"Teachers should stimulate students' enthusiasm for learning, provide them with opportunities to fully engage in mathematical activities, and help them truly understand and master mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperative communication, and gain rich experience in mathematical activities", "Students are the masters of learning, and teachers are the organizers, guides and collaborators of mathematical learning". This is the guidance of the new curriculum standard on teaching methods and the change of teachers' role in teaching. In the past, the teaching mode that overemphasized learning and mechanical training must be changed. "Mathematics teaching is the teaching of mathematics activities", so we should guide students to experience the process of "doing mathematics" personally, give them lifelong useful knowledge, and cultivate and develop their innovative spirit and practical ability.
Teaching practice has proved that the spirit of mathematics curriculum standards has not been well implemented in teaching, except that some teachers don't understand the new curriculum concept and the educational concept of "student-oriented development" has not really been established. Moreover, due to the far-reaching influence of exam-oriented education, mathematics teaching has become problem-solving teaching, with "theory" on the blackboard, "practice" on the blackboard, "practical problems" divorced from reality and mathematics learning divorced from social reality. According to the results of "International Mathematics Education Survey", the total score of basic mathematics among teenagers in China is the highest, but China 13-year-old students score low on simple application problems, ranking only ninth. According to the research results of the research group "Socialist Market Economy and Junior High School Mathematics" who participated in the curriculum reform of basic education, half of junior high school graduates can't fill out bank checks, compound interest, profits, the probability of sales with prizes, calculate installment payment, measure land, measure earth works such as reservoirs and dams. The math expert asked: "Where will this kind of math education put the math quality of the whole people?" Isn't the prevalence of these phenomena a strong proof of long-term neglect of mathematics experiment teaching?
1: the breakthrough point of strengthening mathematics experiment teaching
First of all, we must update our concepts. Cultivating hundreds of millions of high-quality workers and tens of millions of professionals who meet the requirements of modernization is related to the overall situation of the socialist cause in the 2 1 century. The first basic idea of mathematics curriculum standard is also put forward in a clearer language than before: "Make mathematics education for all students, and realize that everyone can learn valuable mathematics, everyone can get the necessary mathematics, and different people can get different development in mathematics." This answers the question of how to train talents in mathematics education. The object of education and training is the builders of the new century. Most of them will be a new generation of workers and farmers who are directly engaged in industrial and agricultural production. They should have good mathematical literacy. In other words, we should give students useful knowledge and cultivate and develop their innovative consciousness and practical ability.
In order to practice the concept of new curriculum and closely connect with practice, we must regard mathematics experiment teaching as an inseparable part of mathematics teaching. Compared with science, chemistry and biology experimental teaching, mathematics experimental teaching has its own characteristics: there is no special laboratory and no special experimental equipment, but it has greater flexibility, broader space and richer connotation in the arrangement of experimental content, experimental time and experimental site. This requires teachers to exert their subjective initiative, adjust measures to local conditions, carefully design, strive to create conditions and do a good job in experimental teaching.
2 do a good job in experimental teaching strategies
1) Go out of the classroom and walk towards the reality closely related to real life. For example, Pythagorean theorem is used to measure the width of a lake in the Eighth Grade of Mathematics published by People's Education Publishing House, which can take students to the field and choose a farmland as a "lake". For example, in the ninth grade (below) section "Measuring the height of objects that can be reached at the bottom", you can measure the height of flagpoles, as well as the height of a big tree and telephone poles. The vast rural areas provide abundant experimental materials.
2) Be good at seizing the opportunity and conducting experimental teaching in due course. Last May, the school wanted to build a basketball court. I was teaching Pythagorean Theorem. The first step of construction is "setting out" (drawing a wire frame for construction reference), and the key to setting out is turning (that is, making a right angle). The author organizes students to the playground in advance, and then asks: The bricklayer has neither a triangle nor a protractor. How can he make every corner of the picture frame be right-angled? Wait a minute and see how the bricklayer does it. In the resounding "report" of the masters "3 meters, 4 meters, ok, exactly 5 meters", the students said "I know" and "I know" in unison, and they all seemed very excited.
For example, if you study the section of "circumference and arc length of a circle" in the ninth grade mathematics of People's Education Press, you will encounter the problem of the relationship between the speed and radius of two pulleys, and the solution of this problem can be put into the tea-picking season. In the past two years, most farmers have used small electric tea processing machines. A carpenter once asked the author the radius of the driven wheel of this tea machine. In spring, the author came to the classroom with this question, and asked the students to group around the farmers' homes to observe and calculate, and compared the calculated results with the observed results to verify whether the relationship between the speed and radius of the big and small wheels is correct. This form is lively and lively, which neither affects the normal teaching time nor increases the learning burden of students, and is deeply loved by students.
3) Not only should we go out, but also please come in and invite the carpenters and bricklayers nearby to the school to talk about the mathematics used in their construction; Ask township statisticians to talk about mathematics used in statistics; Please tell the bank staff how to calculate the interest on deposits, loans and bonds, and how to manage the business with a microcomputer. Surprise students, there is mathematics everywhere in life, there is no need to use mathematics everywhere.
Of course, there are still many experimental schools that can be built, and there is no need to extend them to fields and farmers. For example, the production of angle bisector and inclinometer, the production of "T" tool for finding the center of a circular workpiece, etc. The key is to do it by hand, not by mouth or blackboard alone.
3 to carry out the role of mathematics experiment teaching
1) Long-term persistence in carrying out mathematical experiment teaching can cultivate students' work style of integrating theory with practice and meticulous work attitude, and this good personality quality is exactly what they need to go to society in the future. Therefore, in this sense, long-term adherence to the teaching of mathematical experiments is a kind of formative education that can benefit students for life.
2) Students' hands-on experiments can not only stimulate their interest in learning mathematics and cultivate their love for mathematics, but also help them to accelerate and deepen their understanding and memory of relevant knowledge, thus consolidating their knowledge and improving their skills.
3) In the process of applying theory to practice, there are always some unpredictable difficulties, which can only be found by hands-on operation. By measuring the width of the "lake", the students solved the problem of measuring the right angle with only a tape measure; By measuring the height of objects that can be reached at the bottom, students learn how to make tilters and how to measure elevation angle, depression angle and inclination angle. Students find problems in constant hands-on operation and constantly use what they have learned in books to solve problems. It is in this repetition that students' practical ability and ability to solve practical problems are cultivated, and their consciousness of using mathematics is gradually formed.
It can be seen that it is necessary and of long-term significance to creatively carry out mathematics experiment teaching based on rural reality, whether from the needs of mathematics teaching itself or from the requirements of human quality in 2 1 century.
refer to
[1] Liu Jian, Sun. Interpretation of Mathematics Curriculum Standards (Experimental Draft) [M]. Beijing: Beijing Normal University Press, 2002: 1 16.
(Author: Gaomiao Middle School, Yunxian County, Hubei Province)