First, hands-on operation, causing thinking
Perceptual knowledge is the cornerstone of sublimation from thinking to rational knowledge. Only by carefully organizing the operation according to the characteristics of teaching materials and organically combining the acquisition of knowledge with the development of thinking can students practice true knowledge and cultivate their ability to love and think.
For example, when teaching the volume calculation of a cone, I instruct students to operate it like this: take out the prepared cylindrical container and conical container with equal bottom and equal height, then fill the conical container with the prepared sand, and then pour it into the cylindrical container to see how many times it is filled, so that students can do it more times. Students can fill it in three times by operation, and the results of several experiments are the same. At this time, students are guided to know through observation and operation that the volume of a cylinder is three times that of a cone with equal bottom and equal height. If the volume of the container skin is not calculated, the volume of the cylinder is three times that of the cylinder with equal bottom and equal height. On the contrary, the volume of a cone is 1/3 of the volume of a cylinder with equal bottom and equal height. In this way, the students got the cylinder volume = bottom area in the last section. Knock on the curtains? What happened to the trade at the tip of the gorge? Bottom area? Extra? /3。 If expressed in letters, it is V= 1/3Sh.
Second, question and ask difficult questions to inspire thinking
Starting from the original teaching foundation, it is another important way to organize teaching activities by putting forward mathematical problems in an intuitive or logical way. Therefore, in teaching, we should pay attention to seize the opportunity to ask questions, put the questions out, and let students give full play to the enthusiasm of solving questions around them. Through teachers' questions and students' divergent thinking, students not only know what they have learned, but also know why. Students have a deeper understanding and a qualitative leap in thinking. At the same time, it also achieves the teaching purpose of students exploring and finding answers by themselves.
Third, effectively inspire the thinking subject in the teaching process.
In teaching, knowledge is the object of thinking and students are the subject of thinking. We should attach importance to students' thinking process of acquiring knowledge, and the thinking subject should always be in the best state of actively exploring knowledge, which requires teachers not to focus on the research of teaching methods and teaching means in isolation, but to solve the fundamental problems of teaching subjects.
1. Starting from the connection between old and new knowledge, actively develop students' thinking.
Mathematical knowledge has a strict logical system. As far as students' learning process is concerned, some old knowledge is the basis of new knowledge, and new knowledge is the extension and development of old knowledge. Students' cognitive activities are always based on existing old knowledge and experience. Every time I teach a little new knowledge, I review the old knowledge as much as possible, make full use of the existing knowledge to pave the way, and guide students to use the law of knowledge transfer and develop their thinking in the process of acquiring new knowledge.
2. Carefully design questions to guide students' thinking.
Pupils have poor independence, are not good at organizing their own thinking activities, and often think of what they see. Cultivating students' logical thinking ability is mainly through the demonstration, guidance and guidance of teachers in the teaching process, so that students can acquire some thinking methods in a subtle way. Teachers carefully design questions in the teaching process, put forward some enlightening questions, stimulate thinking, and mobilize students' enthusiasm and initiative to the maximum extent. Students' thinking ability can be effectively developed only when they are active in thinking. In the teaching process, teachers should put forward appropriate and thoughtful questions according to the key points of textbooks and students' reality, so as to activate each student's thinking activities and master the newly learned knowledge through correct thinking methods.
3. Conduct reasoning training to promote students' thinking.
Language is the tool and shell of thinking. Strengthening language training in mathematics classroom, especially oral reasoning training, is a good way to develop students' thinking. When studying the chapter "Decimals and Composite Numbers", because decimals and composite numbers are rewritten, more knowledge needs to be comprehensively applied, which is exactly where students are prone to make mistakes. How to break through the difficulties and let students master this part of knowledge? I pay attention to strengthening reasoning training in classroom teaching. After the students learn the examples, inspire them to summarize the rewriting methods of decimal and composite numbers, and then let the students tell the process of doing the problems according to the methods. Through such repeated reasoning training, good results have been achieved, which not only deepens students' understanding of knowledge, but also promotes the development of thinking ability.
Fourthly, cultivating students' thinking ability should run through every link of every class.
Whether reviewing for the first time, imparting new knowledge or organizing students to practice, we should pay attention to consciously cultivating students' thinking ability in combination with specific content. For example, when reviewing the carry addition within 20, experienced teachers ask students not only to say the numbers, but also to say their own ideas. Especially when students make calculation mistakes, telling the calculation process will help deepen their understanding of the calculation method of "rounding to ten", learn analogy and effectively eliminate mistakes. After a period of training, students are guided to simplify their thinking process, think about how to calculate numbers quickly, and cultivate their agility and flexibility in thinking. When teaching new knowledge, we should not simply talk about conclusions or calculation rules, but guide students to analyze and reason, and finally get the correct conclusions or calculation rules.
5. Design exercises play an important role in cultivating students' thinking ability.
Cultivating students' thinking ability, like learning calculation methods and mastering problem-solving methods, must also be practiced. Moreover, thinking is closely related to the process of solving problems. The most effective way to cultivate thinking ability is through problem-solving practice. Therefore, designing exercises well has become an important part of improving students' thinking ability. Generally speaking, arranging a certain number of exercises in teaching materials is helpful to develop students' thinking ability, but it may not meet the needs of teaching. Moreover, due to different classes, the exercises in textbooks are difficult to fully meet the needs of various situations. Therefore, it is often necessary to make some adjustments or supplements according to the specific situation in teaching.
The purpose of primary school mathematics teaching is not only to impart knowledge, so that students can learn, understand and master mathematics knowledge, but also to pay attention to teaching students learning methods and cultivating students' thinking ability and good thinking quality, which is the need to improve students' quality in an all-round way.
Summary of school-based activities 1
In the first semester of the 20xx school year, under the unified leadership of the school, with the guidance and h