With the deepening of curriculum reform, the new curriculum concept and classroom teaching practice are gradually merging, gradually changing the situation centered on teachers, classrooms or teaching materials, promoting the development of students' innovative consciousness and practical ability, and making substantial changes in students' learning. So, how to make students actively explore in class? Let's talk about some experiences and practices based on my teaching practice.
Provide students with explorable materials and explorable learning content.
In classroom teaching, it is impossible for most students to consciously explore and solve mathematical problems, and it is impossible to have smooth sailing. Teachers must strive to provide students with materials and learning contents that can be explored, so as to guide students to actively explore in class. First of all, students should make clear the content and goal of exploration and determine the appropriate exploration space. The knowledge space for students to explore should not be too small or too large. If the knowledge space of inquiry is too small and the answer is within reach, it will lack the meaning of inquiry and affect the enthusiasm of students. If the knowledge space of inquiry is too large, students will be at a loss, unable to achieve the purpose of inquiry at all, and will also dampen students' confidence in inquiry. For example, when teaching "Year, Month and Day", guide students to start with the calendar and explore the relevant knowledge of the year, month and day. If you ask a student, "Look at your calendar and see how many months there are in a year?" This kind of inquiry space is obviously too small, and students will know it as soon as they count it, which is meaningless. If you say, "Look at the calendar, tell the other person what knowledge you found on the calendar and see who found the most." The content of this inquiry is more appropriate. For example, when teaching pi, if we ask students, "Please study, what is the relationship between the circumference and diameter of a circle?" This kind of inquiry content is obviously too large, which makes students feel at a loss and don't know where to start. If we ask students, "Please make some circles and try to measure the circumference and diameter of these circles to see what the ratio of circumference to diameter is." This kind of inquiry content is more suitable, and students are interested in knowing the hidden mysteries and how to explore them.
Second, provide students with a good learning background and exploratory learning situation.
In classroom teaching, teachers should combine teaching content with students' learning, create a good learning background and exploratory learning situation, so that students can better construct the meaning of knowledge in the broad background of mathematics knowledge, feel the close connection between mathematics and real life, and appreciate the value of mathematics, so that students' mathematics learning activities can truly become an innovative process explored by themselves. For example, when teaching "the meaning of percentage", students can create such a learning background: "There are three workers' masters, A, B and C. For every 25 parts processed, 23 times, B processes 20 parts, 65,438+09 times, and C processes 50 parts, 47 times. If there were a batch of parts to be processed by one of the masters, who would you choose? "Through exploration, let students realize that this practical problem can actually be transformed into a mathematical problem of' who wants to pass high'. For another example, when teaching "the basic nature of fractions", I consciously provide students with the following inquiry learning situations: at the beginning of class, I took a bundle of 36 extra-curricular books and walked into the classroom calmly. Students are guessing: the teacher asked us to read extracurricular books in this class. So I pointed to this bundle of extra-curricular books and said, "I want to give these thirty-six extra-curricular books to three groups, asking the first group to get one-third of this bundle of books, the second group to get two-sixths of this bundle of books, and the third group to get three-nineths of this bundle of books." Please tell me whether this division is reasonable. Who gets more? Who gets less? Is the result finished? "The creation of such questions has stimulated students' enthusiasm for thinking, and inquiry activities immediately appeared in the classroom. Some students drew line drawings according to their own ideas, some students tested them for a while, some students frowned and thought for a while, and the students were full of interest and smiled as well. At this time, the students are confused again. Why so many? Finally, after guiding and exploring, the "basic nature of score" is obtained.
Third, let students learn actively and experience the formation process of knowledge.
The standard clearly points out that "hands-on operation, independent inquiry and cooperative communication" are important ways for students to learn. Therefore, the process of students' learning knowledge is a process of active construction, and teachers are only the organizers and instructors of the teaching process, but also the helpers and promoters of students' constructing knowledge meaning. Teachers should look at students from a developmental perspective and believe that every student can study independently. In order to realize students' autonomous and constructive learning, teachers cannot tell students the ready-made methods and conclusions, nor can they personally explain the formation process of concepts, the derivation process of formula laws and the search process of method laws. Only when students really participate in activities, observe, experiment, guess, verify, reason, reflect and communicate can they complete the process of knowledge construction. For example, when teaching "Understanding Objects and Graphics", teachers organize students to operate in groups and classify the objects in the box (cuboid and cube cartons, beverage cans, Rubik's Cube, etc. ) According to their shapes, then ask the students to touch the surface of the objects and tell them what they feel. What are the faces of cuboids and cubes? What is the face of a cylinder? What will happen if students roll these objects on the table? Why? By touching, speaking, feeling, experiencing and discovering what changes have taken place on the surface of these objects, students can fully perceive and experience the process of building new knowledge and realize "re-creation". In the process of guiding independent inquiry, we should encourage and guide students to ask questions, explore and solve problems by themselves, and cultivate students' consciousness and ability to question and ask difficult questions.
Fourth, pay attention to the humanistic value of the classroom and embody the humanistic spirit.
Humanistic spirit is the comprehensive embodiment of people's own rationality, emotion, will, psychology, self-cultivation, outlook on life and values, and has the functions of driving, guiding, maintaining, regulating, controlling and strengthening people's learning. To cultivate students' humanistic quality, in teaching design, we should strive to create an environment conducive to the development of students' personality, provide opportunities for activities, exchanges and exploration, help students discover their own values, and promote the comprehensive and harmonious development of their intelligence and personality; In classroom teaching, we are good at developing students' curiosity and intelligence, stimulating their desire for success, cultivating their learning spirit of being willing to explore, not afraid of difficulties and making progress, and forming their healthy personality; Combined with the teaching content, fully tap the emotional factors in the teaching materials and stimulate students' emotional response to the teaching materials. For example, when teaching Understanding of Time and Minutes, I was not satisfied with the general indoctrination and superficial imparting of knowledge, but fully helped students to explore the emotional factors contained in the textbook through exploration, so that students' knowledge, ability and emotion could develop harmoniously. In classroom teaching, students are allowed to operate their own learning tools and pull one on the clock. How many things can you do? Let students learn to cherish time and appreciate the value of life; When consolidating exercises, I instruct students to make their own "one-week life time cards". Through the production, students' practical ability is cultivated, students' interest in learning is stimulated, and the consciousness of active exploration is highlighted.
In classroom teaching, there are only correct ideas, but there is no fixed model and standard answer on how to make students actively explore in the classroom. In short, only when students' innovative consciousness and practical ability are regarded as the soul of inquiry learning and everything is based on students' development will our classroom be full of vitality.