Teachers should not focus on what to teach, but should pay attention to the changes of learners' mentality (that is, mood and motivation). The goal of education is for teachers and students to * * * enjoy the life course and * * * create life experience; Cultivate people who are positive and happy, adapt to the changes of the times and have a healthy mind.
The development trend of mathematics teaching in primary schools is from closed to open. Mathematics curriculum standard points out that the ways of learning and teaching must be open and diverse, and openness is an important principle of classroom teaching evaluation. It requires classroom teaching to do: first, stimulate students' learning vitality in teaching, constantly stimulate students' desire to explore, discover, imagine and express, and keep students' thinking and mentality open. The second is to create an open teaching situation conducive to students' development through teaching time and space.
Expansion and change, diversification of teaching evaluation methods and multi-directional communication between teachers and students have created an open learning space for students and stimulated their learning vitality. Third, we should not stick to textbooks and teaching plans, fully consider the diversity and variability of students' learning activities, and constantly adjust the teaching process through the feedback of students' various information to promote the healthy and harmonious development of students.
Broadly speaking, open teaching can be regarded as large-scale classroom learning, that is, learning can be carried out not only in the classroom, but also through online learning. In a narrow sense, open teaching can be said to be classroom teaching in schools. As far as the subject matter of classroom teaching is concerned, it can come from textbooks, life and students. As far as classroom teaching methods are concerned, that is, through individualized treatment of teaching materials in the teaching process, teaching methods are flexible and diverse, and "exploratory" and "research" methods are adopted in teaching methods to guide students to actively explore, learn and acquire knowledge; As far as classroom examples or exercises are concerned, open teaching should be reflected in open questions such as open answers, open conditions and comprehensive open questions. As far as the classroom teacher-student relationship is concerned, it requires teachers to be both instructors and participants; Attach importance to both teachers' guidance to students and teachers' absorption of nutrition from students' study. In short, open teaching can provide more opportunities for each student to participate and succeed, so that each student can develop through participation.
First, the basic structure of the new open teaching of Number and Algebra
In the previous calculation teaching, students lost their initiative in learning. Teachers often regard students as computing machines, pay too much attention to repetitive mechanical training, pay attention to computing ability, and require students to calculate correctly and quickly, thus making students lose interest in computing.
The open teaching method has been recognized by more and more teachers. Open teaching aims to enable students to actively explore, discover and acquire knowledge.
Create problem situations, carefully design exercises, and guide induction.
Stimulate the desire to explore, guide the implementation of teaching students in accordance with their aptitude and expand their thinking.
Create a situation, guide participation, consolidate the algorithm, sum up experience, and sum up.
Stimulate interest, explore algorithms, deepen and improve expansion, extension, migration and development
Explore the initial perception problems, apply new knowledge, and sort out feedback.
Expand the application of problem-solving methods in the communication that causes cognitive conflicts
Second, the open teaching strategy of the new teaching of Number and Algebra
1, create a situation to stimulate interest
Situation refers to the specific atmosphere full of emotion, beauty, vivid image and philosophy created by teachers through various means in teaching activities. It is a teaching environment in which emotion and cognition promote each other. His creation affects students' learning mood and interest, thus affecting students' enthusiasm for participating in learning activities. In teaching, we can try our best to create such a situation and create a good learning atmosphere, which is more conducive to students' learning activities. Interest is a psychological characteristic that a person tends to know, master something or participate in such activities. When people are interested, they will show positive emotional attitude towards this kind of thing or activity, and are willing to explore and accept it, which is a great motivation for students' learning activities. In our actual teaching, we can see that students who are interested in learning are more active and persistent than those who are unwilling to learn but unwilling to learn, and often learn better. Especially in the teaching of computing course, the previous teaching of computing course is often boring, and it is difficult for teachers to get up and mobilize students' enthusiasm. Students' learning is also a kind of repeated mechanical practice, which forms skills, thus losing the real role of computing courses and losing interest. Modern computing class should change the defect of focusing only on computing. We should attach importance to students' computing ability, at the same time, we should pay more attention to students' thinking training and cultivate students' feelings about mathematics. Therefore, we should create a good situation as much as possible and try our best to stimulate students' interest in learning. This can fully mobilize students' learning enthusiasm, enable students to effectively acquire knowledge and cultivate emotions in a relaxed and happy teaching atmosphere, and at the same time maintain a positive attitude to participate in learning.
The creation of situations is not just random. According to the teaching objectives, teaching content, students' actual life and existing experience, it should be skillfully set. Teachers can create such a situation through language description, physical demonstration, slide show, painting reproduction, music rendering, multimedia computer demonstration and other means to stimulate students' learning mood and interest. Therefore, students' psychology is in a state of "I want to study", which stimulates their desire to explore actively and prepares them psychologically for better study in the future. In the first period, children's direct interest is dominant, and their thinking is mainly intuitive. Therefore, we should create vivid, interesting and intuitive situations as much as possible. Through these situational designs, students can realize that there is mathematics everywhere in their lives, let them feel the close connection between mathematics and real life, enhance their confidence in learning and applying mathematics, and then mobilize their enthusiasm and interest in learning.
2. Guide participation and explore algorithms.
Guiding students to actively participate in and experience the learning process is the core of students' independent exploration. In teaching, teachers should fully mobilize students' enthusiasm, initiative and creativity, provide students with sufficient learning materials, provide appropriate time and space, and urge students to participate in the learning process to the maximum extent. Really let students move, play the role of various organs, and highlight students' autonomy.
The so-called inquiry refers to all the exploration and research activities carried out by students around the learning content, learning objectives and their own guesses. It is a way of learning highly praised by contemporary educators. Students should start to explore from "trying", and psychological research proves that "trying" can effectively stimulate students' interest in learning and thirst for knowledge; Trying can make students form the spirit of daring to explore and try. In the teaching of computing course, these seem impossible and have no foothold, but as long as our teachers have new educational ideas and are good at innovation, this is not a problem. We can reasonably organize teaching materials and change teaching methods, and we will definitely find their key points.
In teaching, according to the situation created above, students can speak freely and put forward their own opinions to see what math problems they can ask, and then sort out the questions raised by students themselves, and choose the problems closely related to the teaching content and teaching objectives of this class as the objects of students' study and research in this class. On the basis of asking questions, organize students to make bold algorithm guesses and answer guesses. Some of these guesses may be right, some may not be completely right, and some may not be right at all. But it doesn't matter. It is important for students to know how to guess, which is also a way for us to learn mathematics. After students guess the algorithm, we can choose several representative methods as the objects of inquiry. Let students practice, explore and solve problems by themselves.
On the basis of students' independent inquiry in the past, let students actively participate in group activities and discuss and exchange their own inquiry in the group. While discussing and communicating, students can appreciate the diversity of problem-solving methods and receive innovative education. Of course, all this is carried out in a certain situation, that is, students participate in various games, performances, singing, listening to music, talking, operating, cooperation and other activities, so that they actively engage in various intellectual activities in a specific atmosphere, learn imperceptibly, and think with emotion in activities. In this way, students can acquire new knowledge and develop in communication.
3. Consolidate the algorithm and deepen the improvement.
The new curriculum standard clearly puts forward that mathematics has the function of survival. Mathematics learning itself is a pleasant thing, but long-term exam-oriented education has obliterated its interest and made mathematics dull. The chief culprit is the repeated mechanical practice, which makes students lose interest in mathematics and produce weariness, thus making students lose part of their viability. Because of this, we should make bold reforms in practice. There should be no complicated, unfamiliar, difficult and biased questions in the exercise, and the number of questions should not be too much; Practice content should be combined with students' real life and practical experience as much as possible; The forms of practice should be diverse; Practice design should be interesting and make students willing to participate.
4. Sum up experience and expand.
After the above activities, students' knowledge is often scattered and incomplete. We must guide students to sum up and integrate them into their existing knowledge system, so as to make students' own knowledge scientific and rigorous, facilitate the formation of a mathematical system, and enable students to truly master it. Therefore, in teaching, we can discuss and communicate with the whole class on the basis of students' group discussion and exchange, and sum up in the discussion and exchange. It is worth noting that the summary is not the teacher, but the teacher who guides and organizes the whole class to summarize themselves.
The new mathematics curriculum standard clearly puts forward that "everyone should learn valuable mathematics". What is valuable mathematics? Simply put, it is useful mathematics. In the final analysis, whatever you learn, the ultimate goal is to apply it to your own life. Although the 40-minute class is over, it is far from over for students. Students should apply these knowledge and methods to their real life, see what practical problems these knowledge and methods can help them solve, and use them to solve these problems. This is the foundation of learning.
In the teaching of mathematical calculation of number and algebra in primary schools, the old teaching mode and method should be changed to make the calculation class as lively and interesting as possible. Therefore, we should try our best to create situations to stimulate students' interest in learning mathematics, so that students can ask questions in specific situations and solve problems through independent inquiry. Learn to cooperate in inquiry and learn to innovate in inquiry. Finally, apply what you have learned to real life, use it to solve practical problems in life, and truly embody various functions of mathematics.
Third, the new teaching cases of open teaching of Number and Algebra
(Excerpted from the teaching design of "The Remainder of 10 minus 9" by Liu Dehong, the teaching and research section of Sheyang Education Bureau, Jiangsu Province,No. 1 1, 2003).
Teaching content: The example of "Try it" on page 80 of the textbook of compulsory education curriculum standard mathematics experiment published by Jiangsu Education Publishing House, and the exercise of "Think about it and do it" on page 8 1.
Teaching emphasis: through hands-on practice, independent exploration and cooperation and exchange, let students master the calculation method of ten MINUS nine.
Teaching difficulty: understanding the algorithm of ten MINUS nine.
Teaching objectives:
1, so that students can experience the process of putting forward and solving problems from the actual situation, understand the calculation method of more than ten MINUS nine, and correctly calculate more than ten MINUS nine.
2. Gradually cultivate the consciousness and ability of inquiry and thinking in observation and operation, attach importance to the diversity of algorithms, and develop innovative consciousness and flexibility of thinking.
3. Strengthen communication on the basis of independent thinking, experience the happiness of cooperation with peers, cultivate the awareness of cooperation and communication, and improve self-confidence in learning.
Teaching process:
(A) create a situation to stimulate interest
(Courseware presentation) The monkey boss shouted: "Sell peaches! Sell peaches! Sweet and fragrant peaches, come and buy! "
Q: What do you know? Students may answer, I know there are 13 peaches in front of the monkey. )
(Showing courseware) Little Rabbit comes up and says, "Mr. Monkey, I'll buy nine."
Question: What questions can I ask? How much is left in the request? How to calculate?
(2) Guide participation and explore algorithms.
1, students think independently.
What is 13-9? Children can look at the picture and think about it, or they can put a small disk instead of peaches.
2. Intra-group communication.
3. Communicate with the whole class.
According to the students' communication, the camera demonstrated the process of taking peaches with courseware. Students may have the following situations:
(1) Take one, take nine, and there are four left.
(2) Take three outside the box first, and then take six inside the box, so that one minus nine leaves four.
(3) Take out nine from the box, and the remaining 1 and the three outside add up to four.
(4) Because 9+4 = 13, 13-9 = 4.
(5) Remove 10 from 13, and then add 1 and 3 to get 4.
(3) Consolidate the algorithm and deepen the improvement.
1, please do the following two questions in your favorite way:
12-9=( ) 16-9=( )
Ac algorithm.
2, guessing game: think about doing the problem of 1
3. Practice in problem groups. (Think about doing the second question)
9+2=( ) 9+5=( ) 9+9=( )
1 1-9=( ) 14-9=( ) 18-9=( )
4. Little ants push wooden blocks (think about doing the third question).
See who helps the little ant push fast and accurately?
5. Think about doing the fourth question.
(1) student calculation.
(2) Compare the similarities and differences of each question, feel the connection between them, and realize the number calculated by adjacent formulas.
Students may answer:
These topics are all more than ten MINUS nine (blackboard title: more than ten MINUS nine).
The number before the minus sign in these topics is 1, that is to say, the number after the minus sign is 1.
……
6. Blow out the candles.
(1) Show pictures of birthday cakes and play music.
(2) What do you know after reading the picture?
(3) According to this picture, what formula can you list?
Guide the students to list different formulas according to the meaning of the pictures.
(4) Summing up experience and expanding influence.
1. Let the students summarize what they have learned in this lesson and talk about their own experiences and gains.
2. How did the rabbit buy eight peaches, so how many are left? Can you solve it in the way you learned today? I believe you can do it!
Based on the new teaching concept, this course changes the way of teaching and learning, creates problem situations, stimulates the enthusiasm of inquiry, guides hands-on operation and independent exploration, organizes students to communicate widely, presents diversified algorithms, and cultivates innovative consciousness and thinking flexibility. This kind of teaching really allows students to experience the process of asking and solving problems in actual situations, gain the experience of successful exploration, and establish confidence in learning mathematics well. )