Generally speaking, teachers will write the key contents of each class on the blackboard appropriately, and students can record these contents, which is helpful to grasp the teaching emphasis and difficulty of each class. Class notes can also be used as important materials for after-class consolidation and stage review.
Although it is not too difficult to guide students to write down the teacher's blackboard writing, it puts forward higher requirements for the teacher's blackboard writing. First, teachers are required to grasp the key and difficult points of teaching more accurately and improve the pertinence of blackboard writing; Secondly, teachers are required to write beautifully and neatly on the blackboard, because to a great extent, the quality of teachers' blackboard writing directly affects the quality of students' notes in class and plays a leading role in demonstration; Third, ask the teacher to be concise, otherwise the teacher will spend a lot of time writing on the blackboard, and the students will spend a lot of energy taking notes.
2. Write down the students' difficulties, doubts and mistakes.
Each class has important and difficult points, which can be reflected in the teacher's blackboard writing or explanation. But for each student, the difficulty is not necessarily the same as the teacher's preset, and the difficulty of the whole class is not necessarily the same. Therefore, teachers should guide students to write down their own learning priorities, especially their own learning difficulties, and teachers should also guide students to make more detailed records of their own difficult contents. Teachers should also guide students to write down questions that they don't understand at the moment and are inconvenient to ask the teacher in class, and then supplement and improve this part when discussing with classmates or asking the teacher after class. In addition, mistakes in class exercises can also be used as the content of recording class notes.
3. Remember the extension of after-school knowledge.
After entering the 2 1 century, the research of mathematical culture has been deepened. An important sign is that mathematics culture has entered the classroom of primary and secondary schools and penetrated into the actual mathematics teaching, so that students are infected by culture in the process of learning mathematics, producing a buzz of culture, realizing the cultural taste of mathematics and observing the interaction between social culture and mathematics culture. The Curriculum Standard for Primary Mathematics also points out: "Mathematics is a kind of human culture, and its content, ideas, methods and language are important components of modern civilization". Therefore, teachers should properly infiltrate some mathematical cultures, such as mathematical history, mathematicians' stories and mathematical allusions, and guide students to record these contents properly. Of course, teachers can't extend a lot in classroom teaching, and the output information is limited, which requires teachers to guide and encourage students to collect and sort out relevant information after class, so that students can expand these contents after class.
4. Remember innovative analytical solutions.
For general analysis and conventional solutions, students may be able to master them after listening, such as basic concepts, analysis and solutions of examples, which generally do not need to be recorded in detail. However, if you have distinctive analysis and clever and diverse answers, you may wish to guide students to make some records. Sometimes, there may be many different analytical solutions in class. If students can't fully digest and absorb it, they can be guided to record it first and then digest it slowly after class. Sometimes, students have different opinions and may not have the opportunity to communicate in the class. In this case, they can write it down in class notes and wait for the right opportunity to communicate without forgetting it.
5. Remember fleeting inspiration.
The Curriculum Standard for Primary Mathematics points out: "Because of the differences of students' cultural environment, family background and their own way of thinking, students' mathematics learning activities should be a lively, active and personalized process". Therefore, teachers should encourage students to carry out personalized learning in the learning process, so that "different students can get different development." In the process of teaching, students may have their own unique opinions combined with their own experiences, and may also have inspiration to solve problems at any time, which can be used as the recording content of class notes.