Teacher Yu's love for her students, her attitude towards her work, her demands on herself and her future are full of expectations. He said a very pertinent sentence: I have no skills, and this is all done. I especially appreciate Mr. Yu's style of doing things, which is exactly the case. I read a book written by him this winter vacation. This book is called Seed Class-Thinking and Behavior of a Special Math Teacher. This book revolves around two issues: how to make students like mathematics and how to effectively solve students' difficulties in mathematics learning. Books are not divided according to the attributes of knowledge, nor according to the requirements of teaching, but divided into "seed class" and "growth class". Today, I mainly talk about "how to make students close to math class" from "growth class".
? We know that mathematics is a basic and instrumental subject, and the learning process of mathematics is accompanied by the whole learning process of each student, which shows the importance of mathematics. If a child always encounters great difficulties in the process of learning mathematics, he will lose interest faster than any other subject. Once this interest is lost, the whole person's learning attitude will be greatly affected. Therefore, we should examine our current primary school mathematics teaching and find out how we can improve our teaching effect.
? Undoubtedly, it is our pursuit to let students get close to mathematics, form a positive learning attitude and further form their learning ability, so as to actively explore mathematics. But at present, there are still many disadvantages in our math class. What are the main shortcomings?
? First, the physical characteristics of mathematics learning. Mathematics, as thinking gymnastics, conforms to the innate learning characteristics of students' thinking and questioning. But in the process of teaching, we show it to children in the form of memory. For example, in the composition and decomposition of numbers, oral arithmetic exercises, in order to let children master, teachers will let students recite without thinking. Therefore, at the beginning of learning mathematics, children have formed a preliminary understanding: this course needs to be memorized.
? The physical characteristics of mathematics learning are mainly manifested in a large number of memories and repeated homework, which is contrary to cultivating children's intellectual innovation. Another characteristic reason is that teachers lack research on students' learning. It is the lack of this research that leads to the loss of mathematical wisdom and charm.
Second, the stylized characteristics of mathematics teaching. I remember when I was in class, a student said to me, "Teacher, what you said is so boring. The topics are all in the book. I can help you say everything first. " This sentence stung me deeply. Yes, many of our teachers always like to use their familiar and single teaching methods to go down one lesson at a time. We may not realize that it is boring, but students are sensitive. They naturally like to be different and like novelty. So in this boring class, children must remember what the teacher said. Do they dare to approach mathematics? Are they interested in mathematics?
Thirdly, the formal characteristics and evaluation of learning organization. We say that keeping the classroom clean and quiet is a necessary prerequisite for classroom learning, but it is impossible for a student to be a good student and be alert to his every move. A child who pays great attention to thinking will naturally change his posture. This change may not be correct. Maybe there will be something in his mouth, or there may be other forms of expression. This form of expression is often accused by our teachers of not obeying classroom discipline and criticized. This formalism exists objectively in classroom teaching, and it is also very serious.
As the saying goes, "there is no fish in clear water, and there is no fish in turbid water." Fish can't grow if the water is too clear because there is no food; Fish can't grow in muddy water because there is no oxygen. In fact, so is our classroom. Classroom teaching attaches too much importance to silence and it is impossible to have good thinking. Classroom teaching is too noisy to have good thinking. The teaching suitable for thinking class is a noisy environment and a natural voice in the process of thinking.
Based on the above disadvantages, how can we make students' classroom learning vivid? Let's discuss it from the school level and the teacher level.
? ? 1. School level: How to create a good teaching environment?
? First of all, we should improve the overall quality of teachers; Second, the school should have a mechanism suitable for teachers to change the classroom teaching situation. To change this mechanism is to carry out scientific and high-quality school-based training. School-based training can start from the following three aspects: the first aspect is to let all teachers participate in school-based training and improve teachers' educational literacy as a whole. The training content includes teachers' morality, educational research and classroom practice. The second aspect is to let some teachers learn professional knowledge, become the backbone of the school, and play a role of demonstration and example. The third aspect is to let young teachers grow up and stand out as soon as possible and become the follow-up force of the school. Our school has done very well in these three aspects.
? ? 2. Teacher level: How to make classroom learning lively?
? (1) Learning preparation focuses on sufficiency. According to different teaching contents, we use various methods to attract students' attention to learning new knowledge. We can use exercises, questions, sensory stimulation and situational models to arouse students' interest and make them think.
(2) The instruction of learning method is effective. First, it can guide students to master the laws of their own thinking activities. For example, when learning the multiplication formula of 2 ~ 9, our teaching idea is to turn the operation of finding several identical addends into multiplication operation according to the meaning of multiplication, and then compile the formula to understand it. Students have mastered this law of thinking, and after learning the multiplication formula of 2, they can make up the formulas of 3, 4 and 5. This kind of learning is enthusiastic and sustainable. The second is to guide and summarize the laws of learning activities. Use the relationship between old and new knowledge to guide students to sum up the steps of learning activities and help students master the laws of learning knowledge. The third is to use the inherent law of knowledge structure. Use the inherent law of knowledge structure to guide students to discover and master the law and improve their learning ability.
(3) Interest is stimulated, and it is important to continue. In the initial stage of teaching, we should use various methods to stimulate students' interest in learning new knowledge, and make great efforts to continuously stimulate students throughout the teaching process to enhance their interest and enthusiasm in learning. The countermeasure we can take is to constantly strengthen and meet the demand.
? To continuously meet the needs, the first layer is the incentive practice of building a knowledge system. For example, through the change of trapezoid in basic graphics, the calculation formulas of trapezoid, triangle, rectangle, square and parallelogram are summarized, as well as their relationships and changes. The second layer is the stimulating practice of discovering laws and expanding knowledge system. For example, if you cut the largest square in a rectangle, what is the relationship between the side length of the largest square and the width of the original rectangle? The third layer is the inspiring practice to solve practical problems related to life. For example, "What problems can be solved in practice with the formula for calculating the area of plane graphics?" The fourth layer is the stimulating exercise of imagination design to cultivate innovative thinking. For example, imagine designing a 48-square-meter campus flower bed, marking the data and explaining the reasons for winning the prize.
(4) divergent thinking, often used often new. In the teaching process, we should not only let students solve multiple problems in the process of solving problems, but also guide students to deduce new knowledge in many ways in the process of acquiring new knowledge. Such long-term persistence will improve students' overall thinking level.
? Mr. Ye Shengtao said that students, like "seeds", are alive and can develop and grow by themselves. If there are enough and suitable conditions, they can become useful talents. Similarly, we should also provide children with adequate and suitable conditions to make students really close to math class, which is the "seed class" we want to pursue.