After listening to Mr. Zhong Yonglin's math class twice, take this math class as an example to talk about my feelings.
It's the first time I heard Mr. Zhong talk about the problem of planting trees in small class teaching of mathematics. The teacher clearly and concisely guided students to solve math problems in life, which rekindled my yearning for math teaching after years of not teaching math, and I couldn't help thinking-math is really useful!
1 1. 13 made the third lecture tour in No.2 primary school, and all the math teachers attended the lecture. These students come from Class One, Grade Five. As a Chinese teacher who has taught children for five years, I also want to see the performance of these children in math class. Follow in the footsteps of Mr. Zhong again and witness the elegance of famous teachers.
Looking back on this problem-solving math class, first of all, Mr. Zhong took planting trees in Arbor Day school as the topic, which caused students to think and guess how many trees the school should plant. 20, 19, 2 1 ... After the students made a lot of guesses, Mr. Zhong asked easily, who is right? What if there are different answers? Verification. How to verify? Draw a picture. 100 meters long, plant a tree every 5 meters, how to draw a large number? Shrinkage ... this question and answer, the students found the verification method and operation mode.
Then Mr. Zhong didn't directly explain how to solve the problem, but asked the students to draw a picture with the help of the study list and communicate with their partners to find out three possible situations. In the process of students' communication and reporting, Mr. Zhong combined legends to help standardize the language. The solution of the problem comes entirely from students' practice and teamwork.
Next, Mr. Zhong asked the students to find out the rules of planting trees by combining the guide sheet. This link is still students' independent exploration. After discovering such a rule, how to remember it? Mr. Zhong has a unique idea. He stretched out five fingers, each finger represents a tree, and the gap between fingers represents the number of intervals. This is a multi-image memory method.
Students learn independently and find problems independently. What does a teacher do? All the study hours are observed by the teacher. In five study groups, teachers shuttle back and forth, watching, listening and participating in communication.
For example, the teaching clock of 1 is long, and students communicate repeatedly until the law of planting trees is clearly expressed: plant trees at both ends, and trees = interval+1; Only one plant, tree = interval; No planting at both ends, tree = interval-1. My teachers who haven't taught mathematics for many years all feel that they are very clear and understand. There is no problem in continuing the new example at this point. Teacher Zhong asked, "Look at these situations, which is the key?" Let the students continue to think and explain the reasons. Ask again, "What other problems in life can be solved by planting trees?" Students report, and the teacher shows pictures of tree planting in life, so that students can understand the wide use of tree planting in life.
In the teaching of Example 2, after reading the questions, the teacher gives the key words, and the students understand them first, then draw pictures to verify them. The teacher reminds students to solve problems in their own practice.
Looking back on my previous teaching, I think the teacher is more like an actor. He is an open class, a demonstration class, taking part in a competition class, practicing repeatedly and reciting lines skillfully. One lesson is rote learning, and I just want to say my next sentence during the lecture, ignoring the students. I used to be like this, reciting leads and interlanguages and focusing on teaching plans (more accurately, scripts). Now the classroom is not like before. Although there must be a script, in the eyes of teachers, students are the best actors. What is a teacher? A screenwriter, not a director. Carefully write the script according to the teaching objectives, with an outline and details. As a director, the eyes are on the students' performances and the lines are heard. Simple and easy to understand does not need repetition, and difficult repetition reinforcement. What if the actor breaks away from the script? Pull it back. What if I can't act? Make a demonstration. At the beginning of the performance, the director had actors in his eyes. At the beginning of the class, the teacher's eyes were full of students. This is the similarity between the two.
In Mr. Zhong's math class, the language is plain and rigorous, the tone is gentle and practical, and the evaluation of students is simple and useful: very good, very good, who will supplement it? There is a word called "grounding gas", which is teacher Zhong's classroom.
After listening to famous teachers' classes in different disciplines and experiencing the study in different disciplines, I feel that it is not only the students who benefit, but also we who attend classes.
When I watch the famous teacher class, I deeply feel that the so-called famous teacher is not how many honors he has won, but whether he is grounded: in class, students are silent when thinking, active and enthusiastic when communicating, and hands in the air when reporting. After a class, the students are still not satisfied, and feel that time flies so fast that they haven't heard enough.
I am fortunate to be a member of the team of famous teachers, and the role model is by my side. Although the subjects are different, our persistence and exploration in teaching have similar influence on the cultivation of students. I hope I can experience myself in the lecture tour and become a student like everyone else in the future.
I sincerely thank all the famous teachers for their wonderful lessons, and I have worked hard with our partners. I hope there will be more opportunities for partners from different disciplines to cheer together and help our common cause-teaching and educating people.