As the implementer of the new curriculum-bilingual teachers, how to update their teaching behavior and guide students to establish new learning concepts has become a hot topic. I talk about some practices and experiences based on my own teaching practice.
First, create a teaching situation to stimulate interest in inquiry
"Mathematics Curriculum Standard" clearly points out: pay attention to learning and understanding mathematics from students' life experience and existing knowledge, so that students can experience the connection between mathematics knowledge, feel that mathematics is around, feel the interest and function of mathematics, and have a sense of intimacy with mathematics. This requires teachers to carefully create scenes related to students' lives, so that students can feel the application of mathematics.
1) create a harmonious classroom atmosphere and encourage students to speak freely (break through the mother tongue barrier and use Chinese boldly);
2) Creating situations to guide students to speak (improving students' oral Chinese expression ability), including: creating life situations for students to learn in "life"; Create operating situations, use teaching AIDS in math class, and let students say "move".
Teachers' teaching should adapt to children's physiological and age characteristics, and create children's favorite learning forms and interesting teaching situations. When learning shapes, you can make the following designs:
A, create an intuitive scene: use the shapes of various objects around you to draw out the theme;
B, present shapes and pictures to guide students to learn;
C. play games and practice new knowledge.
D, use the learning tools in math class to start work, move your eyes, move your mouth, use your brain, and use your hands, eyes, mouth and brain together.
In short, only by flexibly using various forms and actively creating learning scenarios for students can we stimulate students' awareness of inquiry to the maximum extent, open the spark of students' wisdom, give full play to students' subjective initiative, and let students truly become the masters of learning.
Second, with practice, to stimulate students' thirst for knowledge
The new curriculum standard points out that teachers should make full use of students' life experience and design intuitive and interesting teaching activities to stimulate students' interest. In teaching, teachers should look for mathematical materials from life and let students discover mathematics in life. For example, after the location is determined, students can be arranged to attend classes in the lecture hall, and each student can be given a small card to let the students find the location marked on the card, which not only stimulates the students' curiosity, but also lays the foundation for the content of this class.
Third, intuitive teaching aid demonstration, turn abstract into concrete, deepen understanding
In teaching, teachers should be good at tapping the interest and intuition of knowledge, and make use of visual teaching AIDS, projectors and other facilities to make static teaching knowledge dynamic, so that students can obtain knowledge from demonstrations, thus mobilizing students' interest in learning. For example, the graphic translation I'm talking about is to circle a graphic on the nail board with a rubber band, and then move the graphic to a certain distance, and demonstrate it repeatedly from static to dynamic, so that students can see the shape, size, corresponding angle and corresponding edge of the translated graphic at a glance and deepen their impression of the teaching content.
Fourth, cooperative inquiry, so that students can become masters of bilingual mathematics learning.
Mathematics curriculum standard points out: "Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning." In teaching, teachers can let each group discuss freely, encourage them to express their views in Uighur and Chinese, and ask them to solve problems wholeheartedly in mutual communication. But when discussing, you must grasp the main points, don't talk nonsense, and try to express yourself in Chinese instead of your mother tongue. This kind of cooperative learning not only makes up for the shortage that teachers can't teach each student alone, but also promotes the complementarity of knowledge and skills among students, and achieves the goal that everyone teaches me and I teach everyone.
The key and difficult knowledge of the textbook can be analyzed and explained in Uyghur, and the knowledge that is easy to understand, not difficult and unprofessional can be explained in Chinese, such as classroom organization terms, introduction, conclusion and contents familiar to students. Teaching professional knowledge in Uighur and Chinese can not only expand students' knowledge of learning Chinese, but also greatly enhance students' interest in learning Chinese. In teaching, more space and time should be set aside for students to discuss, think and summarize freely. However, students' Chinese proficiency, including oral English and listening, is very close to each other, so speaking by themselves is more conducive to understanding.
Fifth, focus on cultivating students' study habits and promoting Chinese thinking.
Ye Shengtao said: Education is the cultivation of habits. Therefore, we must put the cultivation of students' study habits in the first place and promote the classroom teaching reform in a down-to-earth and effective way.
First of all, we should cultivate students' basic study habits. Teachers all have this experience, and students' mastery of knowledge is often far from teachers' expectations. The fundamental reason is that students have not developed the habit of listening carefully in class. Therefore, we should consciously cultivate students' listening habits and teach them listening methods: (1) Guess what students will say. (2) Summarize students' views. (3) Think about whether what he said is reasonable. Students learn to listen before speaking, which not only cultivates students' Chinese thinking ability, but also urges students to really form the habit of listening carefully.
Secondly, we should cultivate students' problem consciousness. In the classroom teaching of the new curriculum, teachers should put the cultivation of students' problem consciousness in the first place, guide students to find and ask questions, establish an equal and democratic relationship between teachers and students, encourage students to question and ask questions boldly, and encourage students to express their opinions. When students ask questions, they can use Uighur and Chinese alternately. Of course, try to use Chinese as much as possible, and students who have difficulty in expressing themselves can also use their mother tongue in part.
In short, in the bilingual teaching of lower grades, students should be allowed to listen before speaking according to their age characteristics, so as to listen and promote speaking. Only in this way can we conform to the laws of Chinese teaching and achieve good teaching results. When the teacher teaches new knowledge, the teacher speaks first and the students listen at the beginning of the class. On the basis of a lot of listening, they began to communicate in spoken Chinese, which made it easier for students to master.