Comenius put forward the principle of consciousness and initiative in teaching. Comenius believes that the thirst for knowledge is a natural tendency and nature of human beings. Therefore, before imparting knowledge, parents, teachers, schools and countries should take all possible ways to stimulate children's thirst for knowledge and guide them to learn actively. For example, parents "praise knowledgeable people in front of their children, or promise to give them beautiful books and clothes." Teachers can attract students with gentle and persuasive language and cordial feelings, and stimulate their yearning for learning by praising hard-working students from time to time; Schools should use bright and tidy classrooms, walls decorated with photos, historical charts and pictures of great men, open spaces for games and walks, pleasant gardens and other pleasant and beautiful environments to stimulate children's love for knowledge. It is necessary for an experienced teacher to cultivate students' good emotional attitude of loving knowledge and being proactive. It should be integrated into our classroom and exist in the little encouragement, praise and appreciation of teachers to students.
Based on the above point of view, I think that to build an effective classroom, we should focus on stimulating students' interest in learning and cultivating their learning abilities: thinking ability, expression ability, cooperation consciousness, practical ability and innovation ability. Knowledge is the carrier of teaching process and the by-product and natural result of students' learning activities. Therefore, we put forward the general model of primary school mathematics classroom: goal-oriented learning-independent inquiry-enlightenment sublimation.
First, goal-oriented learning
The purpose of goal-oriented learning is to stimulate students' curiosity and make them understand the objectives of this lesson. It is not easy to do it well. First, it is to grasp the essence of things and discard the false and retain the true. Some teachers are goal-oriented learning, with gorgeous design and vivid scene creation, but they are too pursuing perfection in form, which makes the real questions not prominent, and students are led to other directions and do not understand what this lesson is about. Secondly, be concise and to the point. The time of a class is limited, and some teachers spend 10 minutes introducing new lessons. Obviously, this kind of class will not be very efficient. The most important thing is that the problem of goal-oriented learning should be skillfully designed, so that students can have strong curiosity and thirst for knowledge, and students can have contradictions and conflicts, eager to solve this problem, which is exactly the problem explored in this class. For example, when teaching the understanding of decimals, we designed such a question: The picture below is king. Students may say that it is more than 4 liters, but less than 5 liters. What numbers can be used to express it more accurately? Students are naturally curious about this problem and will think of many ways. They may have a whim. In short, goal-oriented learning should be concise and relevant to the theme.
Second, independent inquiry.
Autonomous inquiry is to complete the learning task through students' autonomous learning. This link is mainly to cultivate the learning ability of learning and master certain learning methods. Teachers should focus on how to make students learn independently. According to different learning contents, different learning methods can be guided:
1, reading theory Reading comprehension occupies a large proportion in people's lives. It is mostly used in Chinese and other subjects, but learning mathematics is essential. We should use what we have learned in combination with its specific characteristics. For example, when learning multiplication, students can read the textbook first and then talk about their own understanding.
2. Migration attempt: This learning method allows students to apply existing knowledge to solve similar new knowledge, and students are highly motivated to learn. For example, when teaching decimal addition and subtraction, the teacher asked the students to solve the problem of using 10 yuan to buy Ruyuan cabbage and 2.6 yuan radish. How much is the change? Let the students try to do it first, and then let them say why you did it. Guide students to transfer the method of integer addition and subtraction to decimal addition and subtraction.
3. Perception of operation: This learning method is widely used in primary schools, especially in lower grades. Divided into several parts, learn by putting sticks. When learning plane graphics and three-dimensional graphics, we should use a lot of concrete operations to perceive and form the concept of space. This learning method should pay attention not to stay at the level of pure operation, but to rise to the language description and induction after hands-on operation, so that students' thinking experience can rise from concrete to abstract.
4. Comparative induction: Through observation, analysis and comparison of a large number of specific cases, find out the law, induce and generalize. For example, to learn the algorithm of multiplication, we must first learn to calculate a set of problems, observe their results, find the rules, and then try to describe them in language. For example, when learning the invariance of quotient, the teacher shows the calculation problem of 10. Of course, their manufacturers are all the same, so students can do it themselves. Maybe students may stop to think and judge when they get to the third question, so there is no need to calculate the following questions one by one. Extracting the essence of things from concrete examples is an effective way to cultivate students' generalization ability.
5. Collating links: Collating links is mainly used in the review stage to systematize what you have learned. On the one hand, it allows students to generate knowledge trees independently and deepen the connection and comparison between knowledge. On the other hand, we can design some problems with multiple solutions to one problem, which not only emphasizes the diversity of the algorithm, but also optimizes the algorithm. For example, we can design an application problem, which can be solved by general application problem, fractional application problem, engineering problem and proportion problem.
Autonomous learning depends entirely on students to complete their learning tasks. However, the role of teachers should not be underestimated. Without the teacher's careful preparation and arrangement, students' study will be very difficult. Teachers should provide necessary learning materials for learning, design reasonable learning steps, put forward specific questions to guide autonomous learning, and carefully organize group discussions and cooperation.
Third, promote sublimation.
On the basis of students' autonomous learning, teachers guide students to further discuss and form * * * knowledge and conclusions. This link is very important, so we should pay special attention to correcting the deviation in the process of students' autonomous learning and find a more optimized method. For example, when teaching carry addition, students may get more than six methods through autonomous learning, and teaching should guide students to compare and choose the most reasonable method. To prevent students from detouring in the future, for example, students have mastered the addition and subtraction of decimals through their own attempts, and teachers should also guide students to summarize the calculation methods in language and compare them with integer calculation methods to find out the similarities and differences.
Fourth, variant training
If "inspiration and sublimation" is to grasp the connotation of the concept, then variant training can consolidate the understanding of the concept through the extension of the concept. Variant training can reflect the hierarchy of knowledge structure, from shallow to deep, and set a certain slope. We can design variant training from the following aspects:
First, grasp the concept connotation, expand the extension and change the concept. It mainly refers to maintaining the definition essence of concepts and changing their examples, so that students can understand the meaning of concepts more clearly and distinguish them effectively. For example, when understanding graphics, learning materials may provide graphics that are placed in a relatively correct position and easy to observe. When practicing, some rotation, movement and graphics should be arranged appropriately.
Second, grasping the generation of rules, appropriately changing situational variables, and making rule variants, that is, maintaining the essential characteristics of rules and changing their narrative parts or questions, are variant exercises for applying rules to new situations, such as application questions.
Third, set up various scenarios and make cognitive strategy variants. Let students learn to observe and analyze, so that we can give some extra conditions in practice for students to judge and choose.
In short, different knowledge needs different training methods, but there is only one thing, that is, the essence remains unchanged, the non-essential characteristics are changed, so that knowledge can be applied in different situations and migration can be promoted. There is only one purpose, which is to let students form skills.