Discovery method in primary school mathematics teaching methods
Discovery method is a teaching method advocated by Bruner, a famous contemporary American educator and cognitive psychologist, in the 1950s and 1960s.
1, the basic meaning and characteristics of discovery method
Discovery method refers to a teaching method in which teachers do not directly impart ready-made knowledge to students, but guide students to think actively and discover corresponding problems and laws independently according to the topics and materials provided by teachers and textbooks.
Compared with other teaching methods, the discovery method has the following characteristics:
(1) The discovery method emphasizes that students are discoverers, so that students can independently discover, understand and work out the answers to their own questions, instead of teachers providing students with ready-made conclusions, so that students can become passive absorbers.
(2) The discovery method emphasizes the role of students' intrinsic learning motivation. For students, the best motivation is their innate interest in the courses they study. Discovery method accords with children's psychological characteristics of fun, activity, curiosity and root-seeking. When encountering novel and complicated problems, they will actively explore. Teachers make full use of this feature in teaching, using novelty, difficulty and contradiction to trigger students' thinking conflicts, prompting students to have a strong desire for knowledge, actively exploring and solving problems, and changing the traditional teaching method that only uses external stimuli to promote students' learning.
(3) The discovery method makes the leading role of teachers latent and indirect. Because this method allows students to observe, analyze, synthesize, judge and reason with their minds, and discover the essential laws of things by themselves, the leading role of teachers in this process is potential and indirect.
2. The main advantages and limitations of discovery method.
This discovery method has the following main advantages.
(1) can transform students' external motivation into internal motivation and enhance their learning confidence.
(2) It helps to cultivate students' ability to solve problems. Because the discovery method often practices how to solve problems, it can make students learn the method of inquiry, cultivate their ability to ask and solve problems, and be willing to create and invent.
(3) The application of discovery method is helpful to improve students' wisdom, develop their potential and cultivate their excellent thinking quality.
(4) It helps students to remember and consolidate their knowledge. In the process of discovery learning, students can reorganize the existing knowledge structure internally, which can better link the existing knowledge structure with the new knowledge to be learned. This systematic and structured knowledge is more helpful for students to understand, consolidate and apply.
The discovery method also has some limitations.
(1) In terms of teaching efficiency, it takes more time to use the discovery method. Because the process of students acquiring knowledge is a process of rediscovery, all the truths must be acquired or rediscovered by students themselves, not simply taught by teachers. Therefore, the teaching process is bound to go through a long exploration process.
(2) As far as teaching content is concerned, its adaptation has a certain scope. Discovery method is more suitable for disciplines with strict logic such as mathematics, physics and chemistry, but not for humanities. As far as applicable disciplines are concerned, it is only applicable to the teaching of concepts and related common sense, such as finding the average value and algorithm. The name, symbol and representation of the concept still need to be explained by the teacher.
(3) As far as the teaching object is concerned, it is more suitable for middle and advanced students. Because discovery learning must be based on certain basic knowledge and experience, the higher the grade, the stronger the ability of independent exploration. Therefore, it is not necessary and possible for all teaching contents and teaching objects to adopt discovery teaching.
Attempt teaching method of primary school mathematics teaching method
Trying teaching method is one of the most influential teaching methods in primary school mathematics teaching. This is a teaching method with China characteristics. The attempt teaching method was first designed and put forward by Qiu Xuehua, a teacher from Changzhou Institute of Educational Science. After being gradually popularized in some regions and the whole country, it has been more than ten years now, and it has achieved good teaching effect, and even has certain influence in the world.
What is the attempt teaching method? The basic idea of trying teaching method is: in the teaching process, let students try to practice on the basis of what they have learned, guide students to teach themselves and discuss the teaching materials, and then give targeted explanations on the basis of students' trying practice. The basic procedure of trying teaching method is divided into five steps: showing the trying questions; Self-study teaching materials; Try to practice; Student discussion; The teacher explained.
The fundamental difference between the trial teaching method and the ordinary teaching method lies in changing the teaching process? Speak first and then practice? The way to where? Practice before you speak? As the main teaching form.
The background of the attempt teaching method is that in the early 1980s, the teaching reform in China has been on the right track, and there are many experimental studies on teaching reform in China. At the same time, a large number of foreign teaching reform experiences have been introduced. In this case, people began to think about how to research and create a teaching method with China characteristics that not only meets the needs of modern education reform, but also has strong operability. Teacher Qiu Xuehua has been engaged in primary school mathematics teaching research for many years. ""? A number of investigations and experiments on the reform of mathematics teaching in primary schools have been carried out before and after, and it is deeply necessary to study a new teaching method of mathematics in primary schools. Therefore, on the basis of analyzing and comparing the experience of teaching reform at home and abroad, he put forward the idea of trying teaching methods. He borrowed ancient China? Heuristic teaching? Principle, discovery method and self-study guidance method are the teaching ideas, and the advantages and disadvantages of these teaching methods are comprehensively analyzed and studied in an attempt to form a unique, operable and feasible teaching method.
Self-study tutoring method for primary school mathematics teaching methods
1, the basic meaning of self-study counseling method
The self-study counseling method is presided over by Professor Lu Zhongheng from the Institute of Psychology, Chinese Academy of Sciences? Middle school mathematics self-study tutoring experiment? Teaching methods adopted. It has achieved great success in middle school mathematics teaching. The basic idea of this method also has a certain influence on mathematics teaching in primary schools. Some people have done similar experimental research in primary schools. In particular, the reform of mathematics teaching in primary schools is carried out by using the basic principles of self-study tutoring teaching.
The experimental study of self-study counseling was first put forward and experimented in 1958. First of all, learn from the western procedural teaching principles and implement the teaching principles of small steps and multi-feedback. Later, after reform, it was named the self-study counseling method.
Self-study tutoring method is a teaching method based on students' self-study under the guidance and guidance of teachers. The application of self-study guidance in primary school mathematics teaching generally refers to the teaching method that students acquire knowledge and skills by reading textbooks under the guidance of teachers.
2. Teaching procedures of self-study counseling method
Self-study counseling method uses psychological principles, rewrites textbooks by taking appropriate steps and timely feedback, and implements the comprehensive use of textbooks, exercise books and answer books. Using the method of self-study guidance, students are mainly taught by themselves in teaching, and the self-study time of a class is 30~35 minutes, including self-study, self-practice and self-examination. The teacher's explanation time is generally less than 15 minutes.
What is the teaching method of primary school mathematics? Exploring? Discuss? law
? Exploring? Discuss? Fa is an American education expert, Lan? Professor Lambenda proposed it. Have a certain influence in the United States. Introduced to China in the early 1980s. It is widely used in science teaching and mathematics teaching.
1、? Exploring? Discuss? Basic content of law
? Exploring? Discuss? The basic idea of law is to divide teaching into two major links, namely? Exploring? And then what? Discuss? .
The first link? Exploring? It means that students explore by themselves under the guidance of teachers. Teachers provide students with certain problem scenarios and necessary operating materials, so that students can study the relationship between various factors or quantities in the problem through operation and fiddling. Teachers should give appropriate guidance in the process of teaching activities.
In the process of inquiry, it is an important factor to provide structured materials for students. Teachers should choose enough materials for students to study and study according to the teaching content. Such as colored wooden strips, geometric puzzles, etc.
The second link? Discuss? This is an opportunity for students to fully express their opinions. In the previous stage, students have a certain understanding of the research problems. At this stage, teachers organize students to express their opinions on what they see and think, and make full use of language communication to make students know more information. And in the process of discussion, we can inspire each other and have a more comprehensive and profound understanding of the problems studied. Finally, teachers and students work together to find out the rules or conclusions of learning problems.