Math teachers share the same feelings about how to create a boring math class that students like. Traditional exam-oriented education leads teachers to pay attention to evaluating the results of learning and ignore the learning process of students. Teachers are the masters of the classroom, students passively accept knowledge, and the classroom atmosphere is dull. How to make students like math class like music, physical education and beauty class is an important subject to be solved urgently.
Students need to pay a considerable degree of mental work if they want to learn mathematics well. So many students have a fear of difficulties and even don't like math. Einstein once said, "Interest is the best teacher". However, under the influence of the traditional teaching mode-full-hall irrigation, students just passively deal with those dry abstract figures and have no interest at all. They are full of joy and enthusiasm when they attend music, physical education and beauty classes, but they are listless when they attend math classes. Why are there these two completely different performances? The reasons may be as follows: first, most students sit tight in math class, listen to the teacher first, and then do a lot of exercises to consolidate new knowledge. Second, the traditional exam-oriented education leads teachers to pay attention to the evaluation of learning results and ignore the learning process of students. Teachers are the masters of the classroom, students passively accept knowledge, and the classroom atmosphere is dull. How to create a math class that students like music, physical education and beauty? Through investigation and exploration, I think we should start with the following points if we want our students to fall in love with math class.
First, stimulate students' desire to explore actively
Modern psychological research shows that any knowledge is not acquired by indoctrination, but is actively constructed by learners with the help of necessary information resources in certain situations. A simple activity not only highlights the key points of teaching content, but also sets suspense, which vividly stimulates students' desire to explore new knowledge.
Second, cultivate students' personalized thinking
As an independent individual, each student has his own unique personality. In teaching, I pay more attention to students' needs and encourage students to think, explore and explain in different ways. Students' personality is flamboyant because of respect.
Third, provide hands-on space for students to actively participate in exploration.
An educator once said: "Children's wisdom is at your fingertips." Modern teaching theory also believes that students should do it with their hands instead of listening with their ears. Indeed, thinking often begins with human actions. Without the connection between activity and thinking, thinking cannot develop. And hands-on practice is the easiest way to stimulate students' thinking and imagination. In teaching activities, teachers should attach great importance to students' direct experience, let students discover, understand and master new knowledge in a series of personal experiences, and let students develop their thinking ability by doing middle school mathematics, just like swimming in middle school.
Through operational activities, mathematical knowledge is no longer so abstract and understanding mathematics is no longer so empty. In this way, teachers design mathematics teaching as a tangible activity, which makes it easy for students to have a clear understanding of the original very abstract concepts, calculation methods and other knowledge, and the experience gained through hands-on operation is also extremely profound.
Fourth, provide a space for cooperative discussion and let students "re-create" mathematics.
Suhomlinski said: In people's hearts, there is a deep-rooted need to be a discoverer and explorer. In the child's spiritual world. This demand is particularly strong. Therefore, when students have doubts about something they are interested in and are eager to know the mystery, teachers can't simply teach students what they know directly, so that they can get temporary satisfaction. Instead, we should fully believe in students' cognitive potential, encourage students to explore independently, actively engage in mathematical activities such as observation, experiment, guessing, reasoning and communication, and boldly "recreate" mathematics, so that students have the desire to participate consciously and express their ideas and creativity without scruple. Let students experience the joy of exploration, discovery and innovation in the process of participation.
Fifth, provide life application space so that every student can actively participate in practice.
Mathematics comes from and serves life, and there is mathematics everywhere in life. In teaching, teachers should often let students experience the value of mathematics learning with what they have learned, so as to enhance their confidence in learning mathematics well, learn to look at things around them with mathematical eyes, think about things around them, and expand the field of mathematics learning. For example, when teaching axisymmetric graphics, I asked them to observe the surrounding environment carefully and find out which objects in life are axisymmetric graphics. The students took an active part in the observation. Some people say that the two walls of the house are symmetrical, some people say that the two doors of the car are symmetrical, and some people say that the two halves of the basketball court are symmetrical ... This greatly enriches students' understanding of axisymmetric graphics. Thus naturally improve that concept of strict symmetry axis. Similarly, students should flexibly apply axisymmetric knowledge to real life, so that they can truly realize that mathematics is everywhere around them, and mathematics is in our lives, thus stimulating students' enthusiasm for learning, learning and using mathematics.
In short, in mathematics teaching activities, students are the masters of mathematics learning. Every student should be fully developed in emotion, attitude and values while acquiring the basic mathematical knowledge and skills necessary as a modern citizen. Teachers, as organizers, guides and collaborators of mathematics learning, should actively create situations in mathematics, so that students can get close to mathematics, experience mathematics, "re-create" mathematics and apply mathematics through subjective activities such as hands-on operation, independent exploration and practical application, and truly make mathematics class a favorite of students.
How to make students like math class? All math teachers know that indifference to math classroom learning is the biggest enemy of students' progress. No matter how clever the students are, as long as they lose their curiosity and interest in math class, they will turn a blind eye to the teacher's requirements, even though they all want to get good grades and satisfy their parents. Therefore, as a math teacher, the most important task is not only to impart knowledge, but also to make students like math classes.
How to make students like math classes and math teachers?
1. Teachers should pay attention to improving their personality charm. 2. Pay more attention to students' life and study in daily life, and communicate with students to cultivate feelings.
Second, let students like the math teacher's class.
Third, let students get praise and encouragement in math class, and gain satisfaction, success and self-confidence.
What kind of math class do we need?
If you want to prepare for the senior high school entrance examination, it should be a death squad training class.
If you don't need to prepare for the senior high school entrance examination and college entrance examination, you can learn in a diversified, inclusive and interesting way.
What kind of math class should be student-centered? Of course, students at each stage have different emphases. Primary schools may pay more attention to some study habits, while senior students cultivate more thinking.
Our current education should give students an "emotional classroom"
; Give students a "dialogue class"
; Give students an "open classroom"
; Give students an "experiential class"
; Give students a "dynamic classroom"
; Let every student enjoy a warm, boiling and colorful spiritual life in every class, let different people get different development in mathematics, make our mathematics teaching full of vitality, and shine with the brilliance of creation and the charm of human nature.
How to cultivate students' mathematical language ability in mathematics classroom teaching How to cultivate students' mathematical language expression ability in classroom teaching It is clearly pointed out in the new mathematics curriculum standard of Wang Ruiping, Anshang Primary School in Shibuzi Town: In mathematics teaching, students' initiative must be fully exerted to enhance their awareness of participation, communication and cooperation; American linguist Bloomfield also said: Mathematics is only the highest realm that language can reach; Modern psychology and pedagogy believe that the accuracy of language reflects the rigor of thinking, the continuity of language reflects the logic of thinking, the diversity of language reflects the richness of thinking, mathematics is the gymnastics of thinking, and the cultivation of students' mathematical language expression ability is particularly important, so it is necessary to study the cultivation of students' linguistic expression ability in primary school mathematics classroom teaching. Once, a teacher from an experimental primary school came to give a lecture in our school. The teacher's teaching design is ingenious and the classroom is wonderful. The only thing lacking is the agility of students' fluent answers. The city teacher who came to school said awkwardly, "Maybe rural students dare not speak", which triggered my thinking: rural students have less knowledge, less communication with others and lack of expression ability. How to cultivate rural children's mathematical language expression ability has important research value. Therefore, I take "the research on cultivating students' language expression ability in rural primary school mathematics classroom teaching" as the content of action research, trying to explore the operational strategies for cultivating students' mathematics language expression ability. Let me talk about some of my practices from several aspects. 1. Create a democratic and harmonious atmosphere and let students "dare" speak. Through the questionnaire survey, I found that the main reasons for the poor mathematical language expression ability of rural primary school students are as follows: 1, which comes from teachers. On the one hand, teachers are dignified and have a prominent leading role, and they can't tolerate students' mistakes, making them silent for fear of making mistakes; Secondly, it can't be complete. In class, we are eager to get students to tell the correct answers, and only a few "top students" answer, so that most students become accompanying guests. In the long run, most people don't get exercise, and their language skills are naturally poor. 2. From the students themselves, some students are introverted and shy, and dare not speak in public. 3, from other students, when some students say the wrong thing, they will be laughed at by quite a few students, so that students have no courage to speak. Therefore, I think that in order to make students speak confidently, it is necessary to establish a democratic and equal relationship between teachers and students, create a cheerful scene, start students' thinking, stimulate students' desire to speak, and let students dare to think and speak. In my class, teachers put down the dignity of being a teacher and treat students equally. They are no longer the embodiment and authority of knowledge, but partners in learning activities. Students feel safe, harmonious and self-motivated, and he can have an equal dialogue with classmates, teachers and even textbooks. In such an environment, students are eager to exchange learning experience with you, and the classroom has become a sky for students to fly their hearts. It can not only cultivate students' good psychological quality, but also establish their self-confidence to express boldly in class. At the same time, I try my best to adopt a friendly tone and a negotiation tone in all aspects of classroom introduction, new lessons, feedback and evaluation, consolidation and extension, and classroom summary, so as to make the classroom atmosphere as democratic and harmonious as possible and make students feel relaxed ideologically, willing to ask questions and dare to express their opinions. 2. Stimulate students' interest in learning mathematics and make them "think" that interest is the best teacher. In order for students to "melt" themselves into mathematics classroom activities and express their views consciously and actively, we must first stimulate students' strong interest in learning and desire to express themselves. Practice has proved that the more interested students are in what they have learned, the stronger their sense of participation and the more active their thinking. In teaching, I pay attention to using various forms to attract students' attention, stimulate their interest in learning and make them think and talk. 1. Experience the beauty of mathematical language and stimulate your interest in what you want to say. Mathematical language looks bland on the surface, but in fact it has its own distinct characteristics, that is, accuracy, strictness, conciseness, rich connotation and inherent aesthetic feeling. If we fully understand and master it, we can appreciate the subtleties and feel the artistic conception of beauty, thus arousing interest in learning and exploring. For example, when teaching division, the expression of remainder: the remainder must be less than the divisor, and students often say that "the remainder cannot be greater than the divisor". Teachers should guide students to compare and understand the differences between the two statements, deeply appreciate the rigorous beauty of mathematical language expression, and feel the importance of mathematical language expression to stimulate students' interest in speaking well. 2. Experience the pleasure of language expression and stimulate your interest in what you want to say. Only by constantly encouraging students, their language expression can be completely consistent with their fluent thoughts, their wisdom and creativity can be fully released, they can feel the pleasure of success, and they can also have the desire and interest to speak freely. Therefore, in class, I try my best to create an opportunity for students to show their talents, adhere to the principle of facing the whole and grasping a few, and consciously ask questions to students at different levels according to the difficulty of the questions, encouraging them to answer: let some students with learning difficulties give priority to encouraging them to answer questions with low difficulty, even if they are confused, and then let other students supplement them, so that underachievers can make up for their shortcomings with the strengths of others, and their memories will be more profound. Good students answer some thoughtful questions and arrange medium students to answer questions that are not too difficult. Only in this way can the enthusiasm and initiative of each student be mobilized, and the thinking level and expression ability of all kinds of students can be developed and improved on the original basis. 3. Teaching language expression strategies, so that when students "can" preach, teachers should teach students mathematical language expression strategies according to different learning contents. For example, algebra teaching mainly trains students to clearly describe the sources of arithmetic, algorithms, concepts, rules and formulas; Statistics and concept teaching mainly trains students to describe the methods of collecting and sorting out data, and can express possible events in accurate mathematical language; Practice and comprehensive application mainly train students to tell their own analysis process of a problem and explain their reasoning and thinking reasonably; Space and graphics attach importance to the deduction process of students' oral formula through practical operation. In teaching, I pay attention to teaching students the strategies of mathematical language expression and thinking in an orderly way according to the characteristics of teaching materials, organically combine the acquisition of knowledge with the development of mathematical language, promote thinking with language, and enable students to speak and speak. 1. In calculation teaching, the expression of arithmetic should be organized and the students' calculation ability should be cultivated, which is one of the purposes of mathematics teaching in primary schools. The focus of calculation teaching is to master the laws of arithmetic on the basis of understanding arithmetic. Students seem to understand an arithmetic, and whether they really understand it depends on whether they can express it clearly. The process of letting students dictate arithmetic and rules is also the process of students' in-depth understanding and mastery. Through this methodical, well-founded and well-organized description of computing theory and process, students gradually reach the automatic stage of computing skills, which not only enables them to obtain operational speed and high accuracy, but also makes full use of language to accurately express their thinking, optimize their thinking procedures and cultivate their thinking ability. 2. Concept teaching, language expression should be accurate and rigorous. Language expression training in concept teaching is a bridge from intuitive knowledge to rational knowledge. When students abstract a concept, they analyze, synthesize, abstract and generalize the perceptual knowledge materials, eliminate the non-essentiality, grasp the essential attributes to form a concept, and express it through language. Whether students' language expression is rigorous or not directly reflects students' understanding of the nature of concepts. For example, when I teach the nature of decimals, how to make students correctly express the concept of "the end of decimals" is the key and difficult point when I teach the concept of "adding 0 or going to 0 at the end of decimals, and the size of decimals remains the same". In teaching, I first arranged a set of vertical drawings to compare the length units, and compared the dimensions of 0. 1 m, 0. 100 m, 0. 100m, so that students can intuitively perceive 1 decimeter, 10 cm, and so on through a ruler. Explain that 1 decimeter = 10 cm = 100 mm, 1 decimeter is 65438+. (0. 1m)； 10cm is101100m. What can be written as a decimal number? (0. 10 m), 100 mm is10011000 m What can be written as a decimal? (0. 100 m), because 1 decimeter = 10 cm = 100 mm, so 0.1= 0./kloc-0 = 0. "Add (except) 0 after the decimal point, and the decimal size remains unchanged"; Then examine them one by one to find out the loopholes, so as to better understand the meaning of "end". In this way, students further feel that the language expression in concept teaching should be rigorous and accurate through learning, otherwise it will be "a thousand miles away." "3. In graphics teaching, the derivation process should be a continuous and complete teaching of formulas and rules. In this process, we should not only create a space for students to actively explore and provide a large number of perceptual materials, but also guide students to summarize the perceptual materials with the help of language, so that students can gradually master some basic thinking methods such as analysis, synthesis and inductive reasoning. For example, when I teach parallelogram area calculation, I first teach students how to cut and spell, and then let them operate. After the operation, ask the students to answer the following questions in turn: (1) What are the areas of the cut rectangle and the original parallelogram? (2) What is the relationship between the length and width of a rectangle and the base and height of a parallelogram? (3) How to calculate the rectangular area? What about the area of this parallelogram? Through continuous and complete language, the calculation formula of parallelogram area is deduced, which makes students understand the process of knowledge formation thoroughly and remember it firmly. 4. Application problem teaching, thinking expression should be concise and to the point. Application problem teaching is one of the important contents of primary school mathematics teaching. Concise teaching language can help students understand the structure of application problems, facilitate the analysis of quantitative relations and promote the development of thinking ability. When studying practical problems, some students will solve problems, but they can't say why, that is, they can't express their thinking process carefully and orderly. This is to start with language training and cultivate students' ability to analyze and solve problems. The shipment of oranges is three times that of apples. Students are often guided to use concise and concise words to express the thinking of solving practical problems, which can be expressed according to certain logic and laws, learn to speak in an orderly way over time, and develop students' mathematical language. Students systematically analyze the process of application problems, and through repeated training, express this analysis process in coherent and complete words. In the future, when teaching application problems, students will still insist on oral analysis process and gradually express the problem-solving ideas of application problems fluently. Students' analytical ability has also been improved, and their thinking ability has also been exercised. 4. Standardized language training enables students to "say" that mathematics language is a special language, which requires precise, concise and logical words. In fact, the process of training students in standardized mathematical language is also the training of students' thinking process. Therefore, it is necessary to strengthen the training of students' standardized mathematical language in mathematics teaching. Only through the training of standardized language expression can students be good at thinking and speaking. In the usual teaching process, I not only ask students to think with their brains and operate with their hands, but also ask students to express their thinking process in language. This kind of training is not only helpful to correct the defects in students' thinking process in time, but also helpful to find out whether the language is standardized and the words are refined in the whole expression process, and it will directly affect students' learning of concepts, properties, laws and formulas in the later learning process. Only by attaching importance to the training of students' standardized mathematical language, after a long period of training, can students analyze and solve problems with mathematical thoughts in their daily lives, and effectively apply what they have learned, so it is very important to train students' mathematical language accurately and standardly. While standardizing students' mathematical language, teachers should pay more attention to the standardization of language, so that students can form standardized mathematical language in imitation. Piaget, a Swiss psychologist, believes that children's imitation can produce appearances and become preparations for future thinking. For primary school students, language expression ability is not perfect, but it is imitative, which requires teachers' language in class as a model and becomes the basis of standardizing students' language. Therefore, teachers' language should be accurate and exemplary, and teachers must be grammatically standardized, use appropriate words and be concise. The concept statement should be accurate, standardized and logical, and the discussion of problem-solving ideas should be well-founded and orderly. The ancients said that words must be done, wisdom is in the heart, and wisdom is in the mouth. The root of good eloquence lies in a good mind! In classroom teaching practice, students have experienced the process of daring to think and speak, being willing to think and speak, speaking and being good at thinking and speaking. Students can use accurate, concise, clear and coherent mathematical language to express the calculation process, computational reasoning, problem-solving ideas and the thinking process of acquiring knowledge. After a period of training, students can think and speak, which improves the logic, flexibility and accuracy of students' thinking, thus cultivating students' thinking.
What kind of music lessons do students like? Interest is the basic motivation for learning music, and it is the premise for students to keep close contact with music, enjoy music and beautify their lives with music. The new curriculum standard puts such a curriculum concept in a very prominent position, and lists "cultivating music interest and establishing the desire of lifelong learning" as one of the goals of music curriculum. It can be seen that cultivating students' music interest can make students like music lessons.
What kind of classroom questionnaire do secondary vocational school students like? I am a pupil. For example, I am tired of efficient classroom now, because he is forcing students to study. I think it's terrible. Those who don't want to be persecuted can only be scolded by the leader. It's so depressing
Therefore, children can be interested in survey paper according to their usual hobbies and habits, and make survey paper according to students' living conditions and animation.
What kind of class do you like? It must be a group discussion, but you can't always point at those students who raise their hands to speak, because it will make others feel that they are always biased towards her and don't point at her.