In the teaching of the new curriculum reform, we should pay attention to the all-round development of students, require students to participate in all activities of education and teaching wholeheartedly, and truly take students as the main body. Therefore, the "open" teaching mode came into being. It is the main form of classroom teaching, which requires students to participate in multi-directional thinking, acquire, consolidate and deepen knowledge independently through exploration from different angles, develop thinking and cultivate innovative ability in the whole process of participation.
First, open learning environment, activate students' creative thinking
An educator once said: "In terms of educational effect, it is very important to look at the relationship between teachers and students." Indeed, teaching is the cooperation between teachers and students. Real cooperation should be based on equal and democratic teacher-student relationship, and intimate and harmonious teacher-student relationship is the catalyst for students to study hard. Therefore, as a teacher, we should first dare to get rid of the traditional bad habit of "teaching dignity", love every student, respect, trust and understand students, make friends with students, take students as teachers, and be less accused and more encouraged. Only in this way, students are willing to get close to teachers, communicate with teachers, like the classroom atmosphere built on the cornerstone of democracy, and actively participate in classroom learning.
For example, after teaching the content of "knowing dozens of sheep", you should do the practice of "counting how many sheep there are". There are dozens of sheep standing around in the picture. There must be some way to accurately count the number of sheep. I didn't rush to guide, but asked, "Students, how do you want to count?" Student A said, "I want to count them one by one in order. If the east and west are randomly counted, the counted sheep are mixed with the uncounted sheep. " Student B said, "You can draw a circle every ten sheep, so that the counted sheep will not be mixed with the uncounted ones. One circle represents ten, and several circles are dozens." Student C said, "You can draw a line on the counted sheep, so that you can also know which sheep have been counted and which sheep have not." ...... Open guidance broadens students' thinking at once, and they say many different numbers. I asked them to count the sheep according to their own method, and then verified which method was better. In this way, I skillfully created an open learning environment, activated students' creative thinking, and made students consciously participate in the process of knowledge exploration.
Second, provide relevant information about "open" teaching and develop students' creative thinking.
To provide materials for "open" teaching, the first principle to be followed is to enable students to think in multiple directions and solve problems. In other words, the learning materials provided by teachers to students should not only make students interested and stimulate their enthusiasm for learning, but also make students think positively, and at the same time seek laws and master knowledge in the process of multi-directional participation. To provide exploration materials for "open" teaching, I think we should grasp two degrees.
1, there is a certain degree of freedom in data selection. In other words, it is necessary to creatively apply teaching materials, so that teaching materials can approach students and truly become a powerful basis for students to learn and innovate. We should be good at linking textbook knowledge with students' real life, digging up many novel and interesting math problems hidden around students for teaching, integrating math knowledge into students' favorite activities, and letting students examine, analyze and answer practical problems with mathematical thinking methods. For example, when teaching "two-digit plus integer ten and one-digit", I provided the following information to the students: the school organized the third-grade students to go for a spring outing, with three cars, 50, 60 and 70 seats respectively. The class size is as follows: Class 1, Grade 3, 365,438+0 students, Class 2, 29 students, Class 3, 32 students, Class 4. Two classes share a car, please arrange it. Which two classes are better to share? Students' thinking becomes active and they begin to think and discuss. Student A suggested: "The total number of students in the two classes should be over 40, over 50 and over 60 respectively before they can get on the bus." Student B added, "If the total is fifty, sixty or seventy, you can just get on the bus." The students listed many formulas to calculate, and the problem finally came down to the calculation method of "two digits plus integer ten" After mastering the method, students can't wait to test their ideas with new knowledge. In this open learning activity, students feel that learning is their own business, and they can actively think, discuss and calculate, and the learning effect is very good.
2. Have a certain degree of openness in the process of thinking. Paulia said: "The best way to learn anything is to discover it yourself. Because this discovery is the most profound and the easiest to grasp the internal laws and connections. " The process of open mathematical thinking is dynamic and changes with time. The open learning mode is an organic combination of the traditional students' listening carefully into a variety of group learning modes such as group cooperation, deskmate cooperation, teacher-student cooperation and individual learning modes of independent thinking, and the complementary advantages promote students' independent knowledge. For example, when teaching "ten MINUS nine", the textbook introduces "15-9" from practical problems: fish has 15, and the kitten has eaten 9, how many are left? When I was teaching this question, I didn't focus on how much 15-9 equals, but encouraged students to think with their brains and explore diversified algorithms. The teaching process is as follows: first, look at the picture to understand the meaning of the question, and list the formulas according to the meaning of the question; Second, let students use sticks instead of fish, put out 15 (a pile of 10, another 5), and then think about how to subtract 9, you can take it yourself; Third, let students demonstrate their own operation process, express their views and exchange ideas; Finally, I will write several main algorithms on the blackboard, so that students can know which method is better in discussion, communication and application, and choose their favorite method for calculation.
The above-mentioned teaching methods have changed the traditional teaching methods that emphasize results over process, and guided students to operate, demonstrate, communicate and think independently in an open environment, so that students can understand and grasp the law of "more than ten MINUS nine" as a whole in the process of active construction, paving the way for learning "more than ten MINUS eight, seven, six and five" in the future. At the same time, students' thinking ability is trained in this process, so that students can experience the sense of success in acquiring new knowledge.
Third, open the classroom to ask questions and cultivate students' innovative ability.
Creative thinking is the core of innovative ability. Cultivating students' creative thinking is the key to cultivate students' innovative ability. Classroom questioning plays a very important role in pointing out the direction of thinking, creating thinking situations and cultivating students' creative thinking.
In the classroom teaching of mathematics in primary schools, teachers should first design some flexible, multi-directional and open questions according to the contents of textbooks and students' reality. For example, when teaching "the understanding of circles" and guiding students to draw circles, I first ask: In daily life, which objects have round surfaces? Which objects' surfaces are not round in themselves, but the trajectories formed when they move are round? What tools can be used to draw a circle? What are the conditions for the formation of a circle? This kind of open-ended questioning is conducive to cultivating students' creative thinking and enabling students to ask and solve problems from multiple angles.
Fourth, open classroom exercises to improve students' innovative ability.
Modern psychology believes that divergent thinking can endow thinking with valuable qualities such as flexibility, extensiveness and originality, and plays an important role in creative thinking activities. Therefore, in teaching, teachers must carefully design a series of "open questions" from the students' actual cognitive level. Because open classroom practice is conducive to cultivating and improving students' innovative ability and enabling students to learn to innovate. When designing classroom exercises, we must pay attention to the following points:
1, the answer is not unique. A question will have many answers, even countless results, and most problems can sum up the law of solving problems while solving different results. For example, when reviewing the "Two-step Calculation Application Problem of Addition and Subtraction", I designed such an open question: 12 adults and 5 children get off the bus, and there are 29 people on the bus. How many adults are there? Let the students discuss in groups, first discuss how many adults there may be, and then guide the students to understand the problem-solving method after the controversy, so that the students can understand the uncertainty of the conclusion and deepen their understanding of the significance of subtraction.
2. The conditions are not unique. This is mainly reflected in letting students imitate examples to complete some practical exercises. For example, when studying "More, Less", there is a problem in the textbook: there are 38 students in class one, and the number of students in class two is less than that in class one. How many people are there in Class Two? Please choose an appropriate answer (16,36,40). After I finished this problem, I gave my classmates a practical assignment: work in groups, count the number of boys and girls in this class, and make up a problem by imitating the example. After the students finished counting, they made up many questions according to different situations. In fact, life itself is open, and it provides us with all kinds of materials. As long as we pay attention to connecting with practice, we will dig out many open exercises.
This problem is not unique. That is to say, for the same situation, different questions can be asked, so that students can understand the relationship between quantity and quantity in the process of solving problems, cultivate students' ability to find and ask questions, and enable students to master problem-solving methods. For example, after learning the practical problem of finding the difference between two numbers, I showed such a question: In the skipping competition, Xiao Min jumped 39 times, Xiaohong jumped 25 times and Xiaoqing jumped 58 times. Then let one student ask questions and let another student answer them. Students ask many questions, such as how many times does Xiaohong jump less than Xiaoqing? How many times does Xiaoqing jump more than Xiao Min? How many times did they jump?
4. The strategy to solve the problem is not unique. Problem-solving strategies are not unique, that is, there are many methods to solve problems, which can make students get better thinking training. For example, in the sixth grade application problem review class, in order to help students analyze the relationship between ratio, score, proportion, multiple and other knowledge, I designed such an open question: two classes in the sixth grade participated in tree planting, and one class planted 360 trees. It is understood that the number of trees planted in one class is 4/5 of that in two classes. How many trees have been planted in Class One and Class Two? I encourage students to analyze and think from different angles, answer flexibly and see who has the most simple solution. The students raised their hands to answer, their spirits were high and their thinking was active. I have come up with many solutions, such as fractional solution, proportional solution, equation solution, arithmetic solution, proportional distribution solution and so on. And the breadth of thinking has been well trained.
In short, "open" teaching can give full play to students' learning initiative and create favorable conditions for students to fully participate in learning activities; Can better meet the psychological needs of each student's study, so that students' good personality can be fully developed; It can better enlighten thinking and cultivate students' innovative consciousness and ability.