First, introduce new lessons and suspense.
There is an old saying: "Learning is expensive, knowing doubts, small doubts and small progress, big doubts and great progress." By setting suspense to introduce new lessons, students can have a desire and pursuit, stimulate students' desire to learn new knowledge, attract students' attention, stimulate their enthusiasm for attending classes, generate strong motivation to learn new knowledge, and ensure the learning effect. For example, when teaching "How tall is the big tree", I introduced a new lesson by talking: "Students, do you want to know how tall the big tree is in front of our school? Today we will learn a new solution. How to solve it? When you finish this lesson, you will naturally understand. " At this time, students are curious to know what the method is, and then naturally introduce a new lesson "positive and negative ratio application problem", and students take "how to solve this problem by applying positive and negative ratio" to learn. For another example, in order to introduce the concept of "golden ratio", I showed the students a short story in class: Xiao Yong went to Wenfeng Supermarket and saw a pair of shoes that were very suitable for his mother, but he didn't know what size his mother was wearing. Can you help Xiao Yong think of a way? At this time, because we introduced the concept of golden ratio, students were full of curiosity and wanted to know the answer. Naturally, it will be related to the golden ratio learned today. Because Xiao Yong should know the mother's height, we can verify that there is a 6: 1 relationship between her height and her foot length, so the suspense is solved.
What we should pay attention to here is that when suspense is introduced into the new class, the place where doubts are chosen should be exploratory and research-oriented, otherwise the doubts are too simple to arouse students' strong desire for knowledge.
Second, the clever use of wrong solutions causes suspense
Because students can't thoroughly grasp the basic concepts and properties of mathematics, they often unconsciously draw some wrong conclusions when solving problems. In order to attract their attention, they can fully expose their mistakes in teaching and then analyze them to deepen their understanding. For example, when reviewing "Find the least common multiple of16,24,48", according to the conventional method, the least common multiple is 288, so I will guide students to know that their least common multiple is 48. Why? Are our methods wrong? Let the students know that there must be no common divisor between any two numbers until the end.
Sometimes teachers need to pay attention to students' wrong problem-solving methods, which is a valuable resource. The previous example is the contradiction between the result obtained by clever use of wrong solution and common sense, which causes suspense and reflection. Sometimes the result of wrong solution may contradict the known conditions, and it will also make students fall into meditation, thus improving students' initiative in learning.
Third, cleverly create obstacles and set suspense.
Before learning a knowledge point, throw out some questions that students can't answer in time, so that students have the impulse to try. When setting the difficulty, pay attention to the difficulty and let the students "jump up and pick peaches". If the difficulty is too great, the difficulty will not only fail to achieve the expected effect, but also make the classroom silent, so the setting of difficulty will lose its meaning. It is also difficult to set up, so it is necessary to pay attention to the connection with the content of this lesson, which requires teachers to make full preparations before class and thoroughly understand the teaching materials; If it has nothing to do with the content of this lesson, students will feel that their study today doesn't seem to have played much role, which will hit them and feel that listening is the same as not listening.
Fourth, expand and extend the suspense of application.
In primary school mathematics teaching, typical problems are expanded and evolved purposefully, from multiple angles and at multiple levels, so that students can gradually understand and master the general laws and essential attributes of such mathematical problems, and also make students always feel novel about learning, thus cultivating the flexibility of their thinking. For example, a wire has used 2/5 meters, and there are still 3 meters left. How long is this wire? Similar topic: a wire, 2/5 used, 3 meters left. How long is this wire? Add a unit to the title, not a unit. Expand and change it so that students can notice the differences.
In the application of teaching scores, there is a problem that easily confuses everyone: the electricity consumption of a factory in 10/0 degrees in October is10 degrees less than that in September. How many kWh was used in September? Similar topics: the electricity consumption of a factory in September 1 10 degrees, 10 is less than that in September110. /kloc-how many kwh did you use in October? For this diverse and similar topic, the difference lies in whether the unit "1" is known. Deepen the understanding of knowledge through comparison. In the actual teaching process, you can show one of the questions first, and then show the revised questions after the students solve them. Students find out their differences, and then compare them carefully, so as to observe and compare a problem from all angles.
Fifth, there is suspense at the end of the new lesson.
At the end of a class, we should try our best to set some suspense for students, so as to extend extracurricular study or make students yearn for subsequent classes. This is the full embodiment of the teaching art. For example, after teaching "the conversion between decimals and percentages", I asked the students, "We know how to convert decimals into percentages and percentages into decimals, so please think about how to convert percentages and fractions? Is there a connection between them? " Leave suspense for students and encourage them to preview actively after class.
Grasping the classroom is a kind of ability, and it is also a kind of ability to skillfully and appropriately use classroom art to improve the quality of classroom teaching. In mathematics teaching, it is an art to be able to set suspense in time and skillfully. We can gradually sum up in the future teaching and try our best to apply this unique teaching art, which will enhance the artistry of classroom teaching and make the classroom a place that students yearn for. This kind of teaching has infinite charm, and this kind of classroom is efficient and harmonious.
(Editor Chen Jianping)