? -Reading Notes on "How to Teach Math Well in Primary Schools" 14

What is "changing teaching into learning"? Teaching and learning here is what we usually call classroom teaching, which consists of teachers' teaching activities and students' learning activities. If the teacher's "teaching" activities are dominant, it is called "teaching" class; On the other hand, if students' learning activities dominate, it is called "learning" classroom.

? "Changing teaching into learning" means turning a "teaching-oriented" classroom into a "learning-oriented" classroom. Teaching should focus on learning, so it is necessary to study how students learn. The main task of teachers is to "guide, diagnose and help students", so that teachers' teaching can better serve students' learning.

First, why should we "change teaching into learning"

? Generally speaking, in real teaching, teachers' lectures still occupy a dominant position. There will always be such a phenomenon: when the teacher is talking, there will be students who "either don't listen, don't like listening, or don't understand". Under such circumstances, for these children, the teacher's "speaking" is invalid and it is useless. Although I will spare no effort to repeat it in the future, "no matter how many times I say it, I still won't." At this time, I will complain and blame my child's learning ability or learning attitude in my heart. Teacher Gao Shuzhu told us. The phenomenon of teachers' weak discourse suggests that we should seek the teaching mode of "teachers talk less and students are more active". That is, the "learning" classroom teaching mode.

Second, the cultural essence of "turning teaching into learning"

The "culture" mentioned here is relative to the "instrumental". For a long time, the tradition of mathematics teaching is to regard mathematical knowledge and methods as tools created by mathematicians for future generations to learn and use. Pursue the correct and skilled use of "tools". In order to enable students to master the use of "tools" correctly and skillfully, the curriculum content tries to be "modeled" and "programmed", which makes the mathematics curriculum content lack the "process" of knowledge generation and development, the "diversity" of one kind or another, and the "humanity" of previous knowledge and methods. Teaching should let children experience the thinking process of knowledge development; Arouse children's natural, free and independent thinking and communication; Guide children to experience the process of the development of mathematics knowledge and make the process of mathematics teaching "cultural"; Then give play to the educational function of mathematics teaching.

The third is the classroom atmosphere of "changing teaching into learning"

"Classroom atmosphere" refers to a soft environment created and felt by the behaviors of teachers and students in the process of classroom teaching, which is manifested in the communication between students and between teachers and students. This classroom atmosphere has a direct impact on the psychology and behavior of teachers and students. The main purpose of "changing teaching into learning" is to change teaching based on teachers' activities into classroom teaching based on students' activities. This requires creating a classroom atmosphere that makes every student feel "natural, free and independent".

Fourth, the process of "changing teaching into learning"

Teaching advocated by "turning teaching into learning" is a process, and students' learning is a new process in perception, thinking and communication activities. The time required for such a process may be quite long, and it cannot be evaluated by temporary "right or wrong" or "good or bad". We should believe that students' learning is a gradual spiral process. The understanding of knowledge is a process, which is gradually deepened. This process includes not only the memory and application of the conclusion, but also the experience and feeling of the occurrence and development of knowledge, as well as the understanding level of the ideological and methodological content behind the knowledge, which cannot be seen through the right or wrong results.

Therefore, teachers need to wait patiently in the practice of "changing teaching into learning". You can't expect to "bloom immediately after watering", you need to "wait for the flowers to bloom". However, the premise of "waiting for flowers to bloom" must be "silent cultivation". In other words, it is possible to "wait for the flowers to bloom" only when all the necessary work has been completed. ...