In the previous high school mathematics teaching, teachers never considered students' own ideas in the teaching process, but only taught students all the knowledge points, while students often passively accepted and memorized the knowledge points. Because teachers don't have flexible teaching methods, students can't master and understand knowledge well, and they can't apply what they have learned to practical operation when answering practical questions, which leads to students' lack of interest in mathematics learning. In the process of quality education, teachers need to seriously consider each student's own emotions and students' ideological trends, so that they can have fun from learning, stimulate students' desire to learn mathematics, and let students take the initiative to participate in classroom teaching. Therefore, it is very important for students to learn mathematics well to stimulate students' autonomy in senior high school mathematics classroom.
First, the use of questions to stimulate students' interest in learning
In the process of high school mathematics classroom teaching, putting forward good questions can stimulate students' desire to explore knowledge and let students better consolidate what they have learned. When teachers ask questions, students actively think, summarize and summarize this question, so that students can have a relatively complete context of what they have learned and their thinking can be better developed.
1. Connect old and new knowledge
When students learn new knowledge, in order to stimulate students' interest in learning, teachers can improve students' mastery of knowledge by letting students associate what they have learned with what they have learned. Linking new knowledge with learned knowledge can help students better grasp the context.
For example, in the teaching of univariate quadratic function and univariate quadratic equation, teachers can ask students some knowledge of basic functions, so that students can review the properties of the quadratic function and the thinking of solving problems, and then introduce the teaching of quadratic function through questioning and reviewing. In this way, the old and new knowledge can be linked, and the learned knowledge can be reviewed on the basis of learning new knowledge, which can stimulate students' interest in learning.
2. Introduce new knowledge with interesting questions
When what the teacher wants to teach has little to do with what he has already learned, the teacher can introduce new knowledge by designing some interesting questions, so that students can be curious about what they want to learn. On this basis, students hope to explore new knowledge, which can improve the efficiency of mathematics classroom learning.
When teachers teach the problem of random events and probability in Jiangsu Education Edition, they can introduce several questions to explain random events and inevitable events for students to think ahead. Teachers can cite several idioms to help students distinguish which are inevitable events: fishing for the moon in water, waiting for rabbits, a rising tide lifts all boats, and painting cakes to satisfy hunger. When the teacher gives this question, students will think with their own Chinese knowledge and common sense. By understanding the meaning of each idiom, they finally concluded that only a rising tide lifts all boats is an inevitable event.
3. Practice and consolidate the learning content.
After learning new knowledge, we should keep practicing and consolidate what we have learned. In this process, teachers should make students think about what they have learned, and by solving one problem, students should have the methods and abilities to solve other problems, so that students can master knowledge fundamentally.
For example, after students have learned the inevitable events, the impossible events and the certain events, teachers can let students consolidate this knowledge so as to better distinguish the relationship between them. Teachers can ask students to do the following questions: In an opaque pocket, there are 10 balls of the same size and shape, including 5 red balls, 3 blue balls and 2 black balls. After mixing them evenly, please ask: which of the following events are inevitable, which are impossible and which are uncertain?
(1) Take out a ball from your pocket, which happens to be a black ball.
(2) Take three balls out of your pocket at a time, all of which happen to be blue balls.
(3) Take out nine balls at a time from your pocket, and the red, blue and black are exactly the same.
(4) Take six balls out of your pocket at a time, which is exactly 1 red ball, 2 blue balls and 3 black balls.
According to the knowledge that has been learned, the events that may occur under certain conditions are called random events; Under certain conditions, certain events become certain events, and possible events are called uncertain events. According to this knowledge point, students can know that (1) is an uncertain event, (2) is an uncertain event, (3) is an inevitable event and (4) is an impossible event.
After answering and asking some questions, teachers can also make students think, ask students what they still don't understand, and whether there are other solutions to the same problem, so that students can sort out what they have studied and done, which can improve students' mathematical thinking ability and consciousness and let students learn independently.
Second, strengthen practice and theoretical teaching to improve students' ability to apply knowledge.
When high school students think about problem mathematics, their logical thinking ability and mathematical ability are constantly improving. In the teaching process, teachers should consciously cultivate students' mathematical ability, thus stimulating students' autonomy. In order to improve students' ability to use knowledge, it is necessary to combine what they have learned with practice, so that students can really solve problems independently.
First of all, we should effectively apply the problems in the teaching materials. In the process of high school mathematics learning, every new knowledge point can be introduced through questions related to real life. Linking knowledge points with problems in real life can better stimulate students' autonomy. For example, when learning subsets and sets, we should link knowledge with practical problems: in the blue sky, a group of birds are flying happily; On the vast grassland, a flock of sheep are walking leisurely; In the clear lake, a group of fish are swimming freely; Birds, sheep and fish are "similar things together", which can combine knowledge with real life problems well.
Secondly, introduce some concrete concepts when teaching more abstract and difficult knowledge. There are many abstract and difficult concepts in high school mathematics. If students understand directly, they may encounter many problems and lose confidence in mathematics. Therefore, when teaching difficult knowledge points, teachers can also introduce some knowledge closely related to life, so that students can better understand, and students can also find examples related to the knowledge points themselves in real life, thus improving students' subjective initiative.
For example, all foods are moving and changing, and we can feel their changes. In the morning, the sun rises in the east of Ran Ran; The temperature changes quietly with time; With the massive emission of carbon dioxide, the earth is getting warmer. China's GDP is increasing year by year; In these changing phenomena, there are two variables. When one variable changes, the other variable changes. When you want to describe the relationship between these two variables, you need to use the function. Integrating the concept of complex variable function into common sense of life and letting students think about this problem independently can improve students' autonomous ability.
Third, using science and technology to assist teaching.
With the continuous progress and development of science and technology, some multimedia teaching methods can be introduced into high school mathematics to help teachers teach. Multimedia teaching can not only enrich students' knowledge, but also help them better understand knowledge. For example, when teaching the content of trigonometric function, it is difficult to express it in words because of the complexity of knowledge points. Teachers can show students the three-dimensional graphics of the function with multimedia. Through step-by-step reasoning, students can be more aware of the deduction process of each step, which greatly mobilizes students' autonomy.
To sum up, if teachers want to change the traditional teaching methods, let students participate in the teaching process and actively cooperate with teachers to complete the teaching tasks, they need to have a strong interest in mathematics. Therefore, teachers need to stimulate students' subjective initiative to a certain extent, so that students can better participate in teachers' teaching. Find students' interest, grasp students' attention, make students want to study and study math problems spontaneously, give full play to each student's subjective initiative, make students like math and learn math better.