Then, as a new teacher, how to activate students' thinking in middle school mathematics teaching? Let's talk about some views and experiences in this regard in order to attract more attention.
First, design the recently discovered area.
Psychological research shows that students' learning process is a process in which their original mathematical cognitive structure interacts with new knowledge to produce assimilation and order. In this process, students' existing concepts and consciousness are often difficult to explain and accept new concepts and methods. At this time, if teachers actively process the teaching content and create the nearest discovery area suitable for students' psychological level, they can play a role in inducing students' thinking. If the problem is related to the realistic background, you can provide a practical model related to the subject for students to observe; If the content is abstract and difficult to understand, you can introduce its simple situation first to make students think; When teaching new concepts and methods, we can appropriately add layers between old and new knowledge to reduce the slope of thinking. The creation of such a thinking discovery area can not only cause the imbalance of students' cognition, but also promote the interaction between old and new knowledge in their minds, thus achieving a new balance and ultimately promoting the activity and development of students' thinking.
In the design of teaching plans, we follow the cognitive law from special to general, and students' thinking goes deeper step by step with teachers' questions. Teachers create a "recent discovery zone" for students' thinking, which conforms to students' cognitive level and rules, thus arousing students' psychological expectation and desire, making students' thinking change from hidden state to active state, and achieving the expected teaching goal.
Second, let students fully demonstrate the thinking process
Classroom teaching is inseparable from students' questions and answers. How to deal with students' questions and answers in class, stimulate students' thinking and improve learning efficiency should be a subject that every teacher constantly explores. After students answer questions in class, our teacher should not simply affirm or deny with "right" or "wrong", but should ask questions such as "why" and "what do you think" to stimulate students' thinking and let them fully expose their thinking process. In this way, teachers can not only understand students' thinking defects, but also let students correct their mistakes from reflection, thus promoting the development of students' self-awareness.
Because students are fully exposed to the existing problems in the process of thinking, teachers can "prescribe the right medicine" in time, inspire and induce, so that teachers can give full play to the leading role, maximize the students' main role, and enable students to truly grasp the initiative in learning.
Third, tap the connotation of knowledge and cultivate interest in mathematics
Nowadays, due to various factors, especially the strict and abstract requirements for its logical structure, it is sometimes impossible to show the occurrence and development process of knowledge completely, comprehensively and systematically. Therefore, as a teacher, if his teaching only stays in the form of this abstract structure, students' thinking will be hindered by the lack of concrete and vivid new information. In teaching, teachers should let students know the background, source, status and function of problems in mathematics. That is, introduce some new and more systematic knowledge connotations relative to textbooks, so as to stimulate students' interest in learning and achieve the purpose of activating thinking.
At the same time, interest is also important, because interest is the best teacher. People's interest in mathematics can undoubtedly be transformed into a powerful and lasting motive force for learning mathematics, which is very conducive to the development of mathematical thinking. How to cultivate students' interest in learning mathematics? The first is to adopt flexible and diverse teaching methods. For example: talk about concepts through reading and discussion; Talk about nature with discovery method and comparison method; Do exercises or review your lessons by talking, practicing or discussing. Let students take the initiative to participate, learn and use. The second is to enhance the interest in mathematics learning. Personally, I think that teachers should lose no time in adding some interesting questions about the history of mathematics and life when preparing lessons or attending classes. For example, before teaching "similar triangles", we can briefly introduce the story of ancient Thales measuring the height of the golden pagoda with a wooden stick. Another example is to explain the story of Zu Chongzhi's study of pi, the story of Chen Jingrun's brave exploration of Goldbach's conjecture, and the story of "one hundred dollars for one hundred chickens" in ancient China. In this way, under the guidance of the teacher, students can successfully transfer their motivation and interest in listening to stories to learning new knowledge, and feel that mathematics is no longer boring, but interesting and regular.
Fourth, timely and actively evaluate students.
Zankby, a famous educator, said: "Once the teaching method touches students' emotional and will fields and their spiritual needs, this teaching method can play a highly effective role." Students' learning activities can't be smooth sailing, and there must be many mistakes and cognitive biases. At this point, teachers should not completely deny it, but guide students to think for themselves and find out the mistakes; Teachers should give enthusiastic appreciation to the correct answers. Change the possible negative evaluation into positive evaluation, especially for the students who answered incorrectly, we should try our best to find some bright spots, try our best to dilute students' inferiority complex in the failure of answering, and constantly strengthen students' internal motivation for learning.
If teachers are indifferent to students' classroom performance, indecisive about a very creative answer, or only pay attention to their own performance without paying attention to what students are thinking and saying, this will make the classroom atmosphere tend to be silent, virtually killing students' creative desire, not to mention activating students' thinking. Therefore, evaluation is an indispensable means in classroom teaching. Through evaluation, students can clearly understand the success or failure of solving problems and the advantages and disadvantages of thinking; Through evaluation, students can grasp the general situation of a class or the whole problem. Therefore, evaluation is a powerful measure and method to activate students' thinking.
Fifth, protect students' unique opinions and "pave the way" for students to think.
Mathematics learning is a kind of thinking learning, and the end result of improving mathematics ability should be the improvement of thinking ability. Teachers are often limited by their own thinking and reference books when preparing lessons and choosing examples. The solutions they think of may be limited and complicated, while some students are quick-thinking and positive. They are often not limited to the teacher's answer, but will "why are you doing this?" Is there any other simple way? So it is likely that there will be new discoveries.
Therefore, in the classroom question and answer, teachers should not and can't limit the thinking activities of dozens of students within the framework set by themselves, which will not be conducive to the cultivation of creative talents. When answering questions in class, teachers should seize the opportunity to "pave the way" when students are confused in thinking, interrupted in thinking and confused in methods, so as to help students get rid of thinking obstacles, gradually explore new ideas, master new methods and constantly improve their thinking level.
Under the guidance of teachers, students can easily solve the original problem through independent observation and thinking, independent evaluation, reflection and adjustment. Such good questions can not only help students at all levels of knowledge to develop and improve, but also help students build up their confidence in learning and find the feeling of learning, which is conducive to activating the thinking of all students.
In a word, the teaching method of activating students' thinking is very important in middle school mathematics teaching, and it is also necessary to discuss it. As a math teacher, in the future teaching practice, we should make more efforts in this respect and strive to do better.