1 Understand mathematics and have an interest in independent inquiry.
Psychologist Buner said: "The best stimulus for learning is interest in the subject you are studying." Tolstoy also said: "Successful teaching needs not compulsion, but stimulating interest in learning." A strong interest in learning can make students have a strong thirst for knowledge, thus having keen thinking and rich driving force. Mathematics is a very scientific subject. The most important thing for students to learn mathematics independently is to understand the charm of mathematics. As a math teacher, what can I do to make students have a strong interest in mathematics and encourage them to explore and learn independently?
1. 1 Understand that knowledge is around and stimulate interest in mathematics from life.
The new curriculum standard points out: "Mathematics comes from life and returns to life, and everyone learns valuable mathematics." In teaching, teachers can adapt the text according to the given examples and familiar and interesting things in students' lives, and then carry out teaching, so that students can feel that the mathematics they have learned is universal, familiar and related to themselves. After learning, they can use this knowledge to solve the problems they encounter in life, so they will soon understand that learning mathematics knowledge is very valuable.
1.2 Summarize the law in the activity and stimulate the interest in mathematics from the activity.
The new curriculum standard points out: "Mathematics teaching is teaching in activities." Educator Suhomlin pointed out: "Teachers should impart human intellectual wealth to students, which can ignite the desire for knowledge and the flame of loving knowledge in students' hearts." Let students taste the fun of learning mathematics in active participation, and at the same time feel that mathematics knowledge is found by themselves.
1.3 Teachers and students have harmonious feelings and promote their interest in learning.
Teaching is a process of interaction between teachers and students, and it is also a process of communication between teachers and students. Both of them have their own characteristics and laws, and neither of them can really put teaching activities on a scientific track. According to the survey, a considerable number of students have a strong interest in his subject because they like a teacher, and a considerable number of students don't like a teacher and have no interest in his subject. American psychologists believe that "the greatest need in life is the affirmation of others." Therefore, our teachers should use smiling, praising and affirming language to teach. Perhaps a kind and trusting look, a warm and encouraging word and a gesture of affirmation and praise can make students feel positive and happy. On the contrary, the teacher's harsh criticism, fierce eyes and reprimanding tone will make students daunting and produce a kind of depression, even fear and fear. In short, teachers should be good at controlling their negative emotions, teaching enthusiastically with a positive attitude, infecting students with a full mental state, and making every student look up and learn mathematics with full enthusiasm.
Interest is a fierce and lasting motivation and the best teacher. Only by making students have a strong interest in mathematics can they have a lasting enthusiasm for mathematics and further explore, discover and solve problems by themselves. At the same time, they can learn to ask themselves questions, be good at association and inference, see things that people have never seen and are unknown, and generate positive motivation for independent exploration and learning.
Look at students with appreciation, so that students are willing to explore independently.
Appreciation is expectation, tolerance, understanding and respect. Appreciation is a language, but it is much more expressive than language. Educators have said: "The art of teaching lies not in ability, but in motivation, awakening and encouragement." Teachers' appreciation can help students build self-confidence and stimulate their confidence in learning.
3 Carefully design inquiry activities to stimulate students' desire for independent inquiry.
Combining with the content of teaching materials, some classic materials in the process of knowledge formation are designed as inquiry questions, which can be the process of putting forward mathematical formulas, theorems and rules, the process of knowledge occurrence, development and formation, and the exploration process of problem-solving ideas.
Putting students in problem situations can stimulate students to keep sensitive and curious about problems and phenomena, form inquiry consciousness, and help guide students to effectively explore the formation process of mathematical knowledge.
The most attractive teaching is that students find problems by themselves and solve them by themselves. Therefore, teachers should actively guide students to ask questions. In teaching, students can be guided to observe, operate and guess from different directions, ways and angles based on a certain knowledge point, so as to activate students' existing knowledge and experience, discover new problems and learn new knowledge, thus cultivating inquiry consciousness and innovative spirit.
At each stage of the teaching process, teachers can create a series of small problems around each teaching goal and each goal to create cognitive conflicts and build mathematical models, so that students can feel that the problems they face are familiar, common, novel and challenging at the same time, so that these continuous stage problems can continuously stimulate students' enthusiasm for learning and interest in exploring knowledge, and promote students' emotions to reach the best level.
Mathematical knowledge is abstract to varying degrees. In order to adapt to students' way of thinking and guide students to abstract mathematical knowledge and principles, it is necessary to provide rich intuitive materials, obtain a lot of perceptual knowledge through observation, operation, comparison and analysis, and establish representation as the pillar of abstract mathematical knowledge. Therefore, we must apply what we have learned in teaching and design application inquiry activities in combination with practical problems. But at the same time, we should pay attention to the following aspects: (1) is close to students' mathematics reality and suitable for students' knowledge structure and ability level. (2) It has obvious practical background and application value in production, life, physics and chemistry. (3) It is challenging, exploratory, extensible and interesting.
4. Provide independent exploration space and create an independent exploration atmosphere.
Inquiry teaching pays attention to the process of students' inquiry and thinking, creates a democratic teaching atmosphere, establishes an equal, democratic, respectful, trusting, friendly and cooperative interpersonal relationship between teachers and students, creates hobbies and personalities suitable for students' active participation and learning, and treats students with an equal, tolerant and friendly attitude, thus forming a relaxed teaching environment conducive to the healthy development of students' subjective spirit and innovative ability. Make students' thinking into an active, open and flexible state, make students' emotions in a free, relaxed, friendly and positive psychological state, and make students' inquiry learning enter a free psychological space.
5. Let students cooperate and communicate to promote the development of independent inquiry.
Tao Xingzhi, an educator, once said: "The best teacher for children is not me, but a child in the children's own team" and founded the "Teacher Xiao" system. In group learning, students' differences should be fully considered, and problems within the group should be solved through group mutual assistance. Therefore, "group cooperative learning", "group discussion" and "deskmate cooperative learning" are a kind of teaching means often adopted by teachers and a kind of learning method that students like. This way of learning can fully mobilize students' learning enthusiasm, give them more opportunities for self-expression and make their thinking really active. In teaching, we can organize and guide students' cooperation and discussion organically by strengthening the cultivation of students' cooperative consciousness, so as to promote students' comprehensive understanding of knowledge and broaden their exploration space. In learning, learn from each other's strengths, cooperate with each other in activities such as teachers asking questions and exploring issues of interest, give play to their personal advantages and communicate with each other. Not only will they not lose anything, but they will gain more. Students with good grades will have a deeper understanding of what they have learned before and grasp the key points of knowledge in the process of explaining it to others. Students with poor grades also get more time to make up for vacancies, which is conducive to catching up with them and promoting students' mutual improvement in the learning process. In a word, cooperative communication provides a stage for students to fully show themselves, makes up for the limitations of classroom language in traditional teaching, and also cultivates students' listening, speaking and thinking abilities.
6. Problems that should be paid attention to when using inquiry teaching.
6. 1 emphasize that inquiry teaching does not completely exclude other learning methods.
Based on the present situation of our country, we should vigorously promote the research and practice of inquiry learning, but we can't completely abandon the receptive learning of teachers teaching and students listening. In order to satisfy students' spiritual and spiritual aspirations, students must learn a lot of the essence of human cultural heritage acceptably, so as to enrich their minds and souls. If teachers' teaching can stimulate students' wisdom and creative impulse, then teaching is still a feasible teaching method. Moreover, in the process of inquiry, the inquirer needs to comprehensively use the existing knowledge and experience in order to "review the old and learn the new". Therefore, one day, the teacher's "talking to the end" in a class does not necessarily mean "cramming", only that "talking to the end" cannot be the main line of teaching for a long time, otherwise it is likely to limit the growth of students' creative thinking and deprive students of their own exploration, discovery and different opinions.
6.2 In the application of inquiry learning, the requirements for students should not be too high.
When guiding students to explore, teachers should focus on those aspects that have extensive migration value and can be inspired in students' life and after going to society, instead of pursuing the exploration level of scientists, they should focus on improving students' "basic scientific literacy". That is, to satisfy students' desire for knowledge through inquiry, to cultivate scientific thinking ability, to exercise problem-solving ability and cooperative communication ability through inquiry. Cultivate scientific spirit and attitude, and initially acquire scientific methods. Pay special attention to guide all students to directly participate in the inquiry process, and deeply understand the characteristics of inquiry from personal experience through their own reflection and thinking, and understand how inquiry leads to scientific discovery.
In a word, exploration is the lifeline of mathematics. As the organizer, guide and cooperator of students' learning, if teachers can base themselves on students' development and pay attention to implementing the strategy of "inquiry learning" in our teaching, so that students can get close to and experience mathematics through personal experience, independent exploration and practical application, and then "create mathematics" and apply mathematics, then our teaching will continue to succeed, and we will be able to better.