The first stage: preview and questioning are the beginning of students' autonomous learning.
Preview and questioning sessions allow students to preview first, and there will be problems in preview. Preview can be done before class or in class. In order to give students enough time to cooperate and explore in class, we adopt the way of preview before class.
Preview is the key link of this classroom teaching mode. In order to make students preview with goals and quality, the specific operation is that the teacher designs a preview form according to the preview content before class, and makes the preview content clear, so that students know what they want to learn, how to learn and the requirements to achieve. With a clear task, teachers should apply appropriate self-study methods to make autonomous learning more effective, insist on giving method guidance before self-study, and let students accumulate self-study methods, so that students' self-study ability will be gradually improved. Students have an understanding of knowledge and a grasp of problems through preview, and they will enter the classroom with confidence, so that students' enthusiasm, initiative and creativity can be fully brought into play in the classroom, thus fundamentally changing the whole classroom.
Ask questions before class and let students walk into the classroom with questions. Students find and ask questions in the process of self-study and enter the classroom with questions, which not only clarifies the learning objectives, but also helps to cultivate students' questioning quality and develop their creative thinking.
"Preview Form" is the starting point for the effective integration of preview query and classroom query. Whether the preview questioning link can be well integrated with classroom questioning depends on the "preview generation list" designed by the teacher. If teachers can accurately grasp students' learning cognition, design preview questions suitable for students' cognition, and students can complete preview tasks as required, it will play a multiplier role in the success of this class. This is the template of our school's preview form, which consists of three sections: I learn, I discover and I question. Preview questions can be designed according to the characteristics of teaching content. I collected the preview generation tables of all grades, which are the preview generation tables of Zhou Wei in Teaching Three. The preview questions are designed like this ... These preview tables are used by teachers of different grades in our school when trying to teach different fields of mathematics. In the design and use of the form, the preview questions are designed according to the students' existing abilities. The lower the grade, the lower the starting point of the preview questions designed for students, and everyone is using the preview form flexibly and tactfully.
The second stage: demonstration and research are the development of students' autonomous learning.
In the classroom demonstration and research, students can show their preview gains, exchange and study their doubts about self-study.
Classroom display is to show students the knowledge gained by self-study, the basic knowledge, basic skills and language expression ability of students, the process of learning methods and knowledge internalization of students, and the spirit of exploration. When linking preview test with new lesson communication, teachers cut to the chase and communicate in groups. According to the math problems found and raised by students in preview, they choose questions with research value, guide the questions raised by students, and extract the questions to be explored concisely, so that students are more interested in exploring with questions, thus stimulating students' desire for cooperation and communication. When testing self-study, let the ordinary students and underachievers in the group show and exchange their self-study knowledge first, and fully expose the difficult problems that students have after self-study. If the underachievers can solve the problem, the teacher will stop guiding the explanation; If the underachievers have problems in the exhibition, guiding other students to correct, analyze and explain the reasons for the mistakes can not only help the underachievers, but also make the outstanding students understand more deeply.
Research link is the core element of effective classroom teaching mode. Provide specific inquiry suggestions for students, and guide students to explore in groups with questions and learn from each other. Give full play to the leading role of "pioneers" in the report, teachers should grasp the direction, let "pioneers" drive other students and give full play to students' subjectivity. In this link, let students solve the problems within their power, and teachers should find out the problems that really need guidance and guidance and give guidance in time; Through students' discussion and teachers' guidance, students can further deepen their understanding of knowledge and finally form the ability to analyze and solve problems by using what they have learned. Before students cooperate to explore questions, teachers should put forward clear and specific requirements for students to explore questions and guide students to study in groups. (Show learning method) This is the way for students to explore the perimeter in the teaching of "perimeter". The group activity designed by the teacher requires: ... This is the calculation method for students to explore the pigeon nest problem in the teaching of "pigeon nest problem". Suggestions on the learning path designed by teachers: …… Only when the cooperation requirements put forward by teachers are specific and clear, students' cooperation will be carried out in an orderly manner, and group cooperation and inquiry will be more effective.
In the process of research and presentation, students interact, teachers and students interact in groups, discuss, communicate, ask questions, comment, argue and ask questions, which shows the dynamic classroom with students as the main body. Cooperation and communication give each student an opportunity to express himself, stimulate students' enthusiasm for learning, and every student participates in mathematics activities. Through discussion and communication, the classroom atmosphere is enlivened and students' inspiration is stimulated, and students gradually learn to learn to learn. Only by allowing students to fully participate in the teaching process can they better meet their knowledge needs and experience the joy of success.
Display and research are the core links of this teaching mode, and attention should be paid to:
1. Clarify the teaching content. Teachers teach students what they have failed to master after self-study, and the problems exposed in self-study are determined not to teach students what they have mastered through self-study.
2. Clear the way of teaching. The "pioneers" lead other students and create opportunities for cooperation and exchange, so that students who have learned through self-study can teach those who have not yet learned. During this period, students can ask each other questions, discuss and form a conclusion, and the teacher will guide and supplement them.
3. Clear teaching requirements. Teachers should guide students to discover the law, really let them know why, help students sum up and rise to theory, and guide students to prevent possible mistakes in application, so as to avoid detours.
4. Requirements for forming a group. It is necessary to form a group with excellent, average and poor students, and the activities in the group should be clearly divided. Poor students, in particular, should not be bystanders, and they must be assigned tasks to actively participate in mathematics activities. When presenting, try to let the poor students in the group express first and let the top students supplement.
The third stage: detection and feedback are the inventory of learning results.
By detecting the feedback, problems can be found and corrected. Detection is an important form to achieve classroom teaching objectives and an important guarantee to improve teaching quality. According to different classes, different test methods can be adopted, such as oral test, hands-on test and written test. In the written test, the list of test questions designed by teachers should have a low starting point, be multi-level, be done, be selected and be expanded. (Show two test questions) "Perimeter" teaching test paper ... "Basic nature of scores" test paper ... This test paper makes different students get different development.
In the feedback link, students are guided to correct the classroom test questions, and the knowledge is consolidated and strengthened by means of collective correction, mutual approval within the group, pairing between gifted students and students with learning difficulties, and face-to-face timely explanation and correction. Through in-class tests and feedback, we can grasp the degree of achievement of students' learning goals in time, correct the defects in students' learning in time, make the teaching goals implemented and be "open and clear". At the same time, we should expand and extend the mathematical knowledge and mathematical thinking methods of this course.
Next, I want to talk to you about how we implement student-oriented classroom in junior high school mathematics teaching. Obviously, the lively way of "learning first and then researching" is not suitable for junior students. We can only start with "learning before teaching", teach students preview methods, and abandon the help of parents instead of preview; Teach students the methods of finding and asking questions, and gradually cultivate students' problem consciousness; Cultivate students' awareness and ability of group cooperative learning, so that students can learn to cooperate, communicate, listen and express completely. This semester, I use my class time to teach my children the methods of preview learning, guide them to preview the specific steps of learning, and try to say what they don't understand in learning. Usually, preview learning is implemented through home-school cooperation, and preview needs are sent to parents through school communication. Most parents can give preview guidance as required. I believe that with the growth of children, every child will gradually learn to preview mathematics, learn to question and ask questions, and learn to cooperate with each other. As long as we persist in training, students' autonomous learning ability will continue to improve.
The "effective classroom teaching mode with students as the main body" adopted from junior to senior grades: "learn before teaching", "learn before handing in" and "learn before learning" is like a relay race. Only by gradually cultivating students' autonomous learning ability from the lower grades can the "learn first and then learn" class in middle and high grades be more lively. "Effective classroom teaching mode with students as the main body" can not only arouse students' enthusiasm and autonomy in learning, but also improve students' comprehensive quality in language expression, logical reasoning, dare to question and cooperative inquiry, and at the same time continuously improve teachers' teaching and research ability and professional quality.
Our teaching model is not very mature, but there are always some things that move us in classroom teaching. Although some people have commented that there is a phenomenon of "wearing new shoes and taking the old road" in our classroom, as teachers, we are trying to practice the student-oriented teaching concept, but our students do not have the ability to learn independently. When we need the teacher's guidance to explain, we will clear the fog for the students in time. "Truth" is the bottom line of the student-oriented classroom. At the same time, we also hope that more people will join our research ranks and use our practice and thinking to improve the "effective classroom teaching model with students as the main body".