1. Out-of-class "ahead" ―― a learning method to show personality.
Case 1: The fifth-grade math teacher found that students were "doing homework ahead of time" in teaching, so he stipulated that "doing homework ahead of time" was not allowed, but it was repeatedly banned.
Why do students "do homework in advance" after class? First, strong ability, strong interest, and intentionally ahead. Some smart, receptive and quick-thinking students can be understood by teachers as soon as they speak in class, and some can even teach themselves. He likes math, does his homework quickly, has a high enthusiasm for finishing his homework, and likes to "do his homework in advance". His homework written in advance has high accuracy and almost no mistakes, which gives him a sense of accomplishment, superiority and pleasant psychological experience in advance. Second, we should not bite the bullet and lead blindly. Some students see that others are "ahead in their homework" and blindly compare themselves and want to be ahead. Anyway, the teacher will assign this homework next time, finish it early and finish the task. When the teacher assigns this homework again, others will do it and they can play by themselves. This kind of students have a poor foundation in mathematics, and their "homework ahead" is full of mistakes and scrawled. This kind of students' "homework in advance" can not only achieve the purpose of consolidating exercises, but also have the opposite effect.
How to treat students' "advanced homework" after class? Teachers should examine students' "advanced homework" from the perspective of curriculum resources, make effective use of the positive factors of "advanced homework", conduct scientific guidance and reasonable development, and make it an effective resource to stimulate students' interest in mathematics learning, maintain their enthusiasm for mathematics learning and promote the development of students' mathematical intelligence. First, encourage outstanding students to "do their homework in advance". Excellent students have flexible minds and quick thinking, and do math homework quickly and accurately. So homework saves a lot of time than others, and teachers also have the time and ability to do "homework" in advance. Teachers should guide them to make their own choices, choose to do more difficult challenges, or summarize their own topics or read more math extracurricular books to broaden their knowledge. Second, guide middle school students to "work in advance". For secondary school students, teachers should first affirm their spirit and desire to "work ahead", but they should not blindly "work ahead" according to their actual ability. If you think it is easy to learn, you can choose to do the expansion problem designed by the teacher. In the process of communication and analysis with students, teachers should pay attention to maintaining students' enthusiasm and enthusiasm for learning mathematics. Third, help students with learning difficulties to do their homework in advance. For some students with learning difficulties who blindly "do homework ahead of time", teachers should first help them build up their self-confidence in learning mathematics and affirm their behavior of "doing homework ahead of time", but they should do what they can and finish the homework assigned by teachers seriously, correctly and in time at ordinary times, so as to let them know that "doing homework ahead of time" may not be suitable for them. In order to satisfy their desire to "do their homework in advance", they can choose the basic questions designed by teachers appropriately, but they should pay attention to ensuring the correct rate of doing the questions. In this way, each student can choose and do according to his own ability, so that students can get corresponding improvement on the original basis. Challenge and affirm yourself in constantly discovering and solving problems, keep a strong interest in learning, become a student with personality, and release your greatest potential. Fourth, multiple evaluations of "homework in advance", teachers should correct students' "homework in advance" by drawing a smiling face, an apple or an encouraging word. For students who have made great progress and completed well, praise them in front of the whole class to improve their enthusiasm for learning mathematics. In addition, "good children are boasted", some students with learning difficulties and middle school students should be given more encouragement, help and care, enlarge their advantages and protect their enthusiasm of "doing homework in advance".
2. "Advance" in the first-class learning platform and activate the internal motivation.
Case 2: In the teaching of "seeking more than (less than) a number" in the second grade, the teacher showed the theme map and asked according to the theme map: "What do you know after reading this map?" Most students actively participate and speak enthusiastically. Only a few students are writing with their heads down. The teacher was very happy and wanted to signal the students to stop with his eyes, but the students were so absorbed in writing that they couldn't see the teacher's expression at all. You say yours and I'll write mine. As the class continued, when the teacher then asked "How many should Xiaoping play", he saw what student A was still writing. The teacher said, "A, tell me!" The student suddenly heard his name and stood up in a reflexive way, but he didn't know what the teacher was asking just now, so he answered irrelevant questions: "Xiao Fang walked 38 squares." The whole class burst into laughter.
Why do students "get ahead of their homework" in class? First, she hasn't formed the good habit of listening in class. For example, student A in the case is a smart student, with excellent exam results, good homework and high quality. She likes handwriting, doesn't like listening to others, and rarely raises her hand to speak in class. Second, students have "not enough to eat" in class and have spare capacity for study. Some students have a good learning foundation and grasp knowledge quickly. The content of the teacher's lecture is not clear at all, or is self-taught. It's a waste of time to continue listening, and the later exercises are always done, which leads these students to "do their homework in advance". Third, they are not modest and lack the patience to listen. Some students think that teachers know everything and don't need to listen any more. Don't you know that teachers are always prepared for class, and they have arrangements for key points, doubtful points, key points and difficulties, and they often make the finishing point. If you don't listen, there will always be "essence" left by you. Fourth, teachers' teaching is not wonderful, which fails to arouse students' enthusiasm, such as teachers' dull classroom language, lack of passion and vitality, and lack of sense of humor. The teaching process is old-fashioned and unattractive to students. Fifth, students do the problem faster than anyone else, and sometimes the teacher will boast, "So-and-so does it really fast and writes it beautifully!" This kind of leading hint led some students to sneak around and try to win the teacher's approval.
How to treat students "homework in advance" in class? First, cultivate good habits and stimulate a sense of participation. For example, by rewarding red flowers, small five-stars, medals or selecting "the star of intelligence, the star of discipline, the star of listening and speaking" and other ways and means, it can play an exemplary role in mobilizing students' enthusiasm. Teachers will continue to encourage and strengthen the combination of collective education and individual education, so that students can develop good class habits. You can also arrange some operation activities appropriately so that students can do more. For example, after learning "knowing graphics", let students do "interesting puzzles", and students are very enthusiastic. Second, make good use of educational wisdom to make the classroom lively and wonderful. For student A, such "homework in advance" is unacceptable. How to avoid it? First, teachers should carefully design the teaching process and adopt flexible and diverse teaching methods suitable for students of corresponding grades to attract children, stimulate interest and make the classroom lively and wonderful. Second, teachers should make good use of educational wisdom, properly handle emergencies and guide students' distracted attention to teaching. For example, student A, the teacher can call his name first, and then ask: "A, tell me, how many will Xiaoping put?" In this way, students can only answer correctly if they hear the questions clearly. At this time, teachers will give appropriate praise to make students excited by "unexpected" praise and naturally turn their attention to teaching. Thirdly, teachers should choose and flexibly use various teaching methods according to the teaching content, such as stories that students like, tireless situational performances and games, and "solve riddles on the lanterns", "setting suspense", "breaking through obstacles" and "creating children's songs". Let students experience in real situations and play in middle schools and schools. Third, orderly regulation should be combined with independent choice, and orderly "advance" regulation. Before Protestantism, students are allowed to choose "homework in advance" independently, not across the board, and "homework in advance" is not allowed; In the new teaching, the teacher designs some advanced homework problems and announces before the students do the exercises: whoever finishes the exercises in the book first (to ensure the correct rate) can go to the advanced homework problems shown by the calculus teacher on the blackboard (generally, 4 ~ 6 different levels or types of problems are designed). The students are very attentive. They do the problems much faster than usual. Even the students who usually like to loaf around do their homework seriously. They finished reading the book first, and then quickly ran to the blackboard to do advanced homework. Some students regret that they can't get the advanced homework questions. Students' participation and involvement have been greatly improved, and the teaching effect is self-evident. In the review class, students are allowed to "do their homework in advance". For example, in the unit, mid-term and final review, there are a lot of exercises in textbooks and auxiliary workbooks. Allow students to "work ahead of time" in class, but put forward corresponding requirements (such as neatness, accuracy, speed, etc. ), so that students can arrange their homework independently and reasonably.
Students' "homework in advance" is the result of the interaction between psychological factors and external incentives, which has the characteristics of initiative and conformity, and also shows students' self-driven consciousness and certain psychological expectations. Students who "do their homework in advance" include students with good math minds and students with learning difficulties. Students with a good mind in mathematics are basically good at "homework in advance", while students with learning difficulties can't do problems at all because of their poor foundation and new knowledge, which leads to a low correct rate of "homework in advance". For students with learning difficulties, "homework in advance" really does more harm than good. Based on the requirement of "different people get different development in mathematics", we should guide scientifically, develop rationally, improve effectively, foster strengths and avoid weaknesses, and make correct use of them, so that each student can get psychological pleasure, self-affirmation, corresponding development and great progress in different levels of "advanced homework"; In the homework practice based on "correctness and quickness", the added value and gold content of "advanced homework" are constantly increased, and the evolution from form to connotation, from quantity to quality, from "advanced homework" to advanced thinking is continuously realized. Interpret students' "advanced homework" as an educational resource full of tension, interpret it as beauty that varies from person to person, and presuppose it as a learning method full of vitality!
(Author: Lianyungang Education Department, Lianyungang, Jiangsu, 222006)