Math diary can be used not only to evaluate students' mathematical knowledge, but also to evaluate students' mathematical thinking. By writing math diary, let students know that learning mathematics is to be able to apply mathematics in practice, let students find that mathematics is around us, let students contact with real life more widely and observe real life more carefully. By writing math diary, students can summarize what they have learned in mathematics, write out their emotions, attitudes, difficulties or interests in the process of mathematics learning, just like talking to themselves, record their successes and failures in the process of mathematics learning, and reflect the course of students' mathematics learning; By writing about math diary, students' ability to use knowledge to solve practical problems can be enhanced. Therefore, through students' math diary, teachers have a comprehensive understanding and evaluation of students' mathematics learning process.
First, improve students' learning ability.
Constructivism theory holds that learning is the construction of knowledge, the growth of knowledge and the interaction between old and new experiences. It is not simply to let learners possess other people's knowledge, but to form their own views by constructing their own knowledge and experience. Math diary is that students understand, comprehend and internalize their own mathematical knowledge and experience through emotional aftertaste, rumination and body odor, and then discover, re-process and re-create.
In teaching, I ask the children to write math diary once a week, which includes: summarizing the learning content of the week, how the performance of the past week, what gains or questions are there, evaluating the learning situation of the week, and giving suggestions to the teachers. After a semester of training, students can now describe their methods and ideas in an orderly way. The calculation content includes method description and examples. In the concept part, there are concept statements and some are verified. The context is gradually clear, and the analysis problems are organized. Many students have greatly improved their learning ability through continuous summary and reflection, and some have been able to organize their knowledge in an orderly way and form a knowledge network; Some people can recognize the shortcomings from their study life, consciously correct their study behavior and form good study habits. For example:
This week, we learned division by writing. I know:
1, how many digits is the divisor? Try to divide the first few digits of the divisor first. If it is less than the divisor, look at one more digit.
2. Except for the dividend, all businesses write on it.
3. The remainder of each division must be less than the divisor.
4. Divider × quotient+remainder = dividend
5, the same head without division quotient 9, 8
Teacher's comment: Very good. The teacher thinks you are learning more and more.
This week, we mainly learned what are parallel lines and vertical lines, how to draw parallel lines and vertical lines, and how to draw rectangles ... When two lines intersect at right angles, they are called perpendicular to each other. When drawing parallel lines, we need a triangle and a ruler. Align any side of the 90-degree angle of the triangle with that straight line, put the ruler on the other side of the 90-degree angle, then move the triangle down and draw a straight line against that side, and you will draw a parallel line. When you draw a vertical line, you only need a triangle, aim either side of the 90-degree angle at that straight line, draw a straight line to the other side of the 90-degree angle, and then mark it with a right-angle symbol, and then mark one. This is the drawing of vertical lines. When drawing a rectangle, you need a triangle and a ruler. If you draw a rectangle with a length of 5 cm and a width of 3 cm, first draw a line segment with a length of 5 cm, then look at the scale on the ruler and move the triangle down by 3 cm. Draw a line segment with a length of 5 cm according to the method of drawing parallel lines just now, and then seal both sides. I made a positive speech in class this week, but PHS still made some mistakes, and I tried to do it right every time.
Teacher's comment: This summary is very good, and you will get better and better!
We learned two units this week. My harvest is the understanding of large numbers in Unit 1. I don't study very hard, so I have to review it again. The measurement of the second unit angle, the underlined part is a bit unskilled, but I will stick to it and memorize it resolutely.
Teacher's comment: Write down the learning content in detail, and you will find that you have not only reviewed what you have learned, but also made a deeper impression.
The subject of teaching is students. Only when students actively participate and turn math diary into their own conscious action can this activity achieve the expected results. The purpose of writing math diary is to improve students' learning enthusiasm, change passive learning into active learning, and cultivate students' autonomous learning ability and innovative consciousness.
Second, cultivate students' reflective ability.
When "math diary" becomes a habit, students will always reflect on what they have learned today before they start writing. Through their own opinions, they will make a brief summary of the problems they have encountered, and most of them will find out their own shortcomings. It can be seen that "math diary" has a positive role in promoting students' after-class reflection. Once students reflect after learning, it is equivalent to reviewing their lessons effectively and being able to grasp the difficult problems and think repeatedly.
Children constantly reflect on progress here, have a clearer direction of efforts, and have a higher enthusiasm for learning. Thus, evaluation really becomes a process of active participation, self-reflection, self-education and self-development, helping students to know themselves, have self-confidence and realize their personal values.
Third, improve teachers' teaching control ability.
Teachers can understand the way students understand problems from the math diary written by students, see students' problem-solving ideas, reasoning process, mastery of mathematical methods and existing problems, and capture students' feedback information in teaching in time. Here, we can not only see students' learning process and development process, but also reflect students' gains and puzzles in the learning process, as well as their learning attitudes and values. This will not only help teachers grasp the learning situation of each student in time and help them, but also remind teachers of their own teaching behavior and teaching effect at any time, become a mirror of teachers, and be more conducive to improving teachers' ability to grasp students' mathematics learning and teaching regulation and improve their own quality.
Fourth, promote teacher-student interaction.
Psychologist Rogers said: "Successful teaching depends on sincere respect and trust between teachers and students." Through students' math diary, the communication between teachers and students can be realized, and a democratic and equal relationship between teachers and students can be truly established. Teachers read students' diaries carefully, write down students' comments after reading, and put forward improvement methods, so that "math diary" not only becomes the carrier for teachers to evaluate students, but also builds a bridge between teachers and students. The teacher's sincere words of encouragement will definitely make students write more about math diary from the aspects of mathematical thinking and mathematical discovery, record the beautiful sparks in their hearts, leave more mathematical marks in their hearts, and will definitely make them enjoy the benefits of learning mathematical thinking for life.