Imagine that if a child who has studied and lived in school for many years is in a state of passive coping, mechanical training, rote memorization and simple repetition all day, what he or she has learned will inevitably be eaten alive, and it is difficult for us to imagine that in his or her life, he or she can have the spirit and ability to innovate and become the creator of a happy life and the builder of a beautiful society.
The new curriculum standard requires that education should be based on the development of students. In order to effectively promote the development of students, students' learning methods must be changed.
First, cooperative learning allows all students to participate.
Teaching forms serve the teaching content, and different teaching forms produce different teaching effects. In modern mathematics teaching, classroom teaching reform has been diversified, and cooperative learning is an effective way to cultivate students' innovative consciousness. Cooperative learning is a learning mode in which the group is the unit, under the guidance of teachers, the teaching objectives are discussed and discussed around the group, and the members of the group collaborate and cooperate. Students can communicate with each other, learn from each other, imitate each other and learn from each other's strong points in effective learning cooperation, which can effectively improve the learning environment, expand participation and increase participation. It is beneficial to cultivate students' cooperative spirit, team concept and communication ability; It is beneficial to stimulate students' deeper understanding of teaching content, guide students' thinking collision, and cultivate students' awareness of participation and innovation. For example, according to the statistics in the first volume of People's Education Edition, there is such a question: What questions can you ask? Let the group discuss and summarize.
And asked not only to ask questions, but also to tell the solution to the problem. Subsequently, each group of recommended representatives can clarify the most novel and outstanding views of the group. When learning "length measurement", give full play to the advantages of group cooperative learning. When measuring, some conductors, some with chalk in their hands, and some also serve as benchmarks ... everyone is in high spirits and full of pride of ownership. They not only learned to measure, but also exercised their hands-on ability. Therefore, group cooperative learning solves the problem that there are many classes and it is difficult for everyone to participate, and realizes multi-directional communication and cooperation between teachers and students, between students and between individuals and groups, so that each student can truly become the master of learning.
Second, inquiry learning to promote students' active development
The so-called inquiry learning is to select and determine the research theme from the subject field or show social life, create a situation similar to academic research in teaching, and obtain the development of knowledge, skills, emotions and attitudes through independent exploration activities such as students discovering problems, experimenting, operating, investigating, collecting and sorting out information, expressing and communicating, especially the learning method and learning process of exploring the development of spirit and innovation ability. 1. Pay attention to practice, and stimulate the consciousness of innovation and inquiry.
Tao Xingzhi, a famous educator, pointed out on the relationship between education and life: "Doing is the beginning of knowing, and knowing is the success of doing." It embodies the epistemological viewpoint of dialectical materialism "doing-knowing-doing". It is the process of students' innovation that students learn mathematical theory knowledge, apply what they have learned to life practice and solve some practical problems. Students' thinking is mainly concrete. Teachers should let students practice freely, let students' innovative consciousness germinate in practice, make the achievements of innovative thinking materialized, let students see the achievements of innovation, experience the happiness of innovation, arouse the consciousness of innovation and explore, and learn to innovate. For example, in the process of teaching the area of a circle, students can first teach themselves textbooks to understand that a circle can be transformed into an approximate rectangle, and the formula of the area of a circle can be deduced by the area calculation method of a rectangle. Then it is pointed out: can the calculation method of circular area be deduced by the calculation method of triangular area? At this point, students can spell and pose by themselves, and through practice, students can further firmly grasp the calculation method of circular area. 2. Guide exploration and arouse students' initiative in learning.
Suhomlinski once said: "In the deep heart of man, there is a deep-rooted need to feel that he is a discoverer, researcher and explorer. In the world of children, this demand is particularly strong. " We teachers should follow students' psychological characteristics and try to design the teaching process as a process in which students constantly discover, explore and solve problems, so as to stimulate students' strong interest in learning, improve students' subjective initiative and achieve the best teaching effect. Adopting the teaching method of "setting questions-guiding inquiry-practical feedback" in the teaching process not only makes students no longer feel boring about mathematics, but also plays a great role in improving classroom efficiency and improving classroom teaching quality in a large area. For example, when teaching the calculation of parallelogram area, teachers can't follow the traditional teaching method, that is, guide students to cut into rectangles along the high line, but let students do it themselves and draw their own conclusions. In teaching, students can be inspired by the following: teamwork, using the parallelogram in your hand, through cutting, measuring and spelling, can you transform it into the graphics we have learned? In this way, students' thinking is active, and there are five ways for students to cut and spell themselves. By hands and brains, I can get the process of pushing down the parallelogram area, which fully mobilizes the enthusiasm and initiative of students and gets twice the result with half the effort. 3. Questioning and asking difficult questions, being unconventional and stimulating the desire to explore.
Learning begins with thinking, thinking comes from doubt, and doubt leads to exploration, thus discovering truth. Einstein said: It is often more important to ask a question than to solve it. Without problems, there will be no strong thinking activities, let alone creative thinking activities. Therefore, teachers should enthusiastically urge students to ask questions, think more and ask more questions, and form a good habit of asking questions and asking difficult questions. If teachers encourage students to ask questions in time, they will ask more valuable questions, thus cultivating their innovative consciousness. In class, teachers should encourage students not to eat steamed bread chewed by others, and be original and innovative. Consciously ask students to think from various angles, cultivate students' flexibility and independence of thinking, and make them brave in uniqueness and innovation. For example, when teaching parallelogram area, students can directly and freely guess the calculation method of parallelogram area. In teaching, teachers should leave time and space for students to think about problems, pay attention to guiding students to find and ask questions, ignite the sparks of students' thinking and stimulate students' desire to explore. Although some ideas are unrealistic and failed, these are the results of students' innovative attempts and thinking, and more importantly, they have cultivated students' spirit of positive thinking and innovation.
Third, guide the "re-creation" in the learning process.
In teaching, we often prepare questions for students, thinking that it is natural and unquestionable to ask questions to students, and we are satisfied with students answering these ready-made questions. In the long run, our children will lose their sense of problems and lack innovative spirit. In fact, the only correct way to learn mathematics is to carry out "re-creation", that is, students discover what they want to learn, let them observe and experiment, guess by intuition or reasoning, and then establish a relationship between these findings to form a system and get mathematics knowledge similar to textbooks. For example, when teaching the volume of a cylinder, students can first recall the process of knocking down the formula of circular area, let them say the unified formula of cuboid and cube, and then inspire and guide students to observe the physical teaching AIDS of cuboid, cube and cylinder, and find out their similarities as the starting point of re-creation. Through observation and comparison, students find that the thickness is the same from top to bottom, and the thickness is parallel from top to bottom, and the height is perpendicular to the bottom, thus encouraging students to make bold guesses by using their own intuition according to the similarity of cuboids, cubes and cylinders. Under the guidance of the teacher, more than half of the students guessed that the cylinder volume is also the bottom area. Miss Gao then asked: Did you guess correctly? How to verify? This question once again activated students' thinking, and students discussed with each other, inspired each other and cooperated in experiments. Through students' discussion and cooperation experiments and teachers' organization and guidance, the volume calculation method of cylinder is obtained, that is, the volume of cylinder = bottom area? Tall man. Through observation, comparison, guessing and verification, students have experienced the whole process of knowledge, enjoyed the freedom of re-creation, learned the thinking method of mathematical reduction, and also embodied the basic idea that process is more important than result and method is more important than knowledge, which is very beneficial to students' future study, especially effectively cultivating their initiative of discovery, exploration and innovation.
Fourth, seek differences and make bold attempts.
In the past, teachers often paid attention to the training of seeking common ground thinking and neglected the training of seeking different thinking. In fact, seeking difference thinking is the focus of creative thinking, because seeking difference thinking is based on bold speculation and attempt. In the classroom, teachers should seize every opportunity, encourage students to seek common ground while reserving differences, take the initiative to explore, induce students to think critically, optimize problem-solving strategies, constantly lead students to a new situation of exploring knowledge, and constantly improve their autonomous learning ability in practice. For example, there is a problem in teaching: two ships, A and B, set off from two ports in the east and west respectively and meet in eight hours. Ship A will arrive at the West Port in 6 hours, and how many hours will it take for Ship B to arrive at Donggang? Students have basically mastered the solutions to similar problems through previous studies. After the topic is put forward, teachers can make use of the good performance and strong self-motivation of primary school students to actively encourage students to see who is the smartest, who can find more than two solutions and who is the successful person. After students' bold attempts, there are five different solutions.
Option 1: 1? (-)-8 = 10 (hours) Solution 2:? 8? (-) = 10 (hour) Solution 3: 1/6? 8? = 10 (hour) solution 4: 8? = 10 (hour) Solution 5: It takes X hours for the B ship to reach Donggang. 8:X=6:8X= 10
This is the creation of students on the basis of independent thinking and mutual discussion. In this process, students' intelligence has been developed and their ability has been enhanced. After students try to solve many problems, teachers grasp the key to solving problems and give timely guidance, which not only highlights the key points, but also enhances students' awareness of autonomy, exploration, success and innovation.
In a word, only by paying attention to the guidance of students' learning methods and creating a situation, opportunity and atmosphere for students to fly their minds, imagine boldly and try fully can teachers mobilize students' initiative in learning and truly improve the efficiency of classroom teaching.