1 Research on how to cooperate independently in junior high school mathematics teaching
First, the rational formation of cooperative learning groups
At the beginning of each academic year, on the basis of fully understanding the individual situation of students, according to the principle of "heterogeneity within groups, homogeneity among groups", students with different levels and characteristics such as academic performance, gender, personality, hobbies and family background are organized into cooperative groups, so that each group can compete fairly at the same starting point as possible. Only in this way can we embody the concept of "cooperation within the group, competition outside the group and promote development" and realize the expected goal of cooperative learning. After grouping, guide students to have a clear sense of learning division of labor and cooperation. Let every member of the group know their responsibilities, let them know that as a member of the group, they should be responsible not only for themselves, but also for other members of the group, and understand the truth of interdependence, mutual complementarity, mutual promotion and common improvement in learning.
Second, seize the opportunity of cooperation and exploration.
Cooperative inquiry learning is not always available. When students encounter difficult problems in autonomous learning, they are in an "angry" state and eager to try, and cooperative inquiry is meaningful. Taking this as an opportunity to strengthen cooperative inquiry is helpful to realize the teaching goal; When students' thinking is in a state of disorder, organizing students to cooperate, exchange, debate and explore will help students clarify concepts and deepen their understanding. When students disagree on the question, teachers don't give the answer immediately, but let students cooperate to explore, which can form a strong research atmosphere, help expand students' thinking, inspire students and form a unique understanding.
Third, teachers should adjust and control in a timely manner.
In the process of cooperative inquiry, teachers should walk more, observe more, listen more, pay close attention to the cooperation status of each cooperation group, monitor students' cooperative learning in real time, and intervene when necessary. In the process of cooperative inquiry, students will inevitably have contradictions and conflicts. Teachers should change their roles in time, participate in learning, cooperation and communication, encourage students to coordinate cognitive conflicts in cooperation, and let students feel that they are in a relaxed, harmonious and democratic atmosphere. For those students who rely too much on the help of their peers and do not take the initiative to cooperate in inquiry, teachers should promptly guide them to play their own subjective initiative and actively cooperate in inquiry, so that every student can become a real cooperative inquiry.
2 cooperative inquiry learning in mathematics teaching
The role of cooperative inquiry learning model
1. is conducive to cultivating students' good sense of cooperation and personality psychological quality.
Different students have great differences in psychological phenomena, knowledge and ability and thinking habits. For teachers, independent inquiry and cooperative communication can just make up for the lack of teachers' difficulty in teaching many different students and create better conditions for teaching students in accordance with their aptitude. In the process of participation, each student's knowledge, skills and emotions can be improved to varying degrees. In the process of communication and interaction, let students think more, practice more and express more, so that students' personality can be fully displayed and publicized and experience the joy of success more. Therefore, in teaching, we should attach great importance to cultivating students' awareness of independent inquiry and cooperation and exchange, provide students with some opportunities for mutual cooperation and exchange, and encourage them to participate freely and study independently, so that the mathematics classroom presents a lively scene and the mathematics classroom teaching is full of vitality and vitality.
2. It is beneficial to cultivate students' interest and self-confidence in learning mathematics.
Interest is the source of learning, but many students are generally not interested in mathematics learning, even afraid of mathematics, and it is difficult to form a pleasant learning experience. The reason is that the traditional teaching methods pay too much attention to conclusions, problem-solving methods and skills, and pay attention to the rigor and logic of mathematics, which leads to students' ignorance of the process of mathematics discovery and creation, thus creating illusions and misunderstandings about mathematics learning. They think that mathematics is just a bunch of boring formulas and theorems, and learning is just memorizing and imitating, which fails to achieve a true understanding of knowledge, and subjectivity is not reflected, which makes students stay away from mathematics and lose interest and confidence in mathematics over time. The teaching of cooperative inquiry learning focuses on the process of mathematical inquiry and discovery, helping students "recreate mathematics" like mathematicians, and making students realize that mathematics is not created by a few geniuses, but can be discovered by ordinary people through hard work. Teachers should constantly create successful situations for students, let them succeed in their studies and trust their wisdom and strength.
Methods of cultivating students' cooperative inquiry learning style
1. Scientific combination and clear division of labor.
We should do a good job in organizing the group and create an organizational foundation for cooperative learning. The number of group members is generally 4-6, and the composition of members should consider the combination of good, medium and poor academic performance, as well as their original personality, feelings and other non-intellectual factors. Team members should have a clear and specific division of labor. At a stage, everyone should have a relatively focused responsibility and play a specific cooperative role, such as the organizer, recorder, chief speaker, second speaker, and even the "opponent" who specifically expresses objections. After a certain period of time, the roles are exchanged, so that each member can experience, exercise and improve from different positions. It's better for the group members to sit face to face or adjacent to each other, which is more conducive to learning and discussing each other and achieving the purpose of full communication.
2. Choose the best time and organize cooperation and exchange.
Cooperative inquiry is a good way for students to learn, but not the more the better. It is very important to choose the right time for students to interact and explore cooperatively. Try to practice in the following aspects in teaching. (1) If it cannot be solved or completed independently, carry out cooperation and exchanges. This can not only overcome the key points and difficulties in teaching, but also effectively play the main role of students and mobilize their learning enthusiasm. In teaching, students often encounter problems that cannot be answered independently. At this time, organizing students to cooperate and communicate can not only stimulate students' strong thirst for knowledge, but also make them feel the relationship between individuals and groups, thus generating the motivation of individual learning. (2) Organize the cooperation and exchange of important and difficult points in teaching. How to break through the difficulties in the teaching process is the key to the success of teaching and the key to eliminating students' learning obstacles. In important and difficult places in teaching, students are often organized to cooperate and communicate. ③ When many factors need to be considered in solving problems, organize cooperation and exchange. In teaching, some problems often involve many factors, but individual thinking is difficult to consider comprehensively. At this time, organizing appropriate cooperation and exchange will make thinking collide, inspire each other, learn from each other's strengths, and often make teaching more effective.
3 to stimulate students' interest in mathematics learning
Encourage success with love, cultivate and consolidate students' interest in learning.
There are many ways to cultivate students' interest in learning, but fundamentally speaking, each method can not be separated from teachers' full love for students and their highly responsible spirit for education. This requires teachers to dedicate their love and treat students with a correct attitude. If we cherish gifted students and give them preferential treatment, but dislike, alienate, ridicule and reprimand the students with learning difficulties, it will cause them to "break the jar" and give up learning completely, so there is no way to talk about their interest in learning.
My view is: first of all, we should establish a correct view of learning, believe that all our students can learn mathematics well, respect them in personality, place expectations on them personally, especially on students with learning difficulties, let them get encouragement and courage from teachers' expectations, trust and concern, guide them to learn with fervent emotions, and stimulate their interest in learning. Secondly, we should establish a correct teaching concept, regard the teaching process as a process in which teachers and students treat each other equally, cooperate with each other and explore knowledge together, and give full play to students' main role in teaching. For gifted students, teachers should create conditions, actively inspire them to ask questions, find problems, let them deal with some difficult topics independently, let them experience exercise, experience the joy of success and enhance their interest in learning. For students with learning difficulties, teachers should be kind to their mothers, strict with teachers, persuasive, and guided by the situation, so that they can enhance their self-confidence from dealing with simple problems and never cultivate their interest from success.
Stimulate interest by guessing self-test questions
Let students understand the formation of mathematical concepts and the acquisition of mathematical conclusions in the process of operation and guessing. Conjecture is one of the ways for students to explore mathematical laws, understand the essence of mathematics and seek solutions to mathematical problems. Its thinking process is jumping, and the conclusions it draws can often impress students and make them remember deeply. For example, when teaching "whether a general parallelogram belongs to an axisymmetric figure", I will let the students guess first. 85% students think that the general parallelogram is an axisymmetric figure. Then let the students draw, cut and fold to test the conjecture. The result is beyond most people's expectation, and the conclusion that "the general parallelogram is not an axisymmetric figure" is reached, and the students really become the discoverers of knowledge. The classroom suddenly cheered, the students were full of interest, and the joy of solving the problem was beyond words. As Suhomlin Tingji said: "In the deep heart of students, there is a desire to make themselves discoverers, researchers and explorers. "This kind of teaching can not only stimulate students' interest in learning, but also infiltrate students and guess the strategy of exploring knowledge, which is more important than knowledge itself.
4. Stimulate the interest in learning mathematics
Reasonable use of multimedia and other teaching means to adjust students' emotions.
In the application of teaching methods, teachers should consider giving students different sensory stimuli directly and conveying teaching information to students. We should not only often use some visual teaching AIDS, including charts, objects and specimens, but also use some modern means, such as slides, projectors, video recorders and multimedia. Through the use of teaching media, we can give students the greatest stimulation in vision and hearing, attract students' attention and stimulate their interest.
In addition, teachers can guide and induce students' interest in mathematics by introducing the great role of mathematics in daily life. Teachers should let students feel and discover the beauty of mathematics from effective mathematical methods and flexible and ingenious problem-solving skills, experience the beauty of mathematics, appreciate the infinite charm of mathematics, express and create the beauty of mathematics through their own problem-solving, thus generating feelings of loving mathematics, freeing themselves from boredom and entering a state of endless fun, thus maintaining the durability of learning interest. In short, the cultivation of non-intellectual factors is particularly important.
Constantly improve teaching methods, improve teaching art and guide students to actively participate in teaching activities.
"Students' psychological activities are positive and proactive, and they can master knowledge more effectively in a relaxed and happy atmosphere. "Guiding students to actively participate in exploring the mysteries of knowledge is one of the ways to stimulate students' interest in learning. Because of this, teachers must be clear about students' dominant position. In teaching, teachers should use their brains instead of sticking to their own teaching style and being bound by old ideas and methods, thus falling into a rigid teaching model. You know, there is no fixed method for teaching, but it is also impossible. The unchangeable style can make students less adaptable, but it also makes them less fresh. In the long run, it will make the class attractive. Smart teachers will adopt different teaching methods at different times according to their own needs and constantly change their teaching methods.
At the same time, we will continue to explore research and design new teaching methods for students. In view of the lack of students' study habits and thinking, I often use problem-based teaching method, heuristic analysis teaching method and combination of teaching and practice in class, and use them flexibly according to the actual situation. After years of teaching exploration and research, I have summed up my own teaching principles: low starting point, high requirements, whole-oriented, and individual-oriented, and laid a teaching idea of "fully exposing the thinking track of students and teachers, and making thinking collide with the spark of wisdom through bilateral relations". Under my unconscious teaching demonstration, flexible teaching methods have a subtle influence on students' way of thinking and learning. In the process of teaching, I focus on guidance, and the trick is to enlighten, teach and practice. Students gradually understand the essentials of learning mathematics and express their knowledge and skills.
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