First, the simulation stage of learning others' strengths.
1972 to 198 1 These years are my first ten years as a teacher. As a young teacher, in addition to assiduously studying the syllabus and teaching materials, solving a lot of problems, deeply studying the law of solving problems, and practicing the basic teaching skills such as teaching language, blackboard writing and blackboard painting, I have made a preliminary design of my own teaching routines and styles: inheriting the excellent teaching styles of famous experts and teachers who have a deep influence on me, absorbing the essence of their teaching skills and teaching styles, combining my own conditions and characteristics, making full use of strengths and avoiding weaknesses, and starting with simulation.
The first kind of simulation is the famous experts and scholars who have listened to their lectures. From 65438 to 0965 in Tsinghua, I once heard the lecture "How to Learn Advanced Mathematics Well" by the famous mathematician Zhao Fangxiong. 1974 In Guichi, Anhui Province, I once heard the lecture "Optimization Method and Its Application" by the famous mathematician Hua. 1979 In the auditorium of Wuxi Association for Science and Technology, I once listened to the lecture "Goldbach conjecture" by the famous scholar Shao. These three high-level and high-grade academic reports left an unforgettable impression on me, which enabled me to appreciate the highest realm of mathematics teaching art. The lecture styles of Professor Hua and Professor Zhao Fangxiong were calm, sophisticated, condescending, simple and humorous, and Professor Shao's lecture style was calm, incisive, vivid (personifying natural numbers) and humorous, which amazed every audience present.
The second object of the simulation is the teacher of his student days. I studied in Wuxi No.2 Middle School for six years. Zhou Yongju, Ruan Fujiu, Gong Xiquan, Xu Jiyao, Zhou Xiangchang and other famous math teachers in the city have all taught me. 1964 After I was admitted to Tsinghua, Teacher Wang Jufang (also a senior math lecturer at CCTV) taught me advanced math for two years. These famous teachers have different styles and characteristics. For example, teachers Wang Jufang and Zhou Yongju have clear thinking and clear organization; Ruan Fujiu's spirit is mixed, and his lectures are simple and rigorous; Teacher Gong Xiquan's teaching language is refined, and both blackboard writing and blackboard drawing are beautiful (freehand drawing is necessary); Teacher Xu Jiyao is good at teaching plane geometry and is famous for his thorough analysis and rigorous reasoning. Teacher Zhou Xiangchang is witty and flexible, and is good at solving mathematical problems skillfully. The teaching charm of these excellent teachers in those days, together with their voices and smiles, are deeply impressed in my mind, and their successful experience has become an inexhaustible asset in my teaching career.
The third object of the simulation is the old teachers with learning and teaching characteristics in our school. For example, Li Taiqi's elegant and rigorous teaching style and standardized and beautiful blackboard writing have a deep foundation. The unique tricks and styles of these famous teachers in teaching have high demonstration value. At that time, my idea was to learn from others, gather the brightest "highlights" of these teachers' teaching characteristics, grasp their true meaning with heart, sum up several "wants" and "don 'ts" to follow in mathematics teaching, and tailor them for themselves from the aspects of podium image, language characteristics and teaching skills. Make an overall design and construct an idealized teaching style "model" in your mind. After ten years of repeated practice and tempering, I have initially formed the basic style of my teaching style: the image of the podium-simple, calm, confident and full of vitality; Teaching ideas-clear context, clear organization; Language expression-rigorous, vivid and humorous; Writing on the blackboard-neat and detailed; Blackboard painting-standardized and skilled (can also be hand-painted); Problem-solving guidance-flexible, inspiring, paying attention to multiple solutions and skillful solutions. This basic style actually contains many elements to learn from the above-mentioned famous teachers, which is the basis of my teaching style.
Second, the improvement stage of forming teaching characteristics. After the simulation has reached proficiency, after your own thinking and exploration, you can teach according to your own teaching ideas and expressions, and enter the improvement stage of forming some teaching characteristics. By the 1980s, my teaching concept had been updated rapidly. I worked hard to improve myself by attending the teaching reform pilot class, taking public classes (more than 60 classes in ten years), participating in the compilation of mathematics textbooks in normal schools in Jiangsu Province, and participating in teaching and research activities in normal schools and primary and secondary schools in China, East China and the whole province, including serving as a commentator in the workshops of mathematics textbooks in normal schools in Jiangsu Province and Guizhou, Yunnan and Guangxi provinces, and formed some teaching characteristics.
One of its characteristics is that it is creative in dealing with the content of teaching materials. Through careful analysis of the content of the textbook, it is decomposed into several parts, reasonably added and deleted, and then recombined to form a process structure from shallow to deep, from surface to inside, from part to whole, from cause to effect, which makes it a knowledge framework that students can easily adapt to, and transforms it into a concrete image with distinctive personality and various sensible factors.
The second feature is that the teaching method is more flexible. We can choose and use teaching methods appropriately according to the difficulty of teaching and students' acceptance ability, and combine various teaching methods reasonably. When determining teaching methods, we can take important knowledge points as the unit instead of class hours as the unit. I adopted the teaching method of "reading, discussing, speaking, practicing, asking and answering" to improve the quality of mathematics teaching in normal schools. I made a special introduction at 1984 Jiangsu Mathematics Annual Meeting.
The third feature is that the teaching method is relatively new. Introduce computer-aided teaching methods into the classroom earlier. At the annual meeting of teachers' mathematics in ten provinces and cities from 65438 to 0986, I designed my own software, and used computer-assisted teaching to retest independently. The effect was good, giving people a brand-new feeling and winning unanimous praise.
The fourth characteristic is that the strategy and practice of ability training are effective. The article "Cultivating Students' Self-study Ability in Mathematics Teaching" was published in the national publication "Normal Education".
The fifth feature is that algebra and computer algorithm language have become the outstanding strengths of my teaching subjects. Because I participated in the compilation of teaching materials, I am very familiar with the teaching material system of these two subjects, and the research on teaching methods is also in-depth.
The sixth feature is: strong language expression ability. The mathematical language is rigorous and concise, and the classroom teaching language is fluent and vivid, with a sense of humor, which is attractive to students and can effectively stimulate their interest.
Third, the mature stage of forming teaching style organically combines some personalized teaching characteristics and gradually stabilizes in teaching practice, making it a style that has been shown in consistent teaching activities, which is a sign of the formation of teaching style.
About the formation of my own teaching style, my idea is:
1. In the whole teaching activity and personal teaching style, it is not the teaching method but the guiding ideology that determines the teaching method.
2. The guiding ideology of personal teaching must meet the requirements of the development of the times. The core of modern teaching concept lies in cultivating students' subjective consciousness and participation consciousness, and highlighting the systematic principle centered on quality education.
3. We should fully understand the role of mathematics teaching. It is not only to teach students to master mathematical tools, but also to carry out cultural quality education. Through strict training, students can develop firm, objective and fair character, form rigorous and accurate thinking habits, stimulate courage and confidence in pursuing truth, and exercise their ability to explore things.
4. The best teaching method is to let students understand and participate, change the passive role of "being taught, managed and tested", and establish the "master" consciousness of students' self-reliance and self-improvement.
Teachers should not only play the role of "reasonable" educators, but also become wise guides and counselors to help students learn actively and learn to think.
These viewpoints are the combination of the above-mentioned teaching characteristics, and are the internal basis and important part of their own teaching style. According to my comprehensive conditions and personality characteristics, according to the external performance of my style, I classify my teaching style as "rational". In recent years, my style has stabilized. As far as the teaching form is concerned, "rationality" embodies "reason" with "wisdom". "Reason" here refers to strict mathematical logic, rich imagination, open association, and the coordination, unification and systematization of various factors and parts in the teaching system. The "wisdom" here is to improvise, abandon the old and seek the new, turn static into dynamic, turn straight into curved, integrate emotion with reason, and integrate interest with reason. As far as the classroom teaching structure is concerned, the "rational" style is often characterized by a thought-provoking starting point at the beginning of the class, clear clues in the middle part of the class, diverse teaching methods, natural and smooth connection between teaching links and stages, and logical ending of the class. As far as teaching methods are concerned, "rational" style is "compatible" with various teaching methods. In my teaching practice, the most commonly used teaching methods are "reading, discussing, speaking, practicing, asking and answering". I think this teaching method is especially suitable for mathematics teaching in normal schools, and it is also especially suitable for teachers to be "wise counselors". Teaching style is developing. The direction of my future efforts is "Excellence".