Paper Keywords: Mathematics; Experimental activities; reform
Experimental activity teaching refers to a new teaching concept and teaching form in the teaching process, which takes direct experience and comprehensive information as the main content, educational, creative and operational student-centered activities as the main form, and encourages students to actively participate, think, explore and create, thus promoting the improvement of students' comprehensive quality.
The new curriculum standard regards experimental activities as an important part of mathematics learning. In teaching, interesting and meaningful activities should be designed by combining experiments with existing knowledge, so that students can have more opportunities to learn and understand mathematics from familiar things around them, feel the close connection between mathematics and real life, improve their ability to solve practical problems by using mathematical knowledge, and thus improve their comprehensive quality. Combined with teaching practice, the author talks about his understanding and practice of mathematical experiment activity class.
First of all, renew the concept and improve the understanding of mathematical experiment activity class.
(A) Mathematics experimental activity class is a free world to cultivate students' initiative to explore and innovate.
For example, I teach grade seven. 168? Discount sales? At that time, the teacher asked the students to bring all kinds of old books and toys at home for simulated sales. Let students choose freely. In class, the teacher shows a shop, increases the price by 30% on the basis of the cost price, then marks a certain kind of shoes and sells them at a 15% discount. As a result, each pair still made a profit, 20 yuan. Ask the students to observe carefully and see what you understand, thus leading to what is the marked price, what is the actual selling price and what is the profit.
(2) Experimental activities bring mathematics closer to life.
In traditional mathematics teaching, teachers pay special attention to imparting knowledge, but seldom pay attention to the relationship between this knowledge and students' real life. Students learn mathematics knowledge, but they can't solve practical problems related to it, and they are not good at thinking about some problems in real life from the perspective of mathematics, which leads to the disconnection between knowledge and life, knowledge and ability. So some students diagnose that mathematics is too abstract and difficult to understand, and they are not interested in mathematics learning. The new curriculum standard of mathematics requires that we should pay attention to learning and understanding mathematics from students' life experiences and situations, and organize students to visit, investigate and measure nearby. For example, in the second book of grade seven, after learning to measure the distance by triangle congruence method, the teacher divided the students into eight groups, each group gave them a ruler and a hat, and asked the students to measure the length and width of the pond in the school (one side was against the wall, but not directly). Make students fully feel that mathematics knowledge is closely connected with real life, mathematics comes from life, and mathematics is everywhere in life, which is conducive to cultivating students' ability and consciousness to look at real problems from a mathematical perspective.
(3) What is the focus of experimental activities? Process? The educational value of
In the past, students were often required to memorize ready-made knowledge, which intentionally or unintentionally reduced the process of students understanding new knowledge, resulting in students'? Know why, don't know why? . The new curriculum standard advocates experimental activities? Let students experience? Emphasizing the importance of students' learning mathematics activities and emphasizing students' practice, exploration and thinking are important conditions for students to understand mathematics. Students constantly discover in exploration, collide in communication and accept each other in thinking. Students not only experienced the joy of progress and success, but also received some frustration education, realizing the synchronous development of intelligence and ability.
Second, carefully designed experimental activities to cultivate students' practical ability
Experimental activities in mathematics teaching are generally divided into two ways: in-class experimental activities and extracurricular experimental activities. Teachers generally consider designing experimental activities in close connection with the content of teaching materials and students' lives. Suhomlinski said that the hand and the brain are inextricably linked, and the hand makes the brain develop and make the brain more intelligent; The brain developed the hand and turned it into a tool for thinking. The operation and production experiment activity is to combine students' hand movements with their brain thinking, promote thinking through activities, and mobilize students' various senses to participate in learning activities. For example, the pattern design of page 144 in the first volume of grade seven, the teacher designed the students? Take a look, fold it, spell it, cut it, draw a picture and say it? Wait for a series of activities, pass? Have a look? Let students further feel the characteristics of various graphics, experience the "modeling beauty" of spelled graphics, and cultivate their observation and imagination. Let students? Draw a picture? , so that students can further understand the characteristics of three-dimensional graphics and the relationship between plane and three-dimensional graphics; ? Draw it? After painting, let the students draw their favorite colors and cultivate students' autonomous learning; ? Cut it? Cut out the drawn graphics to improve the hands-on ability; ? Fight? Enrich students' imagination and cultivate students' sense of accomplishment; ? Say it? Students' works are first displayed and exchanged in groups of four, and then the representatives selected by the group are displayed and exchanged in the whole class. Through exhibition and communication, students and teachers and students can communicate with each other, inspire each other, complement each other, learn from each other's strengths and improve together. In the teaching of these links, teachers are only organizers, guides and cooperative communicators. Teachers guide students into an open situation, less rules and regulations, more freedom and tolerance, and students gain more confidence and courage. It is this eclectic harmonious atmosphere that makes students' hands flexible, opens the floodgate of thinking and has imagination and creativity.
Third, skillfully design experimental activities to stimulate students' interest in learning.
Mathematics is abstract and boring, which makes students feel boring when learning, and also affects their interest in learning. In teaching, teachers try their best to learn the knowledge in books and make it an active and interesting problem. For example, in the addition part of rational numbers, we can play games with playing cards instead of positive numbers and negative numbers. Red is positive and black is negative. Let two students draw two cards in a group and add them up. Whoever gets the most wins. In this way, we turn abstract and boring knowledge into games, and students learn rational number addition in games. The whole teaching process is from shallow to deep, from easy to difficult, step by step, forming a series? Observation, analysis, cooperation, communication, comparison and induction? And other activities, so that students can experience the process of knowledge acquisition and stimulate students' interest.
Fourth, guide students to design experimental activities and improve their comprehensive quality.
Under the new curriculum standards, the role of teachers has changed, and teachers have become organizers, instructors and collaborators of classroom teaching activities. As the saying goes? Practice makes true knowledge? This is absolutely correct. There is a slogan hanging on the wall of the library in Washington, USA: I forgot what I heard, I remembered what I saw, and I understood what I did. ? What does this philosophical slogan mean? In other words, you can't just listen, even if you hear it clearly at that time, you will forget it later; It's not enough just to look. Although it is better than listening, you can remember it, but do you understand? Do it yourself, the truth will be understood, and it will be handy to use.
The new curriculum standard embodies the new teaching concept, and teachers should give full play to the advantages of teaching materials. Pay close attention to the relationship between mathematics and life in the teaching process, establish students' dominant position in learning, take students as the foundation and pay attention to students' development; Take guidance as the core, pay attention to learning situation, and firmly grasp the initiative of inspiration, guidance and regulation. There are many kinds of classroom teaching under the new curriculum standard, and experimental teaching is only one of them. Teachers should learn from various aspects, improve their professional level and cultivate students' innovative consciousness and practical ability.
References:
Interpretation of mathematics curriculum standards. Beijing Normal University Press.
[2] The first volume of seventh grade mathematics. Zhejiang Education Press.
[3] The seventh grade of mathematics. Zhejiang Education Press.
Papers related to access: graduation thesis model, computer graduation thesis, graduation thesis format, administrative management thesis, graduation thesis;