Creation of climax highlights
1. Interactive, wonderful generation
A successful teacher is successful because he "lives" in the classroom. "Living" here means that teachers create interactive situations, and then use the generated teaching resources and opportunities to effectively organize teaching. For example, teaching 8 multiplication formula. Teacher: The Math Kingdom held a "multiplication formula" contest. Do you want to attend? The first level, fill in the blanks with formulas. Three, four (), sixty-two, two, five (), five () and thirty ... fill in the blanks. ?
Teacher: We met some friends in the kingdom of multiplication formula. Today, we will continue to know some new friends: the multiplication formula of 8. Student: Teacher, let me recite it for you ... (Students who can recite it will recite it, too. ) teacher: the child is really smart. Some students already know the multiplication formula of 8, and some students can't learn it or are not skilled. What shall we do? Health: I will. I will teach them. Teacher: OK, students should help each other! But when we teach multiplication formulas, we can't just tell them the formulas, but also let them know how these formulas come from. Teachers should make good use of effective classroom resources and turn them into effective factors to stimulate students' interest, enlighten students' thinking and expand their subject knowledge, so that the classroom can show the agility of students' life and make it a bright spot in classroom teaching.
2. Accident, light up the classroom?
Educator Ye Lan once said: "The classroom should be a journey to an unknown direction, and it is possible to find unexpected paragraphs and beautiful pictures at any time, rather than a fixed route without passion."
In class, teachers may encounter some unexpected "accidents" at any time. Some "accidents" can produce vivid, rich and vivid teaching resources and teaching details, while others bring unexpected troubles to teachers. In classroom teaching, teachers should skillfully use their wisdom to deal with "accidents", which is the key to master classroom teaching and flexibly capture temporary resources. Students' "accidents" seem to have broken the teacher's plan, but the teacher's witty solution has aroused students' thinking, making these sudden accidents skillfully become another bright spot in the classroom.
Create a climax of mathematics classroom teaching?
First, create a problem situation?
For example, when teaching the concept of "circle", you can ask the students at the beginning of the class: "What shape is the wheel?" The student answered without thinking: "round." The teacher then asked, "Why do wheels have to be round? Can't you make it into other shapes? Such as triangle, quadrilateral, pentagon, etc. ? "The students were immediately amused and replied," No! They won't roll! " The teacher asked again, "Then make it oval!" Is it okay? The students laughed: "Of course not! In this way, when the car moves forward, it will be higher and lower for a while. "The teacher further asked:" Why can't it be made into a circle for a while? "The students talked about it one after another and finally found the answer:" Because the distance from the point to the axis on the round wheel is equal. "The teacher naturally leads to the definition of circle. ?
Creating this common problem situation in daily life is conducive to stimulating students' thinking, opening students' wisdom, and finally forming the climax of students' discussion and problem solving.
Second, cleverly set suspense?
In psychology, suspense refers to the psychological state that people are eagerly looking forward to, or the urgent requirement that interest continues to extend and predict the future. The suspense of wonderful success can bring better teaching effect. In teaching, teachers can deliberately avoid talking about it, cite it without sending it, and let students enter the state of "thinking about the knot but not getting it, but talking about it".
For example, when teaching the content of "Algebraic Evaluation", the teacher first presents an algebraic expression "4xy+3x2-6xy-3x2+2xy", and then asks the students to say the values of X and Y. No matter how big the values are, the teacher can immediately say the values of the algebraic expression. When all the problems were solved, the students who had just come into contact with algebra were very curious and surprised. They thought it was a very difficult thing, but it was amazing that the teacher gave the answer so easily. When the teacher explained that the similar items merged into 0, the students gave out sighs, which was the original mystery. Setting such suspense not only improves students' interest in learning and their desire to explore, but also makes them understand the importance of merging similar items in algebraic simplification. This has formed a good teaching climax.
Situation creation in classroom teaching
First, create a story-telling situation.
The children in Grade One are still immersed in the world of fairy tales. They like to listen to adults telling them stories about small animals. The new textbook designs a lot of story-telling situation diagrams, and teachers should make good use of them. Every time I have a new lesson, I will make up a story according to the content of the textbook, with a beautiful wall chart, set a situation from the beginning of the story, and then ask a group of enlightening questions to introduce the new lesson. In the teaching of Happy Animals, I created such a fairy tale situation: in a big forest, by a winding river, a group of small animals are busy holding a celebration party. Some of them are singing, some are dancing, and even the ducklings in the river are attracted. The enthusiastic squirrel offered two baskets of pine cones to entertain the guests. With the presentation of pictures, students feel the fun of learning in a pleasant atmosphere. When teaching "peach splitting", I designed lovely animal images. By telling the story of two little monkeys sharing fruit, I skillfully linked them with the newly taught content, which made students interested in the situation and voluntarily participated in the teaching activities, thus achieving better learning results.
Second, create a gamification situation?
In junior high school mathematics class, proper use of games and activities is conducive to cultivating students' interest and enthusiasm in learning, which conforms to the psychological characteristics of primary school students' strong curiosity, active activity and short concentration time, and can also mobilize students' enthusiasm in learning to the maximum extent. When playing games, students can use their hands, mouth and brain, and participate in learning activities with multiple senses, which can maximize students' physical and mental potential and thus accomplish learning tasks efficiently. Teachers should let children discover and master what they have learned in the learning situation of games, at the same time, infiltrate ideological education and cultivate good study habits. When teaching "dividing candy", teachers can play the game of "catching beans" with students. The students grabbed a handful of beans and divided them equally. Whoever gets the most in the end, who remembers the most, wins. Students experience the average score in the game and cultivate divergent thinking. For another example, in the teaching of "multiplication of eight", students can play a beat game. The teacher first demonstrates the gameplay, such as the formula game of 8: the teacher says I shoot 1, the students say I shoot 8, and I get 8 in 18. You can clap while talking, or you can just clap your hands without saying anything; It can be a teacher playing with the whole class, two people at the same table, or a student playing with other children. Various forms, high interest of students. The design of the game is much more lively and interesting than reading and reciting in the past.
Third, create a life-oriented situation.
Mathematical knowledge comes from life and is used in life. In classroom teaching, it is necessary to organically combine the contents of teaching materials with life situations, so that mathematics knowledge can become a reality that students can see, touch and hear. We should be good at excavating life situations in teaching content, making mathematics close to life, and making students truly realize that life is full of mathematics and feel its value. For example, learning "Southeast, Northwest" can let students observe the school and tell us where the teaching building is on the flag platform. Where is the service desk office? Where is the playground on the flag stage? Most students can express it correctly through their own observation, and then let them recall and draw a plan. Students' interest suddenly rises, and they understand that mathematics should be used anywhere in their lives. When learning Southeast Northwest, I asked three students to perform on stage, two students standing on the left and one student standing on the right. Do as required: XX stands in the east, XX stands in the south and XX stands in the west. This kind of practical operation stimulates students' enthusiasm to participate in classroom teaching, increases the interest and reality of mathematics teaching, and makes students experience the close connection between mathematics knowledge and daily life, thus cultivating students' feelings of loving mathematics, and ensuring that the whole class and everyone participate in mathematics learning, and everyone becomes the main body of learning and creates a good classroom environment.