Establish a harmonious relationship between teachers and students
Create an atmosphere of inquiry
The quality of teaching environment directly affects students' interest and desire in learning. Therefore, establishing an equal, democratic and friendly teacher-student relationship and creating a harmonious and relaxed classroom atmosphere is the premise for students to actively explore, which requires teachers to open the teaching environment, optimize the teacher-student relationship, return the classroom to students, and return the autonomy to students. Encourage students to learn mathematics by themselves, encourage students to think and explore independently, express their independent opinions, dare to argue with their peers and teachers, and create a positive, natural and harmonious atmosphere for inquiry.
Create an effective environment
Stimulate the desire to explore
"The art of teaching is not to impart skills, but to inspire, awaken and inspire." This is the essence of teaching. Creating some story situations for students properly in mathematics teaching can not only attract students' attention, make them acquire knowledge unconsciously, but also stimulate students' desire to explore.
Through this interesting story, students' interest in learning mathematics has been greatly improved, students' subjective initiative has been greatly brought into play, and students' active thinking has been promoted, and their creative potential has been developed. This problem situation aroused students' interest and thinking, aroused students' strong desire to explore, enhanced students' ability of sustainable development in learning mathematics, and enabled students to enjoy the joy of learning mathematics knowledge, thus truly improving the effectiveness of classroom teaching and realizing the long-term effectiveness of mathematics learning.
Setup problem
Let students acquire new knowledge through independent inquiry.
"Doubt is the beginning of thinking and the end of learning." Einstein once said that it is more important to ask questions than to solve them. Although primary school students have rich imagination, they lack knowledge and experience, and their ability to find and ask questions is not high, so it is difficult to grasp the essence of things. Therefore, according to the specific teaching conditions, teachers should strive to create problem situations, eliminate the psychological obstacles for students to ask questions, stimulate students' curiosity about questions, provide opportunities for asking questions as much as possible, and teach them the methods of asking questions. For example, grasp the key points, difficulties and key points of knowledge and question the connection between old and new knowledge; Grasp the problems that you don't understand or seem to understand, and put forward your own unique opinions. So as to guide students to learn to question and question boldly, and make the teaching process of "solving doubts with doubts" become a knowledge process of students' independent participation and active exploration, thus cultivating students' ability to find and solve problems and prompting students to master the methods of autonomous learning.
Doubt is the need of learning, the source of thinking and the cornerstone of creation. No problem, no human creation. In teaching, presenting mathematical knowledge through real and challenging problem situations is easy to make students have the desire to explore and various personalized understanding experiences. When students' problem-solving strategies are different, teachers can guide students to analyze and compare, so that students can find the best method in the process of full discussion and mutual communication, taste the sweetness of learning, and enable students to acquire new knowledge in independent inquiry.
Strengthen interactive evaluation
Promoting students' development in cooperative inquiry
The "newness" of the new curriculum is reflected in students' active participation in evaluation, and the organic combination of teacher evaluation and student evaluation. Through peer evaluation and group evaluation, we can expand the evaluation space, return the right of evaluation to students, and highlight the main position of student evaluation. In this process, teachers should give full play to the role of "guiding evaluation" and teach students evaluation methods in combination with teaching practice, so that students can better understand themselves, improve themselves and improve themselves.
Students' evaluation of students is closer to their real life. They have their own ideas, opinions and interesting evaluation language for children. The evaluation between students is mutual respect, which can make them learn to listen and cooperate, so as to participate in learning more actively. Students no longer revolve around the teacher's baton, but have their own strong desire to learn and participate. Students' participation in evaluation is conducive to the formation of a democratic atmosphere and a competitive and studious learning environment among students. Therefore, in the classroom teaching, try to mobilize the enthusiasm of students to participate in the evaluation, so that more students can participate.
In short, in primary school mathematics classroom teaching, teachers should give students the right to learn, give them more time to think, leave the process of doing to students, guide students to actively explore and cultivate their independent inquiry ability.