First, the sense of innovation
The essence of mathematics teaching activities is the process of students' knowledge rediscovery and re-creation. The new curriculum standard requires teachers to innovate teaching and students to innovate learning. Teachers are no longer the "protagonists" of classroom teaching, but only the organizers, commanders and participants of classroom teaching activities. Therefore, teachers should regard "teaching process" as "students' learning process" and strive to embody innovation in the selection of teaching content, teaching methods and teaching evaluation, so as to stimulate "students' innovative learning".
1, classroom teaching content should be innovative.
Textbooks are the carrier of implementing the objectives of curriculum standards and the basis of teachers' teaching and research. A good teacher can often study the content of teaching materials in depth and creatively control the content of teaching materials according to the actual situation of students. For example, in the current textbooks, the teaching content is presented in the mode of "example-the meaning of the majority-seeking the majority-example-the meaning of the median-seeking the median". Teachers can also arrange the teaching content according to "situation-the meaning of the majority and the median-practice" so that students can experience the "majority and the median" in specific situations. Induce the definition by yourself, and cultivate the statistical reasoning ability in the application, instead of limiting the application to simple calculation.
2. Classroom teaching methods should be innovative.
Classroom teaching should be centered on the study of students' learning methods, and through the study of students' learning psychology and learning methods, a democratic discussion classroom teaching mode based on students' development should be created. To this end, first of all, in classroom teaching, students should be given a window to learn knowledge and develop their thinking. When asking questions, students should be prompted to think in what knowledge range. Secondly, we should really apply the heuristic teaching principle. Any teaching method can achieve good teaching results only if it has strong "inspiration" factors for students. Generally speaking, one is to attract students' attention through various stimuli. For example, seeing (hanging physical pictures, etc. Do (experiment, etc. ), say, ask, research, etc. Fully arouse the enthusiasm of students' ears, eyes, hands, brain and mouth, so that students can acquire knowledge in a series of activities such as observation, experiment, induction, analogy, analysis, synthesis, abstraction and generalization. The second is to stimulate students' inner desire for knowledge in autonomous learning, so that students have a positive self-attitude and have the opportunity and possibility to acquire knowledge in communication, cooperation and inquiry.
3. Teaching evaluation in classroom teaching should be innovative.
The main purpose of evaluating students' academic performance is to help students find out the reasons for their success or failure in learning, motivate students to study hard and improve teaching through feedback. In order to make students' mathematics learning a process of "knowledge rediscovery and re-creation", the focus of evaluation should be on students' innovative spirit and practical ability. In addition, we should advocate the diversification of evaluation methods, such as classroom observation, questioning, homework, examination, internship, project learning, thesis writing, social investigation and so on.
Second, the sense of cooperation.
The essence of classroom teaching is the process that students consciously construct knowledge under the guidance and inspiration of teachers. It is a cooperative activity, including students' hands-on practice, independent inquiry and cooperative communication, among which the cooperative communication based on hands-on practice and independent inquiry is particularly important. Cooperative learning can provide every student with the opportunity to show himself to the maximum extent, so that students' autonomy can be fully exerted; At the same time, students can learn from each other and make progress to varying degrees. It also cultivated a sense of cooperation and formed a proactive learning atmosphere. Cooperative learning can be between deskmates, an interest group composed of several people, or the whole class. Common forms are: First, discuss around a certain topic. The key to the success of the discussion is to clarify the theme. The determination of the theme depends on teachers' profound understanding and accurate grasp of the teaching materials, as well as teachers' comprehensive understanding of students and students' keen insight and flexibility in classroom learning. The second is to show the achievements of students' practice, exploration and discovery, make comments, ask questions and debate, and guide students to master the correct thinking method and solve problems by themselves, so as to obtain higher-level communication, innovation and discovery. So as to cultivate students' sound personality and promote their all-round development.
Third, the awareness of effectiveness.
Put students' autonomy into classroom teaching, so that students can fully feel the reality and usefulness of mathematics.
1, let students enjoy their rights.
In the classroom, we should fully develop teaching democracy and let students enjoy their due learning rights; The right to observe and operate independently and to acquire knowledge; The right to think independently according to one's own thinking habits and ways, and to freely express one's thoughts and methods; The right to control study time, communicate with each other, explore independently and evaluate each other. Let students fully and extensively participate in teaching activities.
2. Let students feel the reality and usefulness of mathematical knowledge.
Mathematics comes from life, so in teaching, teachers should try their best to promote the connection between "mathematics and reality" and reflect the reality and usefulness of knowledge.
For example, in 2007, in order to estimate the consumption of disposable chopsticks, 10 restaurants were selected from 400 high, medium and low-grade restaurants in a county. The daily consumption of disposable chopsticks boxes in these restaurants is 0.6, 3.7, 2.2, 1.5, 2.8 and 1.7 respectively.
(1) If there are 300 working days per year, how many boxes of chopsticks will this county consume in 2007?
(2) In 2009, the same survey was conducted on the consumption of disposable chopsticks in this county. The results show that 10 sample hotels use an average of 2.42 boxes of disposable chopsticks every day. What is the average annual growth rate of disposable chopsticks in this county in 2008 and 2009?
In addition, because people are exposed to problems in real life, their information is often multi-channel, and conversations, newspapers, radio and television can all bring problems. Therefore, in teaching, questions to students can be written, and graphics, audio and information can also be confusing. Therefore, the problem should be rooted in real life and close to the realization of life, so that students can establish a natural connection between mathematics and real life from the first day of school, feel the power of mathematics and experience the reality and practicality of mathematics.
Fourth, feelings and sense of success.
In teaching, teachers should attach importance to cultivating and developing students' emotional sensibility and expressive force, so that students can feel the joy of success, experience the emotion of success and maintain an optimistic learning attitude. Therefore, teachers should implement different teaching methods-hierarchical requirements, hierarchical design and hierarchical evaluation, so as to satisfy each student's thirst for knowledge and make them feel that the achievement of mathematics comes from their own minds in class. They are mathematics. So as to enhance students' self-confidence in learning mathematics well and let them develop in an all-round way.
1, establish a good relationship between teachers and students.
Good teacher-student relationship is a great educational force. Only when the relationship between teachers and students is harmonious can education and teaching be effective. When the relationship between teachers and students is tense, students will have rebellious psychology, not attending classes, fearing and alienating teachers. The concept of teachers and students in the new curriculum standard requires teachers to be friends of students and establish a democratic, equal and harmonious partnership with students. This requires our teachers to fully understand, trust and care for students. Without love, there is no education, and without love, there is no learning. This is the eternal truth!
2. Increase interest in mathematics knowledge.
In teaching, some interesting math games can be arranged according to students' curious, active and competitive personality and psychological characteristics to stimulate students' enthusiasm for learning and further enliven the classroom atmosphere; You can also use learning tools and computer-aided teaching methods to make the teaching content show the process of knowledge formation intuitively, vividly and vividly, and mobilize students' multiple senses to participate in learning.
3. Feel the knowledge and beauty of mathematics.
For every student, the attraction of learning lies in the satisfaction of intelligence and aesthetics. Therefore, it is necessary to guide students to acquire the aesthetic ability of the beauty of mathematical knowledge, stimulate their preference for learning mathematics, increase their creativity and invention ability, pluck their "emotional strings" in pursuit of "truth, goodness and beauty", cultivate their temperament and shape good personality quality. For example, in "Axisymmetry of Figures", let students use their knowledge to create several simple or combined symmetrical figures, or paste them with cut symmetrical figures (such as mountains, water, birds, trees, people, butterflies, etc.) into a beautiful landscape painting. ). In this way, on the one hand, students' ability to master and use knowledge is checked; On the other hand, let students feel the simple and harmonious symmetrical beauty of mathematics in their creation, cultivate students' ability to create and express beauty, and let students have the opportunity to express and communicate after their emotions are satisfied and they know each other well, and feel the joy of success.