Teacher Hua's thinking about teaching is everywhere. The slide courseware teaching was invented in the course of "angle measurement", which increased the observability and interest. This is a good theme that children love to see and hear, and it is also a good starting point! If I were his student, I would like such a math teacher. No wonder some students don't want to finish class, and some teachers can't hear the bell.
What impressed me deeply was Teacher Hua's interesting language. His language is very interesting. In his book, he described it this way: when he borrowed students' erasers from the class, he asked the students why the teacher borrowed their erasers. The students answered many childish answers. Mr. Hua said: just to make you have no eraser. Such plain words show that Mr. Hua is very easy-going. Plain words are a reflection of his ability to control the classroom and a kind of classroom charm of his class. Li Lie, then the principal of Beijing No.2 Experimental Primary School, wrote in the preface: He seldom paid attention to the success or failure of the results, but he was often delighted with the "unexpected" process. Study, think, forget all about eating and sleeping until it becomes clear. This cycle has shaped the uniqueness of Xiaohua.
I want to learn from Mr. Hua's persistence in education. "I feel that teaching like a farmer is a very practical, comfortable and happy thing"; We should learn from his ability to interpret education. His "Wrong Resources" from "Error to Enlightenment" really gave me a good medicine and made me see the shortcomings of my teaching. "I am math!" How much courage and confidence does a person need to say such a thing? In the past, Mr. Xue Ruiping once made a surprising remark: "Standing on the podium, I am the language." When I saw this sentence in A Calm First Grade, I seemed to see the calmness and naturalness of Teacher Xue. Now, it's shocking to see teacher Hua Yinglong's collection of teaching essays entitled "I am Mathematics" again. "I am Mathematics" embodies the atmosphere of teachers, highlights their talents and exudes their charm. When a person can calmly say "I am …", I believe that he is …, and I would like to see that he is …
Stories about paying back money, wearing a hat to class, cleaning the blackboard, and so on … one story after another has made a series of legends. If these things happen to others, maybe the story is just a sad story passed down from mouth to mouth. However, in response to Mr. Hua's pursuit and thinking of "taking advantage of the situation", all stories are combined with mathematics, and all stories have become unique resources for teaching and become "Fahrenheit" legends in mathematics teaching.
"Two digits times two digits", how will we teach it? It is nothing more than exploring and learning the method of two-digit pen calculation, and then consolidating and deepening the method of pen calculation through various exercises to acquire skills. In the classroom of Chinese teachers, a large number of students think and explore various calculation methods by themselves. Teachers intervene in time and attributes, which plays the role of finishing touch and leads students' thinking to a profound level. If you look at the amount of questions, "do exercises", a class. Such a class, if any ordinary teacher has such achievements, how will it be evaluated?
Teacher Hua commented that "the quality of practice does not depend on the amount of questions" and that "practicing a question will achieve the maximum benefit of this question", which is not bad in itself. However, I wonder, is it possible for students to study and learn a topic? Is the role of a question really that big? We ordinary teachers don't have this method, so it is naturally difficult to do it.
Therefore, teaching is still a secret. Although I have watched some classes and learned some classes, the same class is always different for different people.
How to deal with students' mistakes? Different teachers have different methods. Teacher Hua's "being kind to mistakes" and "thanking mistakes" are very enlightening. "The right may just be imitation; No, but it may be innovation. " "The terrible thing is not that students make mistakes, but that teachers treat students wrongly." "Wrong, that's right, grab' her' and enjoy it, and see what you can learn from it?" "Success and failure are all gains, and ups and downs are nutritious." Chew these words and your mind will become clear. When students make mistakes, let them fall and get up by themselves, get up where they fell, analyze the mistakes, correct them in the adjustment, and learn from them after correction.