In pedagogy, educators divide students' learning styles into two types: receptive learning and discovery learning. As far as receptive learning is concerned, it mainly means that students gain experience mainly through the teaching or explanation of others, which leads to students' over-reliance on instructors and lack of independent discovery and thinking process. In this teaching process, teachers can encourage students to evaluate. Stimulate their interest in learning. The so-called discovery learning means that students acquire knowledge mainly through their own efforts and thinking. Its learning efficiency is lower than that of receptive learning, but it is of great help to students' future development, especially the improvement of innovative thinking and learning ability.
For this kind of problem, the teacher did not follow the book and solved the problem completely according to his own understanding. Instead, we should show students as much as possible, guide them, let them do it themselves, use their brains and actively explore knowledge, so that they can change the "imitation" learning in traditional teaching and turn to "creative" learning. Encourage students more, don't criticize them because of mistakes, and let students let go of their hands and feet and boldly try all kinds.
Second, criticize students and pay attention to occasions.
Although the students are young, they all have great self-esteem and face. If you criticize the whole class in the process of education and teaching, the students will definitely have resistance, and such criticism and education will not achieve good results. In fact, sometimes it is not appropriate to pull students into the office to criticize education. Under the gaze of many teachers in the office, the students are at a loss. Where can I know what I criticize education for? And sometimes, the teacher in the office will "educate" the students for you. It is conceivable that under such indiscriminate bombing, the students' mood will be like. Criticizing students can adopt the principle of proximity, just in the corridor after class or in the corner of the playground, so as to avoid the eyes of most students and set an example for them. Besides, it is worth noting that you shouldn't. There must be some problems. Teachers must be patient in seeking solutions, instead of shouting in class. You know, reason is not always loud!
Third, pay attention to students and be good at evaluation.
The so-called "learning from each other" means that teachers' teaching is inseparable from students' learning, and it also shows that teachers' teaching is based on students' learning in the final analysis, which is also compatible with the learning mode of independent inquiry and cooperative communication advocated by the new curriculum. In the following cases, students' ability has been well developed and cultivated. In the last class of "Make the cuboid bigger, the better", a math teacher showed the students such a research topic: "How to make a square cardboard into a cuboid without a cover?" This problem is not only within the ability of students, but also difficult for students to complete independently. But after the teacher asked questions, it greatly stimulated the students' desire to explore. In this case, the teacher actively guides students to do calculus while operating. After a period of time, the teacher organized students to cooperate and communicate, and went deep into each group to guide the students. Finally, the group leader collects the survey results of each student and communicates with the whole class on behalf of the group. Finally, the problem was successfully solved. Teachers take evaluation and encouragement as their main tasks. In this process, students' thirst for knowledge is greatly increased, and their enthusiasm for exploration is highlighted. At the same time, through the effective guidance of teachers, students' ability of independent exploration and cooperative communication has also been improved.
Fourth, fairness and justice, without discrimination.
The math teacher's evaluation of students should convince students that they must be fair and reasonable, not emotional, not discriminating against poor students, not favoring gifted students, not criticizing or praising students, and seeking truth from facts. Learning to be a teacher is a good example. In real life, math teachers can't be absolutely fair, but they should constantly pursue justice. In teaching, facing dozens of people in the class, if unfair, will cause students. It is particularly important that for those poor students who are not treated fairly, maybe your unfairness will distort their life values, or it may just be because your unfairness will have a lifelong negative impact on the so-called poor students. Mathematics teachers must evaluate students fairly and equally.
In the actual evaluation, students participate in teaching activities, homework, reading notes, activity reports, small production, presentation of interesting topics in chapters, examination papers, group stage results, curiosity and self-confidence, awareness of cooperation and communication, as well as habits of independent thinking, development level of mathematical thinking, development of conduct and interest, habit formation, sense of responsibility and enterprising spirit. It can also be put into a portfolio to attach importance to the development of students' potential and characteristics.