How to make the math class alive?
Zhou Zhigang, junior high school affiliated to Jiangyan No.2 Middle School. A math teacher should be a good director, not an actor. The process of implementing autonomous learning to make the classroom alive is the process of constantly asking questions and solving problems. The remarkable feature of inquiry teaching is that there is something wrong with the teaching content. We should not only pay attention to asking questions to students, but also inspire students to find and ask questions themselves. Without the development of students' problem consciousness, it is difficult to realize real inquiry learning. Research-based learning emphasizes the cultivation of students' innovative spirit and practical ability through their independent activities. Therefore, teachers should always give students the initiative to ask questions, guide them to find problems, inspire them to ask questions boldly, and inspire them to explore problems in depth by reproducing the process of knowledge generation. First of all, we should create a good and free environment for students to doubt. In mathematics teaching, teachers should play the role of organizer, commander and cooperator of learning activities, establish a new relationship between teachers and students that is harmonious, democratic, equal, respectful, learning and promoting each other, and encourage students to imagine, think and explore actively and freely. Teachers should encourage, affirm and praise them as much as possible. Secondly, reproduce the process of knowledge generation, so that students have doubts. Students should go through a complete scientific research process, including the background, value and application of knowledge, the future and development of knowledge, etc. By guiding students to observe, associate and guess by analogy, students are encouraged to ask reasonable questions and actively explore. If we study the equilateral angles of an isosceles triangle, we can prove that the bisector of the top angle, the midline of the bottom edge and the height of the bottom edge are high. When we study equilateral in the next class, we can prove that the bisector of the top angle and the height of the bottom edge are high. Will we naturally propose the bottom center line? Students can't find the condition of congruence and realize that it is not feasible. Rethinking the counterexample of drawing congruent corners with isosceles triangles. Mathematics is the gymnastics of thinking. It is necessary to cultivate students' quality of questioning, exploring and creating, give students autonomy, and make mathematics classroom a youth playground for floor exercise. Cooperative learning means that many students form a group for a goal or around a certain theme, and the members of the group can actively cooperate, communicate, learn from each other, encourage and promote each other, so as to achieve their learning goals and make progress. In a cooperative learning group, real cooperative learning should be self-learning based on the subject, rather than simply studying or discussing together. Only when students study independently can they communicate in cooperation and achieve the expected results. Cooperative learning is not only a learning method, but also a process. Students not only learn to take responsibility in cooperative learning, but also learn to communicate with others, so that their abilities can be developed in cooperative learning. Teachers should guide students to study cooperatively. First, strengthen pre-class preparation and cooperative learning. Teachers should arrange students to prepare in advance according to the teaching content. For example, there are many ways to verify Pythagorean theorem. Some students in the group can go to the library to check the information, and some can go online to find it, and then discuss and verify it. More importantly, cooperative learning in the classroom. Cooperative learning through problem discussion. In order to further strengthen students' ability of expression and communication, junior high school mathematics textbooks have columns such as "observation and thinking" and "communication and discussion", but most teachers directly analyze these problems, which makes students lose the opportunity of discussion and cooperation. Therefore, according to the actual situation of the classroom, we should change the final teaching mode of teachers, let students actively exchange and discuss around specific issues, and teachers can also participate in the discussion, weaken students' awe of teachers, and build a new teacher-student relationship of equality, friendship and cooperation. For example, explore the activity of an isosceles triangle with three lines in one: fold an isosceles triangle in half along the bisector of the vertex angle, then unfold the graph, observe and communicate your findings. In teaching, teachers should not only pay attention to students' attitude to participate in activities, but also pay attention to students' enthusiasm for thinking in activities, and guide students to express their findings according to their own understanding of graphics. At the same time, teachers should encourage students to fully cooperate and communicate, discuss with each other, complement each other and improve their conclusions. Teachers should make a good evaluation of cooperative learning. In the evaluation process, we should not only evaluate students' learning results, but also pay attention to the process of students' cooperation; We should not only evaluate the participation of each student, but also pay attention to the overall situation of the group, whether the students' answers are correct, and also pay attention to the attitude shown by students in the process of expressing their views and listening to their classmates' speeches; We should not only evaluate students' learning level, but also pay attention to their cooperative spirit in cooperation. The new evaluation system is not only based on individual achievements, but on the progress of the group, which greatly stimulates all students' desire for progress, cultivates the quality of students' unity and mutual assistance, and forms an active atmosphere of mutual assistance learning.