In today's teaching field, there are also many teachers who regard preview as unnecessary preparation and a burden on students. They didn't really make full use of the preview. Although some teachers use this link, they are also perfunctory. They always think that they should listen carefully in class to ensure the efficiency of 40 minutes. There is a lot of homework after class. How can students have time to preview? In fact, these teachers have not really realized the importance of preview. The ancients said, "sharpening a knife does not mistake a woodcutter." For students, preview can enable them to take the initiative in the learning process and embody the spirit of "student-centered". Students can fully understand the knowledge points in the textbook through preview, and they will certainly encounter many problems. They can take these questions to class, which will enhance their interest in learning and enable students to successfully master the difficulties in teaching. From the teacher's point of view, because students preview in advance, teachers can speak more fluently, because students generally understand the teaching content and the classroom atmosphere is more active, which can smoothly promote the completion of teaching tasks and improve teaching effects.
So how can we guide students to prepare well? Based on more than ten years' teaching practice, the author talks about some points that should be paid attention to in guiding students to preview.
First, correct learning attitude as a teacher bears the brunt, we should correct the preview attitude and take preview as a necessary link before teaching. Therefore, first of all, we should guide students to correct their preview attitude and make clear their learning objectives. Preview can be carried out in class or outside class, but most preview is more suitable for outside class. Preview after class helps to cultivate students' awareness of learning. Instruct students to study more, be less perfunctory, be more realistic, be less grandiose and be more down-to-earth. Only by correcting the attitude of preview can students be interested in preview, preview effectively for a long time and persevere, instead of skimming and doing homework in order to complete the preview task.
Second, clear preview requirements to cultivate students' preview habits, relying solely on students' interests is not enough. Of course, the preview of each subject is different. As far as mathematics is concerned, teachers should give students a preview direction, don't let students be at a loss, and give them a preview model. Here, I think the requirement of preview is: 1, and preview must be closely related to the content of teaching materials and the reality of students.
2. If students want to develop the habit of previewing, they should be stimulated to preview their interest, so the preview questions designed should reflect their interest, stimulate students' thirst for knowledge, and enable them to explore problems actively.
3. Preview requirements should be suitable for students' understanding level. If the requirements are too low and the quality of the expected results is lower than the students' understanding level, students' interest in learning will be resisted. If the requirements are too high, students will have no way to start, that is, there is no requirement. For example, in the teaching of finding the vertex coordinates of parabola in volume 26. 1.4 of the ninth grade of People's Education Press, students can first recall the matching method in solving the quadratic equation of one variable, and then let them try to find the vertex coordinates of some parabolas with relatively simple structures by using the matching method, which will greatly enhance students' interest in learning and lay a good foundation for the upcoming teaching. In a word, the requirement of preview can neither make students answer without thinking, nor confuse them.
Third, the method of teaching students to preview because of the characteristics of math class, most students below the average find it difficult to preview their thinking, or preview can only be read in general, without in-depth and detailed exploration, and the effect of preview is that students can only look back at the book first, so that nine out of ten students can't answer when they check in class, which shows that the classroom atmosphere is boring, students lack initiative in learning, and the whole classroom has become a traditional style in which teachers speak and students listen. To this end, I designed four preview notes for students: (1). What is the connection between the knowledge in this section and the previous knowledge? In other words, preview should combine relevant old knowledge and guide students to summarize and compare old knowledge. The combination of new lessons and old lessons can help students master the ins and outs of new knowledge and learn new methods to solve mathematical problems. For example, in the preview of Chapter 11 "The Nature of Equilateral Lines of Angles" in the first volume of the eighth grade of Mathematics published by People's Education Press, students can find that the nature of the bisector of angles in this section is closely related to the proof knowledge of triangle congruence. Students naturally review the related theorems to prove triangle congruence in preview. This review is helpful for students to know more clearly the difference and practice between the nature of angular bisector and triangle congruence, and to deepen their understanding and application of the nature and judgment of angular bisector.
(2) What is the main content of this section? What do you think are the key and difficult points? That is, let the students understand word by word, mark the key points with a pen and understand, so that the teacher saves the introduction of this section of knowledge. At the same time, students can grasp this piece of knowledge as a whole, overlook knowledge from a certain height and master new knowledge.
(3) Do you understand this example? Is there any other way? In other words, the examples in each class are often typical. In preview, teachers should ask students to do examples again to deepen their understanding and application of new knowledge. If the example is wrong, students should think about where they made the mistake and why. At the same time, there are other solutions to the example. The teacher asked the students to find the best way and method to solve mathematical problems through the continuous exploration of examples.
(4) How to solve the exercises after class? That is, teachers ask students to solve after-school exercises according to their own understanding through preview. In this link, students may make many mistakes in the problem, or they may not be able to use new knowledge to solve the problem. However, teachers can let students find their own mistakes and shortcomings in classmates' communication and teachers' comments, and correct the mistakes in the preview notes.
In short, teachers should pay attention to students' understanding level and gradually improve their requirements when carrying out the above steps, so that they can feel "jumping up and picking peaches", feel the fun of learning in preview and improve their ability to ask, analyze and solve problems.