Learning ability is a comprehensive embodiment of one's learning motivation, ability, perseverance and transformation ability, and it is one's ability to acquire, share, use and create knowledge. Focusing on developing students' learning ability, teachers should deeply understand the value of mathematics curriculum in promoting the development of students' ability, and regard improving learning ability as a key element in deepening the reform of curriculum textbooks, teaching methods, teaching quality evaluation and implementing the goal of quality education.
First, study students' reality, strengthen the overall design of teaching content and stimulate learning motivation.
"Teaching must conform to human nature and its development law." Students are the main body of learning activities, and the verification of any teaching method can only be reflected by students. Therefore, before teaching, teachers should first pay attention to students' psychological characteristics such as perception, memory and thinking, investigate students' life, knowledge experience, problem-solving strategies and possible difficulties, strengthen the overall design of teaching content, ask questions from macro to micro, from whole to part, from the logical inevitability of mathematical knowledge development, and guide students to examine mathematical knowledge from a "systematic" perspective, which is conducive to stimulating students' learning initiative.
For example, when reviewing "the perimeter and area of a plane figure", the teacher can design a problem situation: "Two generations of love are herding sheep for Bayi teacher. One day, Master Bayi deliberately made things difficult for the two generations, demanding that the two generations expand the original rectangular sheepfold area of 20 meters long and 10 meters without providing any materials. Two generations of love soon thought of a solution. Do you know what he thinks? " After asking questions, the teacher organizes the following teaching activities: ① Recall: What are the definitions of area and perimeter of rectangle, square and circle, and what are their calculation formulas respectively? How to deduce? ② Think about it: What are the factors that affect the area or perimeter of each plane figure? ③ Drawing: When the perimeter is constant, what changes have taken place in the shape and area of the rectangle after changing its length and width? ④ Discussion: When the perimeter is constant, what is the change rule of the graphic area after changing the length and width? ⑤ To sum up, the circumference is the same, and the area of the circle is >; Area of square >; The area of a rectangle.
This lesson focuses on students' cognitive rules and knowledge experience. Starting from students' internal needs, strengthen the overall design of mathematical knowledge. Students not only understand the concepts of perimeter and area of various graphics, but also realize the role of knowledge in the knowledge structure, as well as the internal relations and changing rules between knowledge, which is helpful for students to form a new cognitive structure through systematic arrangement, cultivate students' ability to find, ask and solve problems, and stimulate students' desire to explore.
Second, create problem situations, provide opportunities to learn mathematical methods, and cultivate inquiry ability.
"Don't give students a backpack. Be sure to give them the ability to take away. " Cultivating students' learning ability is an important goal of teaching. Therefore, teachers must shift the focus of teaching to students' independent inquiry and the construction of knowledge methods, and guide students to experience the inquiry process of "finding problems, asking questions, analyzing problems, establishing mathematical models and explaining problems with appropriate methods" by creating problem situations with inquiry value, so as to acquire knowledge, understand the thinking methods of studying mathematical problems, improve the ability to solve life problems and obtain the development of mathematical thinking.
For example, when teaching "enumerating one by one", the usual practice is that students cooperate to complete an operation problem under the teacher's "method suggestion" and verify the obtained mathematical facts and conclusions step by step. In essence, this simply repeats the process of knowledge discovery and does not provide students with opportunities to question and explore. In teaching, teachers should let students try to list their favorite ways to expose problems, and then set up multiple comparison links: listing "omission → not omission", thinking "disorder → order" and drawing → list, so as to guide students to question and think about many problems in the process of inquiry, such as: What methods can be used to list? How to do ordered enumeration? How can we not repeat or omit? Which method is more optimized? Through cooperative discussion, students can get solutions to the above problems, deepen their understanding of enumeration strategies and realize the meaning construction of enumeration strategies.
The classroom should provide valuable question situations for students' inquiry, guide students to ask questions constantly, explore and apply problem-solving methods, and learn to reflect. Only in this way can students learn mathematical thinking, thus improving their mathematical inquiry ability and core literacy.
3. Infiltrate mathematical historical facts, pay attention to students' mathematical emotional experience and enhance their learning perseverance.
Mathematics has rich humanistic connotation, which can best affect a person's spiritual world. If mathematics teaching can examine the development process of mathematics and human civilization from the perspective of students' development, provide rich mathematical historical facts in time, present the process of gestation, development, evolution and transformation of mathematical knowledge from recessive to dominant, and help students experience the great scientific ideas and spirits that have emerged in the tortuous history of mathematics development, it will be more enlightening and help students form correct values.
For example, when teaching "pi", teachers can deduce its development and evolution process: the ancient Hebrews thought π=3→ Archimedes used the exhaustive method to get 3. 1409.
In teaching, teachers provide students with mathematical facts such as mathematicians and mathematical stories, so that students can experience the scientific spirit and appreciate the value of mathematics in the process of mathematical research, which is not only conducive to cultivating students' interest in learning and enhancing their perseverance in learning, but also conducive to forming positive emotional attitudes and correct values, so that students can truly take learning mathematics as an important way and way to change their thinking, change their lives and improve their quality, thus promoting their lifelong development.
Fourth, with the help of original questions, cultivate the ability to solve practical problems and enhance the ability of transformation.
"Effective teaching begins with knowing what you want to achieve." The development of students' knowledge, skills and thinking in mathematics class is only a cognitive leap, not the ultimate goal. Teachers should provide students with original and unknown problem situations, so that students can try to solve practical problems by using existing knowledge and methods, and constantly migrate and apply knowledge and ability, so as to broaden their horizons, experience the fun of inquiry and develop their inquiry ability.
For example, after teaching "Understanding the Circle", teachers can lead students to discuss: "Why are wheels round? Where should the axle be installed? " For another example, after teaching "surface area calculation of cuboid", the teacher can ask students to make a dust cover for the air conditioner and TV set at home: What would you do? How much material is needed? Students will use the knowledge, methods and experience they have learned, through consulting materials, hands-on practice, cooperative discussion and example verification. Knowing the structure of the wheel and the actual area of air conditioner and TV not only consolidates the understanding of related concepts such as "circle, center, radius", "cuboid, cylindrical area", but also cultivates students' interest and ability to explore.
Obviously, only by putting students in the original problem situation and guiding them to use the knowledge and methods they have learned to explore independently can students get rid of the limitations of mechanical memory and fragmented learning, and they will realize the relationship between knowledge and life phenomena, thus gaining more valuable knowledge and methods and forming a conscious consciousness of solving practical problems.
The improvement of learning ability can't be achieved overnight, and it should be practiced and accumulated constantly in learning activities. Teachers should not only pay attention to knowledge achievement and one-stroke teaching method, but also change teaching concepts and objectives, reorganize teaching contents, reform teaching methods and processes, and pay attention to students' independent construction and application of knowledge, thus effectively improving students' learning ability.