First, create a good classroom atmosphere and create a confident environment.
According to educational psychology research and educational practice, under the situation that students have no mental pressure, no psychological burden, happy mood and full of emotions, the cerebral cortex is easy to form an exciting center, and at the same time, they have the most active thinking and the strongest practical ability. In other words, when students study in a relaxed and pleasant environment, their self-confidence will be stronger, they will have the psychology of not being afraid of failure, they will have the opportunity to play freely and communicate fully, and they will have unrestrained thinking space.
How to create a relaxed and happy classroom atmosphere?
First of all, teachers should straighten their positions and let students know that they are the real masters in the classroom. Teachers are only the guide wholeheartedly, the organizer, guide and collaborator of classroom learning, and the key to learning lies in themselves. This requires teachers to change the original way and adopt flexible learning methods in teaching. For example, "group cooperation method", "practical operation method", "teacher-student exchange role method" and so on. Only in this way can we truly reflect the subjectivity of students and cultivate their self-confidence.
Secondly, teachers should use democratic teaching language and body language in class to infect students, influence them and make them the most active subjects in class. For example, when teachers enter the classroom, they relax students' nerves with full spirit and friendly smiles, and relieve students' vigilance; For example, before the lecture, teachers can use passionate opening remarks such as "Our class is the most active and likes to think …" to stimulate students' emotions and enthusiasm; For example, when students encounter difficulties, teachers should not show anxiety, but use appropriate gestures, use "talking" facial expressions and "trusting" eyes to encourage students to think deeply, and can use caring words such as "Don't worry, think slowly, you will certainly figure it out". Another example is that when students have new ideas or succeed in learning, teachers must give them timely affirmation to encourage them to explore and learn more deeply ... Of course, teachers' language and posture must be moderate and not exaggerated, otherwise it will be counterproductive. I believe that in a good classroom atmosphere, seeds of self-confidence and innovation will be born.
Second, give self-expression learning opportunities and provide ways to build self-confidence.
To build students' self-confidence, students must be given the opportunity to perform. Therefore, in the usual teaching activities, teachers should give students more time and space, try to make them think, talk and do more, and strive to achieve "what students can think independently, what teachers don't prompt, what students can operate independently, what teachers don't demonstrate, and what students can solve independently, teachers will never replace them."
1. Carefully design questions and provide sufficient inquiry materials for students to express themselves in inquiry.
To establish students' self-confidence, teachers must carefully design every question, so as not to ask useless or invalid questions, provide students with sufficient inquiry materials, and pave an interesting and interesting exploration road. For example, in the teaching of "circle", it can be designed like this:
(1) What do you want to say when you see this topic?
Ask questions to stimulate students' interest. Students naturally participate in the thinking of the subject, and they can clearly understand the purpose and task of this course without the teacher saying a word. Soon, several key questions were raised: "What is the relationship between circumference and pi formula?" It has laid a good foundation for students to explore actively in the next step. Of course, this also requires teachers to have solid basic skills and flexible adaptability.
(2) How to measure the circumference of a circle?
Teachers provide students with several circles with different diameters (2, 3, 4, 5 and 6 cm), and provide tools such as lines, rulers, tape measures and scissors. Because there are many materials, students have food to cook, full of confidence and active thinking. The winding measurement method, rolling measurement method, arc folding measurement method and shearing method are all self-evident and coincide with each other.
(3) What is the circumference related to?
Through further observation, comparison and analysis, students can find that the circumference of a circle is related to its diameter. And guide students to look at some "flowing circles" and think about how to measure the circumference of these circles, thus paving the way for the next step to derive the formula of circle circumference.
(4) Derivation of perimeter formula.
Because the forehand, brain and eyes are used together, the key "л" in the derivation of the formula of circumference is quickly discovered by students. In the process of continuous exploration and discovery, students' self-confidence is gradually enhanced.
2. Strengthen mutual cooperation and exchange, give full play to the advantages of cooperation, and let students express themselves in cooperation.
In mathematics teaching, we should strengthen discussion and cooperation. For example, in the previous circumference measurement class, if the group cooperation is adopted, it can not only save time, but also help to cultivate students' cooperative spirit. In the rolling measurement, the speed and accuracy of two people's cooperative measurement are obviously improved. In the process of group cooperative learning, students often dare to speak their immature ideas for your reference, which is helpful to help students understand other people's methods and ideas, express their own views in time, make everyone's ideas more correct, concrete and convincing, and also help students to be more confident in their own ideas. For example, in the previous "circumference" measurement, a student used the folding method to calculate the circumference by folding the circle into sixteen identical small sectors and measuring the arc lengths of the small sectors. According to similar results measured by other students in different ways, he determined that this method was correct.
In short, in teaching, strengthening mutual cooperation and communication and allowing students to express themselves in cooperation will not only help students complement each other, but also help students learn to cooperate, discuss and strengthen communication, enhance their overall awareness, give play to their innovative ability and fully express themselves in the overall awareness.
3. Carefully design exercises, develop training thinking, and let students express themselves in exercises.
A large number of individual exercises will only enable students to master some simple and inflexible knowledge, which is not conducive to students' development at all. Without practice, what they have learned will not be consolidated and developed. This requires teachers to work hard on the word "precision" in the design of exercises in teaching, so as to cultivate students' self-confidence and innovation ability. For example, when reviewing the characteristics of numbers divisible by 3, design an open question "34□?" Fill in a few words divisible by 3 and review all the knowledge you have learned in one question. And because there are many answers, children at all levels can answer them and are willing to express themselves, so as to find out some rules (for example, you can fill in any number of 2, 5 and 8 in □), which is undoubtedly a new breakthrough. For example, after learning the circumference, let students go out of the classroom to measure the circumference of flower beds and tree trunks and calculate their circumferences, which will not only help students apply what they have learned, but also help them understand that life cannot be separated from mathematics, thus establishing the belief of learning mathematics well.
Third, create a frustrated exploration process and practice a test to build self-confidence.
Success is one of people's basic needs. For growing pupils, success is very important for them to establish self-confidence. Therefore, teachers must believe in every student and believe that they will succeed through their own efforts. If you give up a student, it means that you have lost the inherent innovation potential of this student and let them lose the opportunity to strive for success. Of course, before making students "successful", we should also let them experience setbacks and let them understand that failure is the mother of success. Then they will not be discouraged or give up when they encounter real difficulties in the future. With self-confidence, you will face difficulties, face difficulties and move towards victory. Let them develop a spirit of perseverance and unremitting progress in the process of experiencing failures and setbacks. For example, in the teaching of the law that fractions become finite decimals, students can be observed first. Through observation, some students soon found that whether it can be converted into finite decimals is related to the denominator. They think that as long as the denominator is a fraction of integer 10000, it can be converted into a finite decimal. At that time, I didn't directly affirm or deny it. Soon, some students raised objections-for example, scores with denominators of 10, 50 and 100 are ok, but scores with denominators of 30, 70, 300 and 1 100 are not. At this time, I commented on the two opinions in time and encouraged students not to be discouraged and continue to explore independently. After many twists and turns, the students finally found the law excitedly.
Through exploring and feeling the joy of students' success, I understand a truth: making students successful is not only conducive to their physical and mental development and the cultivation of their interest in learning, but also conducive to their self-confidence and indomitable spirit.
In a word, it is one of the teaching goals that every teacher must adhere to to to establish students' self-confidence and then cultivate their innovative spirit. Children are children of school, parents and society. The child is still young and fragile inside. To truly establish children's self-confidence, we need the joint efforts of society, schools and parents. Let's join hands to cultivate our lively, confident and innovative next generation.