First, develop students' intelligence through oral arithmetic training.
In the basic training of oral arithmetic, we should prevent rote memorization, guide students to think actively and use the formula of meaning memory. For example, a first-year student quickly memorized the carry addition table within 20 years. Instead of memorizing all the addition tables, he memorized the "checkmark" first (for example, 6+6 = 12, 7+7 = 14, 8+8 = 16, 9+9 = 65436). Think of 7+7 = 14, because 7+8 is more than 7+7 1, so 7+8 = 15, and 6+8 =? First think of 6+6 = 12, because 6+8 is 2 more than 6+6, so 6+8 = 14, which develops students' memory ability and thinking ability while memorizing the addition table. Because students use logical thinking ability, the time of memory and dictation is greatly shortened, and the practice efficiency is improved. From this, we can see the dialectical relationship between "double basics" and "intelligence".
Second, develop students' intelligence with the newly given knowledge.
Teaching new knowledge is an important part of classroom teaching and an important link to develop students' intelligence. Heuristic teaching is adopted in the process of new knowledge teaching. Teachers should explain lively and interesting, be good at asking thoughtful questions, make full use of visual teaching AIDS, and pay attention to practicing while talking. These practices can develop students' intelligence, and we should continue to use them.
For example, "discovery teaching" can develop students' intelligence well.
Discovery teaching is also called problem teaching method. This discovery teaching method is developed in teaching practice to meet the needs of the high development of modern science and technology. The general process of this teaching method is: a, asking questions; B, let students learn and experience by themselves according to the textbooks or materials provided by teachers; C. Solve problems under the guidance of the teacher and discover the laws of mathematics by yourself. Here is a classroom example to illustrate:
For example, when teaching rectangular areas:
Before class, each student makes 30 squares with an area of 1 cm2 with thick paper in advance. In class, give each student a piece of exercise paper with rectangular figures of various sizes printed on it. The teacher instructed the students to place a square with a square of L square centimeters and measure the area of various rectangular figures directly on the exercise paper. Then the teacher asked this question: "it is true that we can measure the area of a rectangle piece by piece, but it is too troublesome and the graphics are too big, such as playgrounds, classrooms, venues and so on." We can put it together bit by bit. Can we think of other ways? " After the question was raised, several excellent students immediately raised their hands. At this time, don't rush to answer them. Ask everyone to read the textbook carefully first, and then call the students to answer.
Student: To measure the area of a rectangle, just measure its length and width. Teacher: Why?
Student: Because the number of square centimeters contained in a rectangle is exactly equal to the product of the number of centimeters contained in its length and width.
Teacher: Can you write a formula for calculating the area of a rectangle?
Health: The area of a rectangle is equal to the length times the width.
Another example is teaching three-step compound application problems:
Example: "Digging a canal is 500 meters long. Dig 50 meters a day, dig for 4 days, and the rest will take 5 days to finish. How many meters will be dug on average every day? "
In teaching, the teacher does not directly explain this topic, but leads the students to answer the following questions first: (1) A canal is 500 meters long, and 200 meters have been dug. How many meters are left? (2) Digging 50 meters every day, digging for 4 days, how many meters did a * * * dig? (3) It has been done for four days to dig a canal 500 meters long and dig 50 meters every day. How many meters are left? (4) dig a canal, leave 300 meters. The plan is completed in five days. How many meters do you dig every day on average? Compare these four questions with an example, and let the students "discover" the solution of this example. This method is just like the teacher paving the road and bridging the bridge, and the students walk to their destination by themselves.
Discovery teaching method is rising abroad. According to foreign data, when using this method, they often ignore the leading role of teachers and the role of textbooks. Be sure to pay attention to this problem when using. To this end:
1. Give full play to the leading role of teachers. Teachers should carefully design questions to inspire students to observe, discuss and try. Only when teachers keep asking questions can students "think". Without "problems", of course, there is no way to think. After students initially "discover" the conclusion, they still need to summarize it systematically so that students can master the systematic knowledge. The application of discovery method in teaching puts forward higher requirements for teachers. First of all, teachers should not be too difficult, too easy, too sad, and easy to design questions, which will make students lose interest in discovery. Secondly, teachers must create problem-solving situations for students, and at the same time, teachers should be good at seizing favorable opportunities to promote the further development of students' thinking ability. The mathematical conclusion "discovered" must be obtained by the students themselves through some efforts, which is irreplaceable by the teachers.
2. Give full play to the role of textbooks. After teachers ask questions, students should not be asked to think blindly, but should be guided to read the textbook carefully and "discover" the conclusions from the textbook themselves. Cultivate students' observation and analysis ability and self-study ability.
3. To face the students at the lower and middle levels, don't rush for success, be satisfied with the "discovery" of excellent students, and help the students at the lower and middle levels to "discover".
4, we should pay full attention to intuitive teaching, let students observe and analyze according to teaching AIDS or graphics, use their brains and hands more, and develop from image thinking to abstract thinking.
5, encourage students to ask questions, students can find problems is also the result of positive thinking. Allow students to ask questions in all teaching links, and don't be afraid of "confusion". Encourage students to ask questions boldly. Only with questions can we introduce students' thinking into a wider field and cultivate their ability to question. Of course, teaching by discovery is far from our traditional teaching method, which focuses on the teacher's explanation and advances step by step according to the teacher's expected degree. Now the students come to their own conclusions, which may be varied. Classroom atmosphere will fluctuate with the emergence of problems, which requires teachers to have a wide range of knowledge, flexible methods, quick thinking, not afraid of "chaos", but also to master the teaching process according to the expected purpose.