First, the analysis of the problems existing in inquiry teaching
1, there is a program of inquiry teaching, but it fails to reflect its spiritual essence.
Inquiry teaching has different implementation procedures from other teaching methods. Some teachers use inquiry teaching, although there is no lack of a link in the whole process, but in order to let students learn knowledge as soon as possible, teachers just skim through each link. Teachers are still concerned about letting students master as many knowledge points as possible in a short time. Although knowledge goal is an important goal of inquiry teaching, it is more important to pay attention to whether students have gained profound emotional awareness, attitude formation and even the growth and development of the whole life in inquiry activities. If teachers adopt inquiry teaching in form, but still pay attention to the mastery of knowledge, rather than the complete life growth of students, then inquiry teaching will lose its important spiritual connotation.
2. Give students time to explore, not space for students to study independently.
In the classroom with inquiry teaching, we often see such a scene: the teacher gives students time to explore and let them experience the whole process of inquiry, but in the whole process, the students only follow the teacher's intention and plan to explore the questions raised by the teacher and draw the conclusions that the teacher wants. Teachers are firmly in control of teaching, and students' independent space is very narrow, and they have almost no chance and right to make their own decisions. In this inquiry teaching, students have time to explore, but there is no independent space. Stimulating students' autonomous learning is the basic spirit of inquiry teaching. Inquiry teaching is not to let students accept ready-made knowledge conclusions, but to let students explore for themselves. Its starting point is to stimulate students' autonomy in learning, provide more opportunities for students' independent development, and let students question, judge, analyze, compare and summarize themselves in inquiry, make their own choices and take responsibility when encountering difficulties and setbacks.
3. Encourage students to explore by themselves, but don't wait for students' differences.
Inquiry teaching is a process for each student to experience and explore by himself. In this process, every student will have a unique experience and experience. On the one hand, there is a gap between their inquiry process and the teacher's imagination. After all, students and teachers are different in observing phenomena, thinking, analyzing and making decisions. On the other hand, because different students have different learning needs, learning abilities, learning styles and learning advantages, each student's specific inquiry process and experience gained from it are also different. However, some teachers often ignore these differences in teaching and ask all students to find the same answer at the same time and at the same speed according to their own ideas and reach the same level. When students come to an answer that disagrees with the teacher's opinion, the teacher is always eager to deny the insistence on uniformity; When students explore in their own way and path, teachers can't trust, accept and expect every student, but just look at the "top students" in their minds with appreciation.
4. Encourage students to explore by themselves, but don't tolerate students making mistakes.
When some teachers adopt inquiry teaching, although they give students the opportunity to try to explore, they lack tolerance for students' mistakes. Because students are not passively accepting knowledge, but looking for knowledge, questioning knowledge and judging knowledge, in this process, students will encounter all kinds of problems, difficulties, setbacks and failures, and even spend a lot of time and energy without finding the exact answer. However, it is this process that gives students the opportunity to learn from mistakes, setbacks and detours. Teachers' tolerance can make students feel psychologically safe in inquiry activities and be willing to express their unique opinions without worrying about being satirized and laughed at. Can enhance students' self-confidence, even if they fail in the inquiry, they believe that they will succeed through hard work. Tolerance can increase students' sense of self-efficacy, make them feel valuable and respected, so that they are willing to devote themselves to inquiry activities with greater enthusiasm, even if the task is arduous, they are not afraid or shy away. If teachers lack tolerance, it will not only make students lose the opportunity to learn knowledge from mistakes, but also make students lose the courage to question and ask questions and the desire to actively explore.
Second, the implementation of inquiry-based teaching strategy guidance
The basic procedure of classroom inquiry teaching can be summarized as "question-inquiry-reflection". They are flexible, can run through the whole class, can also be embodied in a teaching link, and can be recycled many times. In this project, teaching activities include organizing learning activities, promoting thinking development and awakening students' potential. Learning activities include observation, operation, conjecture, association, reasoning and communication. How to effectively implement the above-mentioned teaching activities can adopt the following strategies.
1. Create problem situations and enhance the motivation of inquiry.
Problems can lead to the collision and exchange of ideas. The emergence of any problem is inseparable from certain situations. The so-called problem situation is to create a kind of "disharmony" or "conflict" between the teaching content and the students' knowledge-seeking psychology, and introduce them into the situation related to the problem, thus forming the problem consciousness and stimulating the cognitive conflict. Most primary school mathematics can find their own "prototype" in the objective world. Teachers can find a closely related "prototype" for mathematics knowledge by contextualizing and enriching the learning content, guide students to mobilize their existing experience to understand mathematics, and let students experience the fun of learning mathematics in specific situations.
When creating problem situations, we should try our best to arouse students' appetite in the shortest time, so that students can engage in learning activities in the best mental state. The questions raised should closely focus on the teaching objectives, and should be clear, specific and enlightening. We should try our best to choose the content that is closely related to real life and has the flavor of the times, which will arouse suspense in thinking and produce a state of unresolved knowledge that must be solved, thus making students have a strong desire to explore. But we should avoid the irrelevant content and ideological education of "moaning without illness".
2. Provide time and space for activities and optimize the inquiry link.
Providing space and time for students' independent inquiry is the central link of classroom inquiry teaching. Whether students actively participate in inquiry activities directly affects the quality of classroom inquiry learning. At this stage. Teachers can start from the following aspects:
(1) Provide inquiry information. Pupils have a strong curiosity, always want to explore the surrounding environment by touching, but also have a strong desire to communicate with people around them and share the joy brought by discovery with their peers. In fact, the necessary materials are an effective carrier to stimulate and arouse the inquiry experience. Therefore, teachers should pay attention to the selection of materials that can arouse students' interest and have various connections, so that students can explore through various channels, experience the exploration process, and discover laws from some complicated materials or information.
(2) determine the form of inquiry. There are generally the following forms of inquiry activities in mathematics classroom: a. Students' independent inquiry. Each student explores and discovers freely and openly in his own way of thinking according to his own thoughts, and forms a personalized understanding and expression of the problems explored. The purpose of independent inquiry is not only to acquire mathematical knowledge, but also to enable students to learn scientific inquiry methods, enhance their independent consciousness, and cultivate their inquiry spirit and innovative consciousness in the process of inquiry. B, group cooperation and exploration. On the basis of independent inquiry, individual students form their own understanding and views on some issues, and then carry out cooperative inquiry and exchange. In this way, on the one hand, students can fully display their thinking methods and inquiry process in groups or class groups, satisfy their desire for self-expression and realize their self-worth; On the other hand, we can further explore the integration of teaching resources, through the emotional sublimation of teachers and students, integrate thinking in communication and share results in communication.
(3) Select the query method. According to the different characteristics of teaching content, it can be used in mathematics teaching: A, operation inquiry. By creating a challenging problem situation that can arouse students' desire to explore, students are guided to actively participate in the operation activities of hands-on, hands-on and brains, thus establishing the process of creating concepts, discovering laws, inspiring thinking and understanding mathematical knowledge, and improving the ability to solve problems. The activity program is: problem-operation-discovery-summary. B. guess and verify. Let the students make bold guesses on mathematical problems, find methods and demonstrate reasonably according to the existing knowledge, experience and materials; Experiencing the process of argumentation and the joy of "adventure, creation and discovery" is inspired by scientific research methods. The activity procedure is: asking questions, guessing (assuming), demonstrating, concluding, evaluating and communicating. C, observation and induction. Let students start from the existing knowledge and experience, and summarize and discover the general laws of things from a large number of concrete examples through sorting, classifying, observing and self-organizing formulas. Through a series of thinking activities such as exploration and discovery, observation and analysis, induction and verification, students can master the thinking method of exploring some laws of the objective world. The procedure of the activity is: example-observation-induction-verification. D. analogy and association. Let students communicate the connection between old and new knowledge through analogy and association, discover mathematical principles and methods, and then draw conclusions. In this way, it is beneficial to cultivate students' rich imagination and knowledge transfer ability. The procedure of the activity is: providing old knowledge-association transfer-verifying conclusion.
3. Always evaluate and reflect, and feel the vitality of inquiry.
Learning mathematics is also an experiential activity. Therefore, students should be provided with enough time and space to reflect and experience the process of exploration and discovery.
(1) group review. In the process of communication, students can often be asked: "How do you evaluate the research results of other students?" And so on, to guide students to make positive comments. In this way, on the one hand, it can enrich students' activity experience and deepen their understanding of the problem; On the other hand, it can promote students to learn to appreciate and accept others, learn to evaluate and form a sound personality in the process of identifying and criticizing different viewpoints.
(2) self-reflection. That is, students examine and reflect on their own inquiry process: how do I inquire? What are your gains and experiences? What other doubts are there? This kind of examination and reflection is students' self-cognition and self-feedback on cognitive activities, and then adjust their cognitive activities according to the feedback information. On the one hand, students' reflection on their own learning process is conducive to their profound understanding of the various processes and steps they have experienced, forming a cognitive structure, summarizing learning methods and learning to learn; On the other hand, it is beneficial to cultivate the consciousness and ability of self-regulation, enhance the subjective consciousness and improve the consciousness of learning.
In short, the ultimate goal of inquiry teaching is: to promote students' independent learning, independent thinking and learning to seek knowledge; Analyze problems, practice problems and solve problems; Dare to ask questions, dare to explore and learn to develop; Participate in competition, strive to surpass and learn to survive.