First, let students learn to "see" and cultivate self-study ability.
At present, in mathematics teaching, there are still phenomena such as teachers talking to students, teachers talking to students, teachers talking to students, teachers inspiring students to think, teachers inspiring students to think, and students being regarded as knowledge containers. After class, students didn't even open their books. The teacher chews up the knowledge and then feeds it to the students, that is, to let the students eat "ready-made meals", not to let the students read books by themselves, and to use their brains to acquire knowledge, resulting in students learning knowledge to death, and there is nothing they can do if the topic changes slightly. There is a serious dependence, and it is difficult to move without the teacher.
Self-study is the golden key for students to open their own treasure house of knowledge and the basis for students to study better. China mathematician Hua is an example of self-taught. Therefore, in teaching, we should encourage and cultivate students' autonomous learning ability and form the habit of being willing to learn by themselves. As teachers, we should pave the way for students' self-study.
1. Give students the goal of self-study. Teachers should clearly tell students what to learn, what are the difficulties and what kind of goals to achieve, so that students can learn by themselves around the theme, otherwise bumping around like headless flies will only bring negative effects.
2. Let students have the consciousness of self-study. Compulsory "self-study" is not self-study. Self-study is to let students have the consciousness of independent participation in learning and let students really integrate into learning.
3. Guide students to learn independently. Is it self-study to read the content from beginning to end? Do I have to learn after self-study? Does self-study have to take a long time? ..... These questions should be answered by students in practice and then summarized. In fact, in addition to learning content, self-study is more important to cultivate a study habit and some thinking habits.
4. Let students have room for self-study. Teachers should not deprive students of the space and time for self-study just because they consider the contents, methods and effects of classroom teaching. Teachers should match words with deeds and let students "learn mathematics, learn mathematics".
Second, let students learn to "calculate" and cultivate their thinking ability.
"Calculation" is an important content of primary school mathematics education, including oral calculation, four operations and solving application problems. Due to the imperfection and limitation of the education system, calculation has fallen into a quagmire in primary school mathematics, and both teachers and students are deeply involved. In fact, "calculation" is a word with a wide meaning and cannot be simply understood as calculation. Therefore, students should not only learn how to solve some problems, but also cultivate their problem-solving ability, that is, thinking ability. Psychological research has proved that strengthening the understanding of knowledge can develop students' thinking ability. Mathematical knowledge is abstract. Let students really understand and consciously master the basic knowledge of mathematics, and the key to forming ability is to let students master the knowledge of mathematics on the basis of understanding. Only when students understand knowledge can they firmly grasp knowledge and make it freely used. Putting forward "effective" questions to guide students' discussion can free students from rote learning, cultivate them to be good at using what they have learned, gradually learn to look at problems comprehensively, see problems in development and master ways and means to solve problems.
Third, let students learn to "listen" and cultivate their ability to find mathematical problems in life.
"Practice makes true knowledge" is a long-term scientific summary of mankind. Mathematics teaching should not rely solely on books, but should be closely linked with practice and life. The New Outline points out: "Mathematics teaching should fully consider the characteristics of students' physical and mental development, and design interesting and meaningful activities with their life experience and existing knowledge, so that they have more opportunities to learn and understand mathematics from familiar things around them. Hua also said: "People have a boring and mysterious impression of mathematics for a long time, and one of the reasons is that it is divorced from reality. "In fact, life is full of mathematics. One of the tasks of mathematics class is to let students discover mathematics from life, learn mathematics, make mathematics a part of life, and achieve' life is mathematics' and' mathematics is life'.
Fourth, let students learn to "ask" and cultivate students to explore actively.
Einstein once said that "it is more important to ask a question than to solve it", and many inventions in the world originated from this.
In doubt. In mathematics teaching in primary schools, teachers should provide students with "questioning" environment, guide students to actively explore and cultivate students' innovative consciousness.
1. Teachers and students are equal, giving full play to students' main role. Create the premise of psychological integration and democratic innovation between teachers and students. Therefore, in teaching, we should attach importance to the rights of students, so that everyone has the right to speak and everyone has the right to dispute.
2. Pay attention to practical activities and expand students' development space. Let students dare to put forward the dribs and drabs of life, let them realize that teachers are not afraid of stumping them, and they are afraid of not asking them, so that they can feel the fun and value of learning mathematics. After all, "real education must cultivate people who can think and create."
Fifth, let students learn to doubt and dare to think.
"Learning comes from thinking, and thinking comes from doubt". Doubt is the spark of innovative thinking, the beginning of exploring knowledge and finding problems, and the key to opening the door of knowledge. If you have doubts and questions, you can think. Teachers should not only guide students to treat teaching materials correctly, but also get rid of students' excessive dependence and superstition on teachers. There is an intriguing phenomenon in the classroom. If the teacher treats students' answers in a questioning tone and then lets other students judge them, then the repetition of the results is really ironic. Why? There are many reasons. One of them is that students believe that the teacher's judgment is correct. Therefore, in teaching, students may wish to realize that "mistakes are the neighbors of truth", and teachers will make mistakes, so that students can learn to think independently.
What is mathematics? No one can answer this question for sure. The history of mathematics development is a history full of creative activities, which have penetrated into all aspects of science and life. The expansion of its application has become one of the signs of social progress. The learning process of this "king of science" is not "1+ 1=2" in the second year, but "1+1+0 ...", which is both complicated and in-depth. We should cultivate students' mathematical abilities from an early age and work hard for their progress and development.
(Author: No.3 Central Primary School, Songling Town, Wujiang City, Jiangsu Province)
Editor/Zhang He