First, take students as the main body and return the classroom to students.
After teaching, colleagues often talk about the same topic, that is, fewer and fewer students have questions and fewer and fewer students usually ask questions. There are even many students who don't ask the teacher a question all the year round. The students have no doubt. Do they really understand? If you know them carefully, you will know that they still have many problems that they don't understand or seem to understand. When we think about it carefully, we can easily find that our teacher talks too much in class. On the one hand, it is under the pressure of further education. We teachers are inevitably eager for quick success and instant benefit. The pursuit of short-term effect, the pursuit of students' scores and the full irrigation of knowledge make students become pockets full of knowledge; On the other hand. Some teachers think that making students think is a waste of time and will delay the teaching progress. Therefore, we simply "deprive" students of the time they should think, and only think about how to successfully complete the teaching task every day, and talk about each class with wishful thinking. But what the teacher says is not necessarily what the students want to hear most. The most terrible mistakes of schools and teachers. It is to put the students' main energy into passively mastering knowledge. "Learning without thinking is useless". The students are studying, and some of them are even very diligent and hardworking, but they are eager to learn. This is rote learning.
In class, our teacher talks too much and takes up a lot of time, leaving less time for students to think. Over time, students' thinking becomes inert. Can't think. Therefore, in class, what teachers should do is not to talk more and speak thoroughly, which will bind students' thinking invisibly. We should try to talk less and try to be precise. And leave more time and space for students to stimulate their enthusiasm and interest in learning. Cultivate their thinking ability. Therefore, we teachers should start by changing the concept of education. Make classroom teaching change from "centered on teaching materials and teaching plans" to "centered on the needs of students' understanding and development". From studying "teaching students" to studying how to "let students learn by themselves" to help students master thinking skills. In the classroom, teachers should carefully design some targeted questions, leave room for students to think, guide students to think, and even leave suspense for them to explore. Let them get out of simple knowledge memory, but be good at association, dare to judge and dare to create. So as to learn to learn. For example, when teaching "axis symmetry", we can first ask the question in the introduction: "We should build a pumping station by the river. Send water to Zhang Cun and Lizhuang respectively. Where can the water pump station be repaired to make the water pipe use shortest? "Let students think positively, discuss with each other and try to solve them. Although this kind of teaching may take a lot of time, sharpening the knife does not mistake the woodcutter. Vivid and concrete perceptual materials act on the students' brains, which promotes the positive activities of the brain, gradually rises from perceptual knowledge to rational knowledge, and not only gains knowledge but also develops students' thinking ability. Therefore, in teaching, we should be willing to "waste time", create appropriate "problem situations" for students, put them in the atmosphere of studying new and unknown problems, return the classroom to students, let them practice and improve their thinking ability in the dynamic process of asking questions, thinking about problems and solving problems.
Second, carry out rich classroom activities. Give students a chance to think.
In our mathematics teaching and learning, it is normal to encounter problems. As a teacher, we should strive to create a democratic, relaxed and pleasant classroom atmosphere, enthusiastically encourage every student, eliminate their timidity and dependence, and stimulate their desire to think. Let them actively participate in classroom teaching activities. For example, when learning the triangle trilateral relationship, I asked the students to prepare five sticks with the length of 40cm, 30cm, 20cm, 20cm and 10cm after class, and let them take out three groups of triangles at will. As a result, some students were released. And some students didn't let it out, so actively guide students to think and discuss: Why didn't mine come out (or why did mine come out)? Various phenomena in the operation naturally attract students' attention, and at the same time encourage students to actively think and participate in learning. After giving students enough time to think, I let them express their opinions. Because there are any three sticks, the students think about the length of the three sticks. Then ask questions, think about problems, discuss problems, and finally come to the conclusion that the sum of any two sides of a triangle is greater than the third side or the difference between any two sides is less than the third side. Creative classroom teaching centered on "learning activities" Push students from the position of passively accepting knowledge to the front of actively exploring and acquiring knowledge, so that students can learn thinking methods in the process of participating in activities. In the process of questioning, thinking, discussing and solving doubts, I enjoyed learning and developed my thinking ability.
Teachers should not only teach students knowledge. We should also teach them the key to the treasure house of knowledge. In short, in order to help students take off successfully. We should give full play to students' main role, let them develop good thinking habits, learn to think and learn to learn, so that students can benefit for life.