Mathematics is an effective way to cultivate students' thinking ability. As the basic education of mathematics, primary school mathematics shoulders the important mission of cultivating students' logical thinking ability and reasoning ability in the whole education system. It is this characteristic of mathematics education that makes mathematics a subject that most primary school students find difficult to learn. Because primary school students' thinking ability and critical thinking ability are still relatively weak, teachers need to carry out heuristic teaching at this time to inspire and guide students to enter the door of mathematics, expand the space of imagination and realize the leap of thinking ability. From the perspective of teaching principles, the role of heuristic teaching is for teachers to guide and transform students, to transform the relevant mathematical knowledge involved in textbooks into students' specific knowledge, and then to further transform students' specific knowledge into mathematical thinking and thinking ability through certain connections.
Second, increase the interest of the classroom and improve students' interest in learning.
The ideal mathematics course should be that teachers ask questions, students respond positively and provide various ideas for solving problems. To get this response, we must fully tap students' interest in mathematics. Pupils' ability to accept and learn is very strong, so it is the most critical and effective period to cultivate their interest in mathematics learning.
The learning process of mathematics is mainly to use logical thinking ability, while primary school students think mainly in images because of their young age and low cognitive ability. Primary school mathematics teachers have realized the difference between primary school students' thinking activities and mathematical thinking activities. Therefore, primary school mathematics has always been regarded as an important basis for changing students' thinking mode. In class, teachers skillfully use heuristic teaching methods to create mathematical problem situations, and use simple cognitive terms in students' minds to prompt them to become familiar with new mathematical knowledge, and then gradually guide students to participate in the problem-solving process with their brains and become familiar with mathematical thinking. Then, through teachers' timely affirmation, encouragement and appreciation, students can have a sense of accomplishment, and the self-confidence established in the new field of mathematics learning due to this sense of accomplishment in solving problems can further generate interest in mathematics.
The theory can be established in any way, and the goal of stimulating learning interest can be implemented in any way as long as the teacher skillfully and randomly uses heuristic teaching to get a response.
Third, determine the guiding role of teachers in the classroom.
In the heuristic teaching of primary school mathematics, the guiding role of teachers is very important and crucial. However, many teachers do not clearly distinguish the roles of guidance and traction. They pay attention to the teaching of mathematical knowledge in mathematics class, and they give students a fuller explanation, but ignore the reasonable guidance to students, so that students only passively accept knowledge and cannot actively play their main role. Therefore, teachers should correctly understand their guiding role, inspire students' thinking through guidance, promote students' active and independent learning, and then effectively cultivate and improve students' thinking ability and innovation ability.
For example, in the teaching of "Division with Remainder", the teacher first asked the students to review the concept of division described before through hands-on operation, and then inspired the students to learn the knowledge of this lesson more effectively. The teacher prepared 10 cards and five plates for the students, and asked the students to put 10 cards on five plates on average. How many cards are put in each plate? After the students finished dividing, the teacher asked, "How did you divide it? How much do you put in each plate? Why didn't anyone just finish it? How can the result of this score be expressed in a formula? " Through hands-on operation, students can better understand the situation that divisibility has no remainder, that is, the remainder is 0. Then the teacher gave the students 1 1 cards and five plates, and asked the students to put 1 1 cards on five plates on average. How many cards are put in each plate? The teacher deliberately asked the students how many cards were left. In the hands-on operation of students, many students don't know what to do with the remaining 1 cards. At this time, teachers should seize this opportunity to inspire students to think and explore, so as to deepen their understanding and mastery of division with remainder.
Fourth, practice makes true knowledge.
Quality education endows heuristic teaching with richer connotations: insisting on the combination of teachers' leading and students' subjectivity, and paying attention to the combination of teachers' "inspiration" and students' "attempt". First of all, trying can make students get the joy of success. For all students, "I hope everyone will not strive for progress, but only succeed" is in line with the wishes and reality of scholars. Both gifted and poor students can succeed from the attempt, which greatly enhances students' learning confidence and prepares good psychological conditions for their new success. Secondly, by inspiring and guiding students to move their eyes, brains, mouths and hands, they not only cultivate students' intelligence and ability, but also make students feel the joy of learning in their own attempts, and turn boring "hard study" into active and interesting "happy study". This requires teachers to increase students' learning freedom as much as possible, and try their best to inspire and guide students to try new knowledge and find new problems. For example, in the teaching of "subtraction of abdication within 20 years", the teacher asked two people at the same table to play the roles of salesgirl and customer respectively. There were 65,438+05 pencils in the shop, and 9 pencils were sold. How much is left? Teachers inspire students to discover calculation methods by themselves through various channels, and students actively explore calculation methods. Some use sticks to count one by one, and get15-9 = 6; Some divide 15 into 10 and 5. Calculate 10-9= 1 first, and then 1+5=6. Some divide 9 into 5 and 4, first 15-5= 10, then10-4 = 6; Some first calculate 15- 10=5, and then calculate 5+1= 6; Some want to 9+ (
) = 15, because 9+6= 15, 15-9=6. In this way, everyone tried to find it with their brains. There were various methods, and everyone succeeded. Then the teacher shows similar problems and inspires students to apply this algorithm to similar problems. Only in this way can students truly become the masters of learning and realize the unity of learning and thinking.
Primary school stage is the most basic and important stage to cultivate students' cognitive system, and heuristic teaching plays an important role in primary school mathematics curriculum. Through targeted and innovative heuristic teaching, mathematics teachers can cultivate students' autonomous learning ability and innovative thinking, understand mathematics more accurately, carry out comprehensive and systematic mathematical thinking logic activities, and enhance their understanding of mathematics knowledge, so as to enjoy mathematics, develop good study habits and have a more comprehensive knowledge network, which is also the purpose of primary school teaching and quality education.