First, create a good communication atmosphere.
Teachers should create an equal and cooperative teaching atmosphere for students, trust students, encourage students to actively communicate and establish an equal and cooperative teacher-student partnership. Teachers are not pressurizers in teaching. Teachers should explore and experience with students when imparting teaching knowledge. In this way, students can change from passive to active in classroom communication, learning activities can be regarded as their own active participation and self-development activities, and mutual communication and interaction can be realized between teachers and students and between students. Only in classroom communication can students become the masters of learning. To create a good communication environment, we can consider the following three aspects:
1. Attach importance to students' emotions and create a harmonious atmosphere.
As American educator Dole said, the position of teachers in the relationship between teachers and students is "equality first". The outstanding "humanistic" characteristics of "Compulsory Education Mathematics Curriculum Standard" require teachers to respect students' personality, respect students' personality development and create a harmonious teaching environment. Emphasize the equality, democratization and individualization of education, give full play to each student's specialties, and publicize each student's vivid personality. Teachers should create various cooperative learning activities, encourage students to learn from each other and help each other, experience the sense of collective honor and achievement, carry forward the spirit of cooperative inquiry, establish a harmonious and smooth communication channel between teachers and students, strive to create a relaxed, democratic and harmonious teaching atmosphere, and treat every student with an attitude of equality, democracy, respect, understanding, care and appreciation.
2. Create problem situations and create a democratic atmosphere.
Mathematics Curriculum Standard for Compulsory Education emphasizes that mathematics teaching should proceed from students' reality, create problem situations that are conducive to students' autonomous learning, guide students to acquire knowledge, form skills and learn to learn through practice, thinking, exploration and communication, and urge students to learn lively, active and personalized under the guidance of teachers. In teaching, we should consciously create problem situations to stimulate students' thirst for knowledge. Faced with familiar and challenging problems, students will naturally take the initiative to try with interest and then seek solutions and strategies.
3. Establish a teacher-student relationship and create an equal atmosphere.
In mathematics classroom teaching, creating an environment for students to explore and an atmosphere for scientific discussion is a necessary condition for cultivating students to be brave in innovation and actively explore. As a teacher, we should strive to build a harmonious, democratic and equal relationship between teachers and students, so that students can be inspired and encouraged in an atmosphere of equality, respect, trust, understanding and tolerance; Organize students to create and maintain a positive psychological atmosphere in the classroom and learning process.
Second, encourage independent thinking and establish communication confidence.
Zankov thinks: "Students' reflection is an individual initiative process, and students should be encouraged to explore independently under the guidance of teachers. Through exploration, we can develop our own abilities while mastering knowledge. "This shows that students' deep cognitive development requires both independent thinking and cooperation and communication. Students' cooperation and communication must first be based on their own independent thinking, so that there will be a collision of thinking, and students will be confident, have something to say and express when communicating. Whenever students encounter obstacles in independent thinking, teachers should give students thinking guidance and let them continue thinking through inspiration. Therefore, we can start from the following three aspects:
1. Guide students to "speak mathematics"
Let students "speak" mathematics in mathematics classroom teaching means that in mathematics classroom teaching, teachers inspire and guide students to describe their thinking process of participating in knowledge exploration activities, expound their own mathematical conclusions, express their own opinions on solving problems, put forward their difficulties, puzzles and questions in learning, and talk about their gains and experiences after learning. Teachers should pay special attention to creating communication situations for students, providing opportunities for "mathematical dialogue", stimulating students' enthusiasm for "speaking", making students want to speak, dare to speak, be willing to speak, learn to think and develop their thinking in the process of speaking.
2. Guide students to "write mathematics"
Classroom communication is mostly in language. In mathematics teaching, teachers can let students express their own mathematical knowledge, mathematical problems, the discovery of applying mathematical knowledge to solve practical problems, their own experience and reflection in solving problems, and communicate with each other. This will not only let the teacher know the students' knowledge, understand the students' way of thinking, but also let the students really feel that mathematics is in the body.
At the same time, human life can not be separated from mathematics, so as to glow students' enthusiasm and enjoy learning mathematics.
3. Guide students to think about mathematics
The so-called mathematical thinking means that when students encounter some problems in real life, they can think about them from a mathematical point of view. In a sense, mathematical thinking is to let students experience the process of discovering, analyzing and solving mathematical problems. This kind of exchange activity helps students to have a clear understanding and enhance their understanding.