First, create a harmonious teaching situation and an active classroom atmosphere.
Rogers said: "The general conditions conducive to creative activities are psychological safety and psychological freedom". Cognitive psychology also points out that positive emotional experience can make students have a positive impact on learning. A large number of practices have also proved that creating a democratic and harmonious classroom atmosphere is the premise to promote students' active participation in the learning process. In teaching, teachers should regard "teaching" and "learning" as the process of "understanding" and "communication" between teachers and students, and should emphasize mutual listening between teachers and students. In class, teachers should respect, understand, trust and care about every student, and treat students as friends or peers in teaching activities. When students have a sense of intimacy and trust and cite many different methods, they immediately affirm "that's very kind of you". When students make a wrong answer, they should be encouraged to say, "Think again, the teacher trusts you. If you think about it carefully, you will be able to answer it." In teaching, teachers should often walk off the platform, listen carefully to students' opinions and communicate with them cordially. This kind of teaching makes students feel more cordial and can stimulate students' desire to explore and take the initiative to participate. Only in this way can classroom teaching be realized: everyone learns valuable mathematics, everyone can get the necessary mathematics, and different people get different development in mathematics.
Second, create a "suspense" situation to stimulate students' interest in active participation.
Students' interest is the psychological tendency of students to study selectively, actively and happily. It is the most realistic and active component of learning motivation and the driving force to promote students' active participation in learning activities. Only when students have a strong interest in learning can they enjoy the fun of learning, as the saying goes, "there is no burden under the pleasure of learning." Therefore, in the process of mathematics teaching, teachers should carefully create various teaching situations, so that students can have the need to learn, consciously explore problems and acquire new knowledge. For example, when teaching "Year, Month and Day", we guide the whole class like this: "Do students like birthdays?" The students happily replied: "I like it!" Then I asked several students, "How old are you? How many birthdays have you had? " After the students answered in turn, I said, "Classmates, how old a person is, he will have several birthdays, but when Xiao Qiang 12 years old, he only has three birthdays. Why is this? Do you want to know the secret? " The students are in high spirits and a strong thirst for knowledge arises spontaneously. At this time, I seized the students' desire to learn, introduced new lessons in time, and let the students' enthusiasm for learning run through the whole classroom.
Third, create activity situations and provide opportunities for active participation.
"Mathematics teaching is the teaching of mathematics activities." Students' learning activities should be a lively, proactive and personalized process. In this process, it is full of exploratory and challenging activities such as observation, experiment, simulation and reasoning. In mathematics teaching, teachers should be the organizers, guides and collaborators of students' learning activities. Students are the main body of learning activities. They are real masters who actively complete the meaning structure, creatively solve practical problems, and actively think and correct their own behaviors. Therefore, in teaching, according to the characteristics of primary school students' love to play games, students are brought into the situation map and participate in the game in the situation.
For example, when I was teaching "I am teaching: unit price, quantity and total price", I started with "supermarket" as the basic activity situation, and let students go on stage to buy goods. In the buying and selling dialogue, I learned and mastered the concepts of unit price, quantity and total price and the quantitative relationship between them. Then divide into groups and let the students trade independently. In the activity, the division of labor and requirements for students were clarified: customers must make up application questions orally and answer them with the quantitative relationship learned in this section; Acting as a salesman must fill in the invoice correctly according to the customer's purchase of goods. In this way, the whole class is integrated into the activity. In the activity, students should not only use their brains to do problems and calculations, but also express their intentions, which not only consolidates what they have learned, but more importantly, creates an activity stage full of life breath, so that students can live in a mathematical world and experience the infinite fun of active participation. Only in this way can students really participate in learning. In the activity, students not only learned what they wanted to learn, but also experienced mathematics wholeheartedly and had a good time, so they preferred to learn mathematics.
Fourth, create conditions for participation, so that students can actively explore knowledge.
In classroom teaching, teachers should carefully design all aspects of teaching, try their best to provide students with opportunities for operation and practice, and let students transform abstract knowledge into sensible content through hands-on, brains and mouth-opening. Guiding students to participate in the process of mathematical thinking activities is the key for students to actively participate in exploring knowledge.
(1) Participation through hands-on operation.
Piaget once said, "If you want to know an object, you must use your hands." It can be seen that it is a very effective way to improve the teaching effect by letting students operate and participate in practical activities. When teaching, I provide students with as many opportunities as possible, so that students can count, draw, pose, measure and spell, and gain knowledge actively through their own efforts.
For example, in the teaching of "triangle area calculation", I first guide students to realize that triangles should be transformed into familiar figures, and then deduce the area calculation formula, and then students can operate the learning tools. Results Most students spell out parallelograms, rectangles and squares with two identical triangles, but some students spell out rectangles and parallelograms with one triangle. Results We got the same formula for calculating the triangle area from the operation. In this way, students can not only understand and memorize formulas by themselves, but also exercise their practical ability, cultivate their innovative consciousness and fully experience the fun of success.
(2) Participate through group discussion.
In group discussion, students have more opportunities to participate. They can carry out cooperative research around a problem (usually raised by teachers), and then put forward group opinions for the whole class to discuss and exchange, and at the same time evaluate the opinions of other groups. In this form, students' enthusiasm for participation is very high, and they often show strong creativity, which is helpful to cultivate students' spirit of cooperation and sense of competition. There is no doubt that group discussion learning is indeed a good teaching method that can reflect students' autonomous learning.
For example, in the teaching of "The Basic Nature of Fractions", the teacher let the students operate first, and took out three pieces of prepared paper with the same length, which were divided into 2, 4 and 8 pieces on average, with 1, 2 and 4 pieces of shadows respectively, and the scores were used to represent the shadow parts. Then the teacher shows the following questions and organizes students to discuss: 1. Observe the calculation results and see how big the color part of the three pieces of paper is. What does this mean for the size of the three scores? 2. The comparison formula 1/2=2/4=4/8. Think from 1/2 to 2/4, 1/2 to 4/8. What did you find? 3. Think from 2/4 to 1/2, 4/8 to 1/2. What did you find? 4. Can this rule be explained by the invariance of quotient and the relationship between fraction and division? Under the guidance of the above questions, students actively participate, think positively and explore the basic nature of scores.
(3) Talk to each other at the same table and participate together.
Language is a tool of thinking. After the students operate the discussion, give the opportunity for the classmates at the same table to talk about the operation process. After the formula is derived, talk about the derivation process; When understanding the concept, let the students dictate the key words and essential characteristics of the concept; When solving application problems, talk about the ideas or methods of solving problems. For example, the more complicated methods to solve the problem of multiplication and division are: 1, find the unit "1" and determine the operation method; 2. Determine the corresponding relationship; 3. List the calculation formula; Step 4 check. It is very necessary for every student to consolidate his knowledge by talking to each other at the same table and improving his language expression and thinking ability in mutual conversation.
Fifth, strengthen participation and guidance, so that students can learn methods.
In order to give full play to students' main role, it is also extremely important to teach students learning methods and strategies. Therefore, guiding students to participate in the process of exploration and knowledge acquisition is by no means laissez-faire learning, but timely guidance, designing appropriate slopes and erecting necessary bridges to help students find a breakthrough in thinking. Teachers should not only provide students with sufficient conditions for participation, but also strengthen the guidance of participation methods.
For example, when learning the derivation of parallelogram area formula, if students master the "reduction" thinking method of deriving parallelogram area formula, then when teaching the derivation of triangle, trapezoid and circle area formula, students will subtly use this thinking method to transfer knowledge. Teachers teach students some thinking methods, and students can use this method flexibly to solve problems, so that students can gain knowledge through participation.
Sixth, create a successful situation and encourage active participation again.
In mathematics learning, let students use their brains and hands to solve problems in groups with what they have learned, so as to create opportunities for students to succeed. This kind of teaching helps students to experience the joy of learning success and participate in learning with full enthusiasm again.
For example, in the activity class of teaching "play, play", I ask students to spell out their favorite graphics with simple graphics they have learned and dedicate them to the people they like. During the activity, all the students were involved in intense activities. I affirmed and appreciated every kind of figure they spelled out, and encouraged them to spell out more beautiful figures. In this way, every student has achieved success, enjoyed the joy of success, strengthened students' learning motivation, and made students like learning mathematics more, thus constantly participating in the exploration of new knowledge.
Modern educational theory and teaching practice tell us that the quality of teaching depends on the degree of students' participation in classroom teaching. Students' active participation is an important criterion for knowledge internalization. Therefore, teachers should guide students to participate in learning activities, cultivate interest and learn methods in participation. Only when students have interest and master methods can they devote themselves to the learning process, develop their potential and personality to the maximum, and be more suitable for future study and life.