First, inspire students to understand learning methods.
Mathematical thinking method is the essence of mathematics. Mathematical method refers to the strategies, methods and steps to solve mathematical problems. The guidance of learning methods has long been highly valued by teachers, and "giving people fish" has become the main theme of teaching reform. In order to truly understand and even use some learning methods, students must understand learning methods. However, it is not easy to do this, and it needs the careful guidance and inspiration of teachers.
For example, when I was teaching "triangle area", I asked, "We have learned the area formula of parallelogram, and its calculation formula is: s=ah, so how do we find the area of triangle? Does he get it directly from its base multiplied by its height, just like a parallelogram? "
Student: No, if the base of a triangle is multiplied by the height, you get the parallelogram area with the same base and height.
Q: So, is the area of a triangle related to the product of its base and height? If so, what kind of relationship will it be? In the student experiment, the whole class was divided into 6 groups before class, among which 1 and 2 groups made two equal-height triangles with paper (not exactly the same); Students in the third and fourth groups make two identical triangles; Students in groups 5 and 6 make any two triangles respectively.
Q: Now spell out the triangle you prepared and see what kind of figure you can spell out. Students observe, compare and analyze the triangles made by each group under the guidance of the teacher. After discussion, they finally realized that only two identical triangles can spell a parallelogram, so the method of triangle area formula is: assuming; Analogy; Verification; Induction.
The above-mentioned teaching fragments enable students to understand the learning methods in the learning process and obtain good teaching results, which not only improves the teaching quality of students, but also cultivates their innovative consciousness.
Secondly, guide and strengthen students to explore new knowledge.
Students are the main body of learning and the masters of the classroom. In the teaching process, all teachers' activities are for students, and teachers play a guiding role. In learning activities, students can't passively perceive and accept, and teachers should use situations to induce students to actively explore. Therefore, only when teachers turn their activity intentions into students' activity purposes and needs can students have a * * * sound with teachers in their feelings and needs, and have a * * * vibration with teachers in the process of learning, actively discover new problems and explore new knowledge, so as to understand new knowledge.
For example, when teaching "the circumference of a rectangle", after the teacher shows the topic, he induces the students to take out the rectangular pieces of paper prepared in advance and measure the data needed to find its circumference by themselves. Their measurement methods are different. After the teacher visited, he was surprised and asked, "Why do some students only measure two sides?" The vast majority replied in unison: "Because the opposite sides of the rectangle are equal." A small number of students on all sides smiled shyly and realized their own shortcomings. After modifying the data, the teacher uses this set of data to show a rectangle with a length of 6 cm and a width of 4 cm, and find its circumference. Next, please try to discuss this problem. After a short silence, the students argued noisily and expressed their thoughts. Some students listed the formula of 6+4+6+4=20 (cm), and most students listed the formula of 6×2+6×4=20 (cm). Thus, the calculation formula of the circumference of a rectangle = (length+width) ×2 is obtained. The creation of this teaching situation paves the way for students to explore new knowledge and let them truly experience the process of knowledge construction. This kind of teaching can not only enable students to actively learn new knowledge, but also cultivate their innovative consciousness.
Third, strengthen oral training and improve students' mathematical language quality.
When it comes to students' language training, many math teachers always think that it is a matter of Chinese class, not math class. Students are not allowed to speak fully in class, and how to speak is not considered in preparing lessons. Even if students are arranged to speak, it is just a formality. "Say what you say, say what you think, say what you think, and think before you think." Thinking training is the core of quality education. In classroom teaching, students' thinking ability can be cultivated and developed through orderly language training. In teaching, we try our best to let students talk about the meaning, quantitative relationship, thinking method and operation process of the topic. Creating situational teaching can make students speak happily, cultivate their interest in speaking and train their speaking ability. When teaching "Li Hong read an 80-page story book, read the whole book on the first day and the whole book on the second day", guide the students to tell the thinking process. Some students said that according to the fact that the total number of pages is equal to the remaining pages+the number of pages read, it is required that the remaining pages must know the total number of pages and the number of pages read. The latter did not tell them directly. You can find out how many pages you read in Grade One and Grade Two, 80 pages in the book, and then find out how many pages you read in Grade One and Grade Two. The column formula is 80-80× -80× or 80-(80× +80×). Some students said: How many pages do you need according to the total number of pages of the book multiplied by the remaining scores? You must know the total number of pages in the book and the remaining scores. The latter case will not be directly discussed. You can look at the sum of the books on the first day and the second day, and regard the number of pages as a unit. Through the practice of speaking in class, students' thinking and steps of solving problems are clearer, their thinking is broadened and the quality page of solving problems is improved. In teaching, teachers should create opportunities for each student to speak, so that students can gain new knowledge in speaking well and happily, and mathematics quality education can be fully reflected in the classroom.
Finally, strengthen hands-on training to cultivate students' operational ability.
Mathematics curriculum standard emphasizes the position of "hands-on operation" in teaching activities, and proposes to cultivate students' innovative spirit and practical ability in the teaching process. The arrangement of teaching materials also fully embodies the characteristics of "hands-on operation". In the process of classroom teaching, it is an important way to let every student re-understand and firmly master mathematics knowledge through active hands-on operation. For example, when teaching "Calculation of Rectangular Area", I asked the students to find out the area of a rectangular cardboard with a length of 4 cm and a width of 3 cm by setting the learning tool of area unit (with a side length of 1 cm square). Guide students to find the rectangular area through different arrangements along the long side and the wide side, and then count the area units, breaking through the mathematical difficulty that the rectangular area is equal to the length multiplied by the width. Then, ask the students to make an arbitrary rectangle with 12 squares with a side length of 1cm, and encourage them to put them together in various ways. Any rectangle that is not put together will inspire students to think: "How many centimeters are long, how many centimeters are wide, and how many square centimeters are put together;" What is the relationship between length, width and area? Through intuitive demonstration, students pieced together, discussed and thought by themselves, and the formula for calculating the rectangular area gradually emerged, and students gradually transitioned from intuitive thinking in images to abstract logical thinking. In the math class, by changing "static" into "dynamic", students are more active in thinking and improve their mathematical operation ability while waving learning tools.
In short, only by giving full play to students' main role in the teaching process, trying to guide them to explore new knowledge, actively asking questions and mastering good learning methods can we really pay equal attention to knowledge and wisdom.