Keyword perception focuses on dynamic generation.
China Library ClassificationNo.: G633.6 Document ID: Part ANo.:1002-7661(2012)15-0087-02.
First, pay attention to students' personality differences
Dynamically generated classroom is the most real classroom. Teachers and students have equal dialogue and mutual respect. In this process, students' true thoughts can be fully exposed and their willingness to learn can be reflected to the greatest extent. Both the ideas of most students and the "strange theory" of individual students should be paid attention to.
[Case]: When teaching abdication subtraction 32-8, I asked students to observe carefully with stick figures. The students found that it was not enough to take out eight sticks from two sticks, so they borrowed a bundle and opened it. They took out eight sticks from 12, and there were four left, so they got 32-8 = 24. Then guide the students to get rid of the stick figure, and draw the logic: the number of units is not enough, ten is borrowed and one is made into ten, 12-8 = 4, 20+4 = 24. Just when most students mastered this method, one of them suddenly shouted, "Teacher, this is too much trouble. I have a better idea. " I stopped and said, "Then let's listen to your good method!" " "He said happily," If two MINUS eight is not enough, I will use two MINUS eight to get six, and then 30-6 = 24. My number is the same as yours. "Oh, it's okay to do so. In fact, the arithmetic of dividing the subtrahend into 2 and 6 is similar. Subtract 2 first and then 6. So I encouraged him: "this method is very good, you created it, let's call it xx method!" ""The student is very happy. I understood at that time that in the past teaching, there was a reduction of students, such as "32-8", they would be 8-2 = 6, and then 30+6 = 36. I didn't know the answer was wrong, so I let him go to the stage to be a primary school teacher. I asked him, can we change the question? He nodded. I gave him a question "4 1-9" to teach. He said with dignity, "4 1-9, because 1-9 is not enough, so we can 9- 1 = 8, and then 40-8 = 32." I asked everyone, "Do you understand?" Everybody nod. So I said, "The teacher understands. Can I tell you? " Everyone said yes. I said, "Because 1-9 is not enough, so 9- 1 = 8, and then 40+8 = 48." The children at the bottom are very anxious. "Wrong, wrong, your score is greater than the minuend." "Teacher, teacher, it should be 40-8 = 32." I smiled and asked, "Why should we subtract 8 instead of adding 8?" "Because we want to subtract 9 from the title, we should subtract 1 first, and of course we should also subtract 8!"
The teacher caught this dynamic spark of wisdom in time and verified that it was addition and subtraction in the introduction. Through the interaction between teachers and students, teaching has been successful and students have gained insight. Our teaching object is people with feelings and ideas. Recognizing differences and individuality is the greatest respect for students. Only in this way can our classroom teaching carry out the consciousness of humanistic life.
Second, pay attention to students' learning needs.
The value of classroom teaching lies in that every class is an unpredictable and unrepeatable life course. In the generated classroom, teachers need to be good at stimulating students' learning needs and let students explore independently. Sometimes this kind of research and exploration can just produce new knowledge.
[Case]: Teaching fragment of "Preliminary Understanding of Fractions": After the teacher finished teaching 1/2, let the students break out 1/2 of various graphics and post them on the blackboard. I lost my life 1/4. That's how the teacher handled it. First, he posted it on the top of the blackboard, and then asked:
Teacher: How many parts is this square divided equally? (4 copies), how much is this? What is (14) 1/4?
Health: Divide this square into four parts, so that one part is 1/4.
Teacher: If you draw another one, how many will it appear? (2/4)
How many 1/4 are there in 2/4? (2)
Teacher: If you draw another one, how many will it appear? (34)。 Do you have any other ideas?
Health: Draw one more copy, and it's all done.
Teacher: All the paintings are finished, and there is still one 1/4. What is it now? (44)。 How much is four quarters?
Health A: The whole thing.
Health B: Yes 1.
Teacher: Now that the teacher has found the problem, how much discount does the teacher ask everyone to give? ( 12)。 Then how did they get 1/4?
Health A: It's broken.
Health B:No..
Student C: Maybe he is being clever.
Teacher: Do you appreciate or oppose his practice?
Health A: I don't object, and I don't appreciate it.
Health B: I think he is very clever.
Student C: I think he is teaching us new knowledge.
He is very creative.
Teacher: Can you listen to the teacher's opinion? The student did 1/2, and then did 1/4 in his spare time. This kind of learning is called intelligent learning and creative learning. Do you want to try it?
(Soon, the students folded out 1/6, 1/8, 2/ 16 ... and pasted them on the blackboard. )
Teacher: Only one 1/2 was taught today, and the students created so many scores. Today, I feel grateful to the student who gave 1/4 (the students applauded).
We don't care how this classmate folds. However, this teacher made a big fuss about this 1/4 as a starting point. First, he used it to penetrate the meaning of decimal units and let other students evaluate this situation. In the process of evaluation, he skillfully turned possible mistakes into smart learning, stimulated students' creative desire and enthusiasm for learning, taught students the methods of learning, and more importantly, protected this 1/4 student's self-esteem and self-confidence and gave it to him. The expression of students' satisfaction just shows that the richness of classroom teaching comes from these emerging "generating factors". Teachers must have a dynamic viewpoint and a strong sense of curriculum, and introduce all kinds of intentional material curriculum resources into teaching, so that students can experience the fun of learning.
Third, pay attention to students' emotional experience.
Confucius said, "The knower is better than the good, and the good is better than the happy". The teaching process should become students' happy emotional life and positive emotional experience. Are students cheerful or indifferent, happy or sad in class? With the acquisition of mathematics knowledge, is the attitude of students towards mathematics learning more and more positive or more negative? Is the student's confidence in mathematics learning stronger or weaker? All this must arouse our teachers' attention, and this kind of attention also requires our teachers to "concentrate" on teaching and not to be the mouthpiece of the subject system.
For example, when we teach calculation, students will think of many methods, but the teacher will often point out the best method when summing up, such as the ten-point method in decimal addition within 20. In doing so, the teacher completely ignores the students' psychological feelings, which is equivalent to implying to most students that your thinking is a failure. In fact, the method mentioned in the textbook is not absolutely good for everyone. As long as students "create" methods through their own efforts, they should be encouraged and praised by teachers. Teachers should encourage students to use their favorite methods to calculate, which is the best method for students themselves. From this point of view, the optimized method is not necessarily a unified algorithm. It is far more important to cultivate students' emotional attitude towards mathematics and establish self-confidence in learning than to be able to work out several problems quickly.
Paying attention to people is the core concept of the new curriculum. We have a long way to go to call for original ecological education, build a vibrant classroom, and let students fully stretch their lives and become a new generation of sustainable development. As mathematics teachers, it is necessary for us to re-examine our own teaching, absorb the essence of teaching in various disciplines, build a dynamic classroom that is conducive to students' development, guide teaching behavior from the height of life, completely change the teaching elements and teaching process display, and let students have real cognitive gains in the classroom, and at the same time have a more or less understanding of life. This is the fulfillment of a growing person's life and the real responsibility for social development. References:
Wan Wei. Theoretical explanation and case analysis of dynamic generation [J]. Jiangsu Education Research, 2008, (4).