Keywords: paying attention to children; Efficient classroom; Rational pursuit
China Library Classification Number: G420 Document Identification Number: A
Article number:1992-7711(2012)15-037-1.
Children are the starting point and destination of mathematics teaching, and the satisfaction of children's learning needs and learning experience is an important indicator to judge the effectiveness of education. Many times, although we emphasize meeting children's needs, we don't know what kind of math children like and how to learn it. As math teachers, only by thinking about our teaching from the standpoint of children can our classroom be full of humanistic care and vitality.
First, the arrogant classroom: an unavoidable embarrassing reality
In the face of our math classroom, due to the lack of humanistic care for children, regardless of their actual needs and emotional needs, piles of knowledge are forcibly instilled into students. This kind of classroom teaching that brings pain to children stifles their wisdom and obscures their life. Our math class has become an empty shell with no meaning in life.
Status 1: Too much emphasis on discipline orientation, commitment to "having a foundation in mind", ignoring "having someone in mind". Influenced by traditional teaching concepts, many teachers stick to subject-based mathematics and ignore children's age characteristics and cognitive laws. They blindly follow the arrangement of teaching materials, are used to sticking to the rules when implementing teaching materials, and do not make reasonable allocation and appropriate combination according to the content of teaching materials and students' cognitive development level, so as to effectively create and compile teaching materials.
Status 2: One-sided pursuit of efficiency priority, commitment to "knowledge achievement" and neglect of "interest cultivation". In the minds of many math teachers, it is most important to complete the teaching of math knowledge in an all-round way, and emotions, attitudes and values are incidental. Therefore, they attach great importance to the teaching of mathematical knowledge and pay attention to the realization of knowledge and skill goals effectively. As for whether students can have positive experiences and feelings in the learning process, they have not given much attention. It has formed a phenomenon that teachers only pay attention to grades and don't pay attention to interests.
Status quo 3: artificially raise the target requirements, commit to "uniformity" and ignore "personality differences". Many math teachers unilaterally pursue the overall achievement of their goals and are used to measuring the learning situation of all students with the same standard. They strive for "uniformity" in teaching, but ignore children's "personality differences", resulting in some children unable to gain successful experience and lose confidence in mathematics learning.
Second, the lack of child-oriented: the pathological existence of mathematics teaching
Education has a position, and different positions show different attitudes. The foothold of education should have three benchmarks: for whom, for whom, and where to start. Undoubtedly, education is for children, education is carried out and implemented by children, and education should start from children. Therefore, the position of education should be the position of children. Mathematics teaching is an important part of children's education, and children are the starting point and destination of mathematics teaching, so mathematics teaching must adhere to the position of children.
Third, everything starts with children: the rational pursuit of efficient mathematics classroom
People-oriented and pursuing high efficiency are the real pursuit of our mathematics teaching. In fact, what we lack in mathematics teaching is not only the people-oriented ideas and concepts, but more importantly, the specific methods and strategies to implement the children-oriented concept. What bothers us is how to make children like learning math.
(A) Pay attention to children's perspective and let children learn "children's mathematics"
Psychological research shows that children's mathematics learning is a process of meaning construction based on their own experience and their own unique way of thinking. Therefore, in order to improve teaching efficiency and nourish children's lives, our mathematics teaching must pay attention to children's perspective, interpret textbooks from children's perspective, and let children learn "children's mathematics".
Children should learn children's mathematics, but children's mathematics should be close to children and conform to their perspective. The illustrations in the new textbooks have increased significantly. On the surface, it is much richer than the old textbooks. It seems that teaching can be easier than before, but it is not. Children's thinking is inseparable from concrete thinking in images, which is not only manifested in the presentation of mathematical knowledge, but also in the richness of knowledge reserves in children's minds. So the starting point of pure graphics teaching is still unattainable for children. Only when mathematics is closely related to children's real life can mathematics be vivid and full of vitality, and the examples of textbook arrangement are effective. Therefore, we need to be good at combining the actual teaching needs, flexibly and creatively use teaching materials, appropriately supplement and expand the used teaching materials, carry out secondary development, borrow life materials, embed "children's life" into mathematics teaching, and make "unfamiliar mathematics" familiar and cordial.
(B) according to the characteristics of children, let children learn mathematics in a "child's way".
Mathematics Curriculum Standard points out that mathematics teaching is the teaching of mathematics activities and the process of interactive development between teachers and students. In other words, the process of children learning mathematics is the process of children experiencing "doing mathematics". Therefore, in order to improve teaching efficiency and stimulate children's interest, we must let children learn mathematics in a "childlike way" according to their characteristics.
(3) Pointing to children's development, so that children can experience success in learning.
Adhering to children's position and starting from children is not only manifested in letting children learn "children's mathematics" and learning mathematics in a "children's way", but also in the process of learning, teachers should learn to tolerate, appreciate and wait, because only by respecting children's personality and psychological freedom can children glow with wonderful life in humanistic care.
Children are essentially a potential possibility. This potential may indicate that the child is still immature. Because of immaturity, problems will occur, and mistakes will inevitably be made if there are shortcomings; Because they are not mature, they have great potential. Education is to develop this potential and let them release energy and accumulate new energy in the process of maturity. We should learn to be tolerant, allow students to make mistakes, be kind to students' mistakes, actively explore valuable teaching resources contained in mistakes, capture the bright spots in mistakes, and make mistakes a "catalyst" for enlightening thinking and a "rainbow" for classroom teaching.
Pay attention to life, and our mathematics teaching should lay the foundation for children's lifelong development. What is important is that our children have had unforgettable experiences, unforgettable experiences and extremely happy times in class. In this way, we will write the most brilliant career under the sun.