Although the teachers have made careful presuppositions, they can't respond in front of the students, largely because the examples prepared by the teachers seem to meet the requirements of the new curriculum standards, and they are also some classic topics. However, because they are empty and divorced from real life, students lack emotional voices and naturally can't see such an event as "sharing". So what are the factors that affect mathematics learning?
The author believes that what is lacking is real sharing, and students' thinking cannot collide with dazzling sparks. Some math teachers may think that students should share their gains with everyone after class, but many students just dry out the knowledge points of this lesson. In fact, this is not really sharing. The new curriculum requires teachers to give students the right to speak in teaching, so that students have the opportunity to express and share their views and ideas, so that students can experience and feel the connotation of mathematics classroom, thus improving the effectiveness of mathematics classroom. Therefore, how to make sharing go deep into the mathematics classroom, I think we should start from the following aspects:
First, life-the source of students' sharing?
The Experimental Draft of Mathematics Curriculum Standard for Full-time Compulsory Education points out that "students should go through the process of abstracting practical problems into mathematical models and explaining and applying them, emphasizing that mathematics teaching should be closely linked with students' real life, starting from their life experience and existing knowledge. "Moreover, psychological research shows that when the content of students' learning is closer to the life scenes that students are familiar with, the higher the degree of students' conscious acceptance of knowledge. Therefore, we should make full use of students' existing life experience, activity experience and original life background. Find the "breakthrough point" between teaching content and real life, let students feel the existence of mathematical problems, stimulate a need for learning, and let students actively, actively and happily devote themselves to learning and exploration.
Second, the situation-a paradise shared by students?
Effective teaching situation can fully mobilize students' existing experience, make students full of interest and actively participate in learning activities. Therefore, in teaching practice, teachers should create effective teaching situations. Ask questions with the help of situations, and start the teaching process by thinking and discussing the questions, so as to stimulate students' initiative to participate in learning and let each student explore, discover and experience with his own way of thinking. Therefore, students should be encouraged to experience the learning process of mathematics, put forward their own ideas from specific situations, and explore and think about problems in their own ways.
For example, when students learn "centrosymmetric and centrosymmetric figures", when they find that "drawing a straight line through the symmetrical center of a parallelogram will divide it into two parts, and the areas of these two parts are equal", we set up such a situational question: Zhang Laohan has a field as shown in the figure, and he wants to give it to his two sons, and the sons suggest that (1) the divided areas should be equal; It is best to make the dividing line into irrigation canals. Can you help Zhang Laohan draw this dividing line? Because students' interest is stimulated, students' enthusiasm for communication is high, and the atmosphere of sharing naturally appears.
Third, activities-a magic weapon for students to share?
"Mathematics Classroom Standards" points out: "Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics." In the process of mathematics learning, students and their peers observe, experiment, guess, verify, reason and communicate with each other in mathematics activities, and experience the cognitive process and emotional process, so that students can get the experience of cooperating with their peers to solve problems and share success and joy.
For example, when teaching "Trapezoidal Area", I ask each student to prepare two identical trapezoids before class, and guide the students to work together in class to see if they can transform them into the graphics they have already learned. Soon, they were "very busy" working together. Some students spelled out a parallelogram and found that the height of the parallelogram is the height of the original trapezoid, and the bottom of the parallelogram is the sum of the upper and lower bottoms of the original trapezoid. Some students found that the formula can also be derived by dividing the trapezoid into parallelogram and triangle. It can be seen that learning not only cultivates students' practical ability, but more importantly, students learn to share experiences. It is beneficial to cultivate students' ability to analyze and solve problems by truly transforming what they have learned into their own knowledge structure.
Fourth, display-a runway shared by students?
Sharing is not only carried out in activities, situations and life, but also a T-stage for students to show. On this stage, as a teacher, we should pay attention to the psychological needs of students of different levels and types, examine students with a positive eye, and seize the bright spots in students' mathematics learning to give praise. Give them potential and advantages, often provide opportunities for performance, encourage students to show boldly and confidently, let them get the emotional experience of "I can do it", and let each student grow up happily in self-esteem and self-confidence. We should not only pay attention to excellent students, but also pay attention to students with learning difficulties.
Of course, we hope that students can share freely in mathematics classroom teaching, and hope that students can fully experience the charm of mathematics, but in order to let students share deeply, we should also pay attention to the following three aspects:
1. Grasp the scope of sharing and expand it. "An apple for an apple, or an apple; An idea in exchange for an idea will be two kinds of ideas. " It can be seen that once the scope of sharing is expanded, students' discovery and happiness will certainly expand. This requires us to guide students to share their ideas with students.
2. Grasp the "shared object" to expand. In order to make the climax of sharing appear in math class, we need to grasp the object of sharing, that is, sharing other people's experiences, thoughts and happiness; You can also actively communicate your feelings with others in order to make common progress.
3. Grasp the "shared theme" to expand. The new curriculum requires us to optimize the classroom teaching structure and return the math classroom to students, so as to realize "autonomous learning", "cooperative learning" and "inquiry learning", so we should realize that the main body of sharing is all students. Therefore, we should take students as the center and let students feel the joy of learning.
In short, the new curriculum requires us to take students as the center, so that students can highlight the main body and publicize their individuality in sharing. For mathematics teaching, sharing means interaction, participation and mutual construction. As long as we pay attention to the essence of sharing, grasp the communication of hearts and the transmission of emotions, we will certainly make the math classroom full of vitality.
(Author: Zhejiang Yueqing Fan Shi No.2 Middle School)