1, target location

First, the implementation of knowledge and skills goals, based on understanding and memory, allows students to increase their knowledge; Second, to achieve the goal of mathematical reasoning literacy, to understand the mathematical thinking mode of "reasoning-guessing-verifying", to train students to think from a mathematical point of view, and to make intuitive and reasonable reasoning on some results, so that students can increase their wisdom, which is the basis of mathematical innovation.

Teacher Niu Li Xian put this point in place in the lesson "Exploring Triangle". The teacher first asked the students to review the rules and usage of triangles and let them think. What's the secret of such an ordinary triangle? Stimulated students' knowledge contradiction. Next, the teacher puts forward the operation requirements, allowing students to operate by themselves and explore constantly. Finally, the students summed up the rules and made their own discoveries. But in the end, the students found a different place, that is, the angle interval drawn before was 15 degrees, but the difference between 150 degrees and 180 degrees was 30 degrees. The teacher has been encouraging students to guess boldly, and the last girl suggested that there should be 165 degrees. The teacher named it "Xu Jing conjecture", which is a great affirmation for the students here.

2. Deep learning

Deep learning does not impart knowledge in depth. The essence of deep learning is that students can transfer and apply what they have learned on the basis of understanding knowledge to solve new or complex problems in real situations. That is, "the process of applying what you have learned in one situation to a new situation."

Teacher Xi Zheng Guang's "Draw inferences from others", this thinking development class, first uses the Analects of Confucius to "draw inferences from others, otherwise it will cease to exist." And it not only gives students questions, but also involves teachers. Multiple solutions to one question, multiple solutions to one question, multiple solutions to one question and multiple solutions to multiple questions are all presented in the modeling of this course. Although the topic is difficult, it gives us a lot of enlightenment: don't teach too much in one class, but learn to master the way of mathematics teaching, that is, do one thing well, clearly and clearly in one class, and don't rush for success and quick success.

3. Learn to doubt

Only when you have doubts can you think and think can you enter. Zhang Qihua's first lesson about finance and business, locating the secrets of KFC and McDonald's, changed my view on mathematics again and opened my mind. I suddenly understood that math class is not only about learning numbers, but also our lives are closely related. Breaking the rules can give our students the courage to live without fear. Teacher Zhang Qihua introduced this lesson with the phenomenon that KFC and McDonald's are built next to each other in reality, giving students sufficient conditions to think about where they should be built. Students rely on their own experience to express their ideas and have intense thinking and discussion. Teachers constantly guide students to pay attention to the hidden factors behind the problem and analyze them. Finally, the most suitable structural method is put forward, and students are required to illustrate the adjacent structural phenomena in life with examples in time. Let students learn from life, go beyond life and return to the essence of life. Teacher Zhang Qihua also told the children that you can keep your own ideas, because there is no standard answer. In addition, when the students answer questions, the teacher warns the students: You must make everyone understand your thoughts, and it will be more perfect if you can explain them with data. The teacher's warm reminder of the details made me feel refreshed. This is the real concern for students.