"Mathematics Curriculum Standard" puts forward a brand-new view of mathematics curriculum: "Everyone learns valuable mathematics; Everyone can get the necessary mathematics; Different people have different developments in mathematics. " This formulation makes us deeply realize how important the effectiveness of mathematics teaching is in the classroom. In fact, there is a very prominent problem in senior high school mathematics teaching at present: that is, our students have not really developed effectively in various lively classroom teaching, which is a problem that must be faced in the new round of basic education reform. Therefore, how to make our teachers improve the effectiveness of high school mathematics classroom teaching under the new curriculum background is an important topic for our high school mathematics teachers. Especially in today's new curriculum reform and the overall improvement of students' quality, it is very urgent and necessary to explore the effectiveness of senior high school mathematics classroom teaching, which can not only reduce the unnecessary efforts of teachers and students, but also maximize the effectiveness of classroom teaching. How to improve the effectiveness of high school mathematics classroom teaching and make mathematics classroom glow with strong vitality? This is a thought-provoking question. Let's talk about my personal thoughts on the effectiveness of classroom teaching.
First, the concept of the effectiveness of mathematics teaching
In the mathematics curriculum standard, the overall goal is refined into four aspects: knowledge and skills, mathematical thinking, problem solving, emotion and attitude. In this discussion, the understanding of mathematical knowledge has changed: mathematical knowledge includes not only "objective knowledge" (also known as "explicit knowledge" and "explicit knowledge")-mathematical facts that will not change with time, people and places, but also "subjective knowledge" (also known as "tacit knowledge" and "tacit knowledge")-for students, this kind of "explicit knowledge".
Corresponding to these two kinds of knowledge, mathematics curriculum standards set a goal in the field of knowledge-for "objective knowledge" and a goal in the field of development-for the acquisition of "subjective knowledge", which should be said to be a breakthrough. The goal of the development field includes four aspects: (1) understanding of mathematics-involving the relationship between mathematics and reality, the process of mathematical exploration, the cultural value of mathematics and the characteristics of mathematical knowledge; (2) Mathematical thinking-developing students' quantitative thinking, spatial concept, rational reasoning and deductive demonstration; (3) Problem-solving-let students develop by putting forward, analyzing, solving problems, communicating and reflecting; (4) Emotional experience (also known as "mathematical concept")-guiding students to develop in interest, motivation, self-confidence, will, attitude, habit and appreciation and feeling of mathematical beauty. The establishment of the developmental goal has made the realization of the core concept of "student-oriented development" have a clear direction and found an achievable, operable and grasping support point.
"Mathematical concept" is the highest realm of mathematics teaching and the training goal pursued by mathematics quality education. From the outside, it is almost impossible to see that it is real. Not only in the process of solving problems, but also in the learning process of mathematics learning; It exists not only in mathematics learning, but also in the thinking mode of reducing everything to a mathematical relationship. Therefore, although students have no chance to use mathematics and forget mathematics after leaving school, the mathematical spirits such as mathematical thinking methods, research methods and reasoning methods deeply existing in their minds play a role anytime and anywhere and benefit for life, which shows Engels' assertion that "thinking spirit" is "the most beautiful flower on earth".
Different from other undertakings, education belongs to the future, so-called "planting trees in ten years, educating people in a hundred years". In the four levels of mathematics teaching, we should not only pursue the low level, but also pursue all levels. Therefore, teachers, students and math classes must change their roles. Teachers are organizers, guides and collaborators of teaching activities, and students really become masters of mathematics learning in teaching activities, and mathematics classroom must become an important place for mathematics learning and communication. By carrying out effective teaching activities, students are provided with opportunities to fully participate in mathematics activities, and they are helped to truly understand and master basic mathematics knowledge and skills, mathematical ideas and methods, and acquire mathematical concepts in the process of independent inquiry and cooperative communication.
Second, the effectiveness of situation creation
Creating problem situations is a new highlight of mathematics curriculum standards. It makes boring and abstract mathematics knowledge closer to students' social life, conforms to students' cognitive experience, and enables students to acquire basic mathematics knowledge and skills in vivid and interesting situations, which embodies the value of mathematics learning. However, the created situation must serve our mathematics teaching. If it is far-fetched just to connect with life, then the situation will lose its due value, which is not conducive to students' mastery of knowledge.
In teaching, teachers find it difficult to connect with life when explaining some knowledge points, so they want to create meaningful situations, but sometimes the creation of situations fails to highlight the theme of mathematics learning, which leads to the entanglement of classroom learning time and students' thinking by meaningless artificial settings. But many times, our teacher still relishes such a "situation", thinking that he is cultivating students' mathematical consciousness and application ability. In fact, it is a waste of time and stifles students' active thinking.
Third, the effectiveness of classroom questioning
The effectiveness of classroom questioning means that teachers create a good educational environment and atmosphere in classroom teaching according to the objectives and contents of classroom teaching, and carefully set up question scenarios. Questioning is planned, targeted and enlightening, which can stimulate students' desire for active participation and help to further cultivate students' creative thinking.
In the whole classroom teaching, teachers and students should participate in the whole process of teaching as subjects, actively raise valuable questions around the objectives and contents of classroom teaching, promote individuals to think positively, enhance their ability to ask and solve problems and enhance their sense of innovation.
Fourthly, the effectiveness of cooperative inquiry.
The spirit of cooperation is the basic requirement of the times for people. Everything and any task in real life can only be accomplished and realized through interpersonal communication and cooperation. In order to be effective, students' cooperative learning must be based on individual's "cooperative needs". In other words, it is valuable and effective for individuals to be confused by "anger" and "embarrassment" when solving problems, get stuck in a difficult place, and then start group cooperative learning. Otherwise, group cooperation is either that the top students in the group speak at the same time and other students do what they are told, or that the discussion is a mere formality.
So is our classroom. Teachers often say, "Let's discuss and verify in groups ..." But in fact? The problems discussed are often thoughtless, enlightening and exploratory. As soon as the teacher's question was raised, most students raised their hands high, but the teacher still said, "Let's discuss it." Group cooperation has obviously become a cumbersome form. There is also some cooperation. The students were just about to enter the communication state, but the teacher announced the end of the cooperation, because the class was going to be over. In some discussions, students' division of labor and research problems are unclear, and they rush headlong into it for a "lively" situation. In this way, the results of group discussion can only be replaced by the answers of individual top students. ......
In this formal class, the effectiveness of teaching will be questioned. The effectiveness of teaching is the real progress or development that students get after a period of teaching by teachers. After all, classroom teaching is a purposeful and benefit-oriented activity. Teaching requires students to master knowledge, acquire skills, develop intelligence, and form attitudes and corresponding qualities. The effectiveness of teaching is the life of teaching. What students learn and get must be questioned and considered in any teaching. However, the lively and enthusiastic classroom surface may damage the internal function of teaching. Students don't think deeply, fantasize or even insist on their own opinions, showing their false subjectivity and losing the sacred duty of teachers' value guidance, wisdom enlightenment and thinking guidance. The key to solving the problem of classroom effectiveness is to really improve students' subjectivity and give full play to teachers' guiding role.
Fifth, the effectiveness of classroom exercises.
Athletes always make appropriate adjustments to their amount of exercise. Reluctantly staying up late to train is harmful to your health; No matter how good the medicine is, it will turn into poison if you take too much. The same is true of high school mathematics learning. When learning, there is always an appropriate amount, and the effect is the best. If it exceeds this amount, students will feel boring, so that it is difficult to improve their learning ability anyway.
Why do some students spend a lot of time and do so many questions, but they don't make progress, marking time or even retreating bit by bit? It can be analyzed from two aspects: first, students think that no matter what kind of topic appears in that unit, even if only one topic is not done, they feel insecure; Second, students think that as long as they can solve difficult problems, their strength will naturally improve. Many teachers also have this idea. We think that the topic that should be integrated is the really important topic, and there are not many such topics. Learn important topics first, and then learn unimportant topics. Moreover, we should focus on textbooks and topics suitable for students' level, and the more questions we can answer, the better. Because only in this way can learning be interesting, and only by maintaining interest can we summon up the courage to study fearlessly in the face of difficulties.
In the process of high school mathematics teaching, we should follow the guiding principles, adhere to the objectives, train in class, limit the time and complete the exercises independently. Teachers patrol, collect answering information, show reference answers, discuss in groups, and comment on teachers, focusing on the thinking process of solving problems. As for basic topics, students' performance is often adopted, which not only lightens students' extracurricular burden, but also stimulates students' motivation to study again because of timely feedback of learning results. At this time, the teacher's thinking is clear, so it is timely and the effect far exceeds the extracurricular correction.
Sixth, the effectiveness of classroom evaluation.
In high school mathematics classroom teaching, it is very necessary for teachers to affirm and praise students in time, so that students can experience the joy of success and build a sail of confidence. Especially when the sparks of students' wisdom flash, teachers should spare no effort to say and praise, so as to shake students' hearts and study hard. However, it is also necessary to objectively evaluate and correct students' classroom performance in time so that they can make clear the direction of their efforts. But in class, in order to encourage students' enthusiasm, no matter whether the question is challenging or not, as long as students speak, they don't say "great", that is, "great, smart, you are really good ..." In the long run, praise will lose its due value, especially under the encouragement of this kind of praise, some students will feel lazy and feel that they are "thinking a little and saying a little". Success is more dazzling only under the background of failure, and praise is more valuable and tense only after being objectively evaluated and corrected. Only on the objective basis, adhere to the principle of giving priority to encouragement, is a charming and valuable evaluation!
The "effectiveness" of high school mathematics classroom teaching is the teaching effect and efficiency reflected by effective teaching time. Teaching should be efficient and teaching methods should be effective. In the face of the new curriculum reform, teachers should try their best to adopt the most effective and efficient teaching methods, so that every minute of the classroom reflects value!