the thinking mode and learning results in the process of mathematics learning are also diverse and individual differences. In open mathematics teaching, a relaxed and democratic classroom atmosphere helps to stimulate students to actively participate in teaching activities, while open questions are challenging and have strong stimulating factors, which can form strong cognitive conflicts and induce students' interest and motivation in learning. The knowledge involved in open-ended questions is what students already have, but the problem-solving strategies are unconventional and there is no fixed model to follow, which requires students to establish their own ideas and strategies instead of choosing a simple answer.
In classroom teaching, students are encouraged to recombine their original knowledge and skills in the process of solving problems through activities, forming the overall skills to solve current problems, or modifying the original skills to solve current problems. This can improve students' constructive ability and form a good cognitive structure. The design of the whole teaching activity focuses on the ideas and strategies of solving problems, and on the process of thinking rather than simple answers. In teaching, students fully display themselves, and everyone has different degrees of development.
2. Cultivate students' non-intelligence factors
Open teaching pays attention to the equality between teachers and students, and teachers' preset restrictions on students' thinking are reduced, which conforms to the psychological characteristics of students' self-cognition, helps students to give full play to their own personality, provides students with an open and selective development space, and promotes the healthy development of non-intellectual factors such as students' interest, motivation, emotion, will and personality.
3. Promote the all-round development of students
At present, the core of quality education is people-oriented education that promotes students' all-round, harmonious and healthy development. Open teaching provides students with more opportunities for mathematical communication, which not only encourages students to read and write homework, but also allows students to listen and speak, express and exchange their mathematical knowledge in the form of physical, oral or written language or mathematical symbols, which is conducive to promoting the all-round development of students' thinking, language and personality.
Such mathematical training activities can not only help students learn mathematics through experience, but also cultivate their sense of mathematics, so that students can cope with different problems and choose better mathematical solutions, thus promoting their all-round development.
Third, with the help of the rational use of multimedia, improve the cognitive environment of mathematics teaching.
The process of education and teaching is a process of spreading educational information, and it is a process in which the transmitter (teacher) transmits certain educational information to the receiver (student) through certain channels (media), thus causing changes in students' thoughts and behaviors. With the rapid development of science and technology, China's modern education is gradually getting rid of the traditional teaching mode of "teacher-blackboard-textbook-student". In order to meet the needs of students' learning and education development, we have introduced a variety of technical means in classroom teaching, such as audio-visual media technology such as slide show, projection, TV recording, computer multimedia technology and network teaching technology. These modern information technologies not only improve students' learning style, but also create a good cognitive environment for teaching. Among them, multimedia technology is widely used in daily teaching and has become a common auxiliary means to optimize classroom teaching design.
If you leave the multimedia presentation, the effect of the explanation may be greatly reduced. Using intuitive demonstration to help students get rid of their fear of difficulties, improve their ability to solve problems and enhance their confidence in learning mathematics well. Today, more and more media are integrated into classroom teaching. As long as we can straighten out the relationship among students, teachers and multimedia, handle the auxiliary position of various media in classroom teaching and use multimedia reasonably, classroom teaching will be wonderful and achieve the best teaching effect.