The starting point of learning refers to the knowledge and skill foundation that learners already have when learning subject content or tasks, as well as their understanding level and emotional attitude towards learning. We can divide students' learning starting point into two categories, namely, the logical starting point of learning and the realistic starting point of learning. Generally speaking, the logical starting point of learning refers to the knowledge base that students should have according to their learning progress; The realistic starting point of learning refers to the knowledge base that students already have under the interaction of various learning resources. Teachers should reasonably determine the starting point of students' mathematics learning, so that the distance between the starting point of learning and the knowledge to be learned is exactly what students can achieve through hard work, so that students have the confidence and determination to explore and learn. Therefore, it is of great significance to grasp students' learning starting point reasonably in mathematics classroom teaching.
First, learn more about students and find a realistic starting point for learning.
Only when teachers find the realistic starting point of students' learning can they design the teaching process according to students' ideas. So, how can we find a realistic starting point for learning?
1. Preview in advance and be targeted. For the same learning content, sometimes the realistic starting point of most students is higher than the logical starting point of learning, while the realistic starting point of a few students will be lower than the logical starting point of learning. How to accurately grasp the learning starting point of each student? I usually give students specific preparation requirements before learning new knowledge: Do you know what this part is about? What problem did you solve? Do you have any problems to solve with everyone in the class? Through the preparation before class, we can fully understand the realistic starting point of each student's study, so as to give targeted guidance to gifted students and individual remedies to students with learning difficulties.
2. Give students the right to speak and find the cognitive starting point of students from their words. Students should be given the right to speak in class, so that they have enough time and opportunities to express their views and ideas. Only in this way can teachers find students' cognitive starting point more accurately, find out the level of different students' starting points, thus effectively organize classroom teaching, and the teaching process can become a process of wisdom collision, so that students can break through from repeated confusion, explore from doubt and pursue from defects.
3. Cultivate a pair of mathematical eyes and tap students' cognitive starting point from life emotion. Students' emotional attitude towards the life foundation carried by the knowledge they have learned is directly related to the effectiveness of learning and is the emotional basis of students' learning.
Mathematics teachers need to cultivate a pair of eyes good at discovering mathematics in children's songs, nursery rhymes, poems and life, guide students to discover, experience and understand the beauty of mathematics, and stimulate their desire to learn mathematics. While considering the pursuit of students' cognitive starting point, we should also consider the pursuit of students' emotional starting point, which can greatly improve students' interest in learning mathematics and enrich the humanity of mathematics learning.
4. Reflect on the cognitive starting point for students to question "of course". In the teaching process, after all, teachers can't experience the process of students' knowledge formation, and there is always a deviation in the positioning of students' cognitive starting point in teaching. In some events that we take for granted, we often ignore the understanding of students' cognitive starting point and miss many educational opportunities. Therefore, we need to question ourselves from time to time: Do I take it for granted that students have a cognitive starting point?
Second, the use of flexible teaching methods
1. Design block lesson plans and adjust the teaching order in time. Teachers are often used to designing a single teaching plan, which brings great difficulties to timely adjust the teaching process in class. Therefore, teachers should find the realistic starting point of different students' learning in advance, design plate-type teaching plans and adjust the classroom teaching order in time.
2. Construct a non-linear teaching path. Students are living individuals who devote themselves to classroom learning with their emotions, will and attitude. So how should teachers deal with "accidents" that may happen at any time in class? This requires teachers to design multiple specific programs for each link under the premise of grasping the overall teaching objectives and the specific objectives of each teaching link, and strive to build a nonlinear teaching path to cope with all kinds of accidents in the teaching process.
Third, improve the writing format of lesson plans to promote their professional growth.
The object of instructional design is students, and the effectiveness of instructional design depends on teachers' reasonable grasp of the realistic starting point of students' learning. In classroom teaching design, teachers should start from the realistic starting point of reasonably grasping students' learning, not from the preparation of teaching materials and teaching methods, and any teaching activities should take meeting students' needs as the starting point and destination. We should change "designing lesson plans for teachers' teaching" to "designing learning plans for students' learning", which embodies the whole process of analyzing students, analyzing teaching materials, constructing lesson plans and drawing up teaching ideas. The design of learning plan not only helps to promote the development of students, but also helps teachers to reflect and improve themselves.
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