Effective independent inquiry has two preconditions: First, students will explore. In other words, the selected mathematical problems should be suitable for students to solve through exploration, and the strategies and methods for solving problems are what students can think of. Second, students will explore. In other words, the concept of exploration is not imposed on students by teachers, but the students themselves work out strategies and methods to solve problems through individual or group efforts. Of course, effective exploration does not exclude the interaction between students and teachers and students. It is inseparable from the guidance of teachers and the mutual inspiration between students. It is an exploration and exploration based on the cooperation between students and teachers under the guidance of teachers.
Teaching is to let students actively participate in the process of exploring knowledge, so that students' ability can be developed. Then, how to guide students to better explore mathematical knowledge and cultivate scientific independent inquiry ability? First, create a life situation and build an autonomous learning platform.
Many famous teachers believe that a good class should be attended by students with "red face, flashing eyes, small hands straight up and small mouth always open". Only when teaching touches the strings of students' emotions, stimulates students' desire to learn, arouses students' interest in learning, and excites students, will students show this expression. Therefore, the primary task for teachers to take the initiative to enter the classroom is to mobilize students' emotions and make students want to learn, want to learn and enjoy learning. British educator Spencer pointed out in Cai's On Education: "Children should be guided to explore and infer for themselves. Tell them as little as possible and guide them to discover as much as possible. " Tao Xingzhi, a famous educator in China, once said: "I think a good teacher is not teaching, not teaching students, but teaching students to learn."
This is exactly the case: we can't teach students all the knowledge in the world, just as we can't lead them to every corner of the world; But we can teach students how to master knowledge, just as we can guide them on the road we haven't gone before. Therefore, change students' learning style, let children learn independently and explore cooperatively, and let students become learning actors.
First, proceed from reality.
1, connect with real life and guide students to participate in the learning process from life experience.
The new mathematics curriculum standard clearly emphasizes the connection between mathematics and life, and emphasizes that the content of teaching materials should be based on students' existing life experience and organically combined with concrete life reality.
Let students experience mathematics, understand mathematics and have fun. For example, when teaching axis symmetry, I asked students to observe the similarities between two teaching buildings (including doors and windows) in our school. Let the students draw the floor plan of the teaching building on paper, and take Yonglu in the middle of the two floors as a straight line. Let the students fold the floor plans of the two buildings along the straight line. What happened? Who can give some examples of such daily life? Students' enthusiasm is high: students such as double happiness figures, flying butterflies and dragonflies fully perceive and appreciate symmetry in real life, which enhances students' aesthetic consciousness and stimulates students' desire for learning, thus further exploring the characteristics of this figure. "All mathematics comes from life and comes from the reality of life." Life is full of math and problems. Students are familiar with these objects around them and easy to distinguish, so starting from life, students can easily master the mathematical concepts they have learned.
2. Carry out practical activities to guide students to experience the learning process while doing mathematics.
Practice is a learning process of creating interesting and challenging learning situations around the problems to be solved, so that students can experience thinking, strategy exploration and re-creation. Practicality should be emphasized in mathematics learning. Mathematics learning can't just sit and remember to accept knowledge, but should carry out practical activities to let students do mathematics. Because, through exploration and guidance, we can further experience and understand the experience gained from mathematical activities in our own practical activities, enhance our confidence in using mathematics to solve simple practical problems, and make exploration and innovation develop.
3. Give children the right to choose and stimulate their sense of autonomy. "Choice" is an important embodiment of people's subjective initiative. In mathematics classroom teaching, the application of selection mechanism is not only conducive to the development of students' comprehensive quality, but also very conducive to stimulating students' interest, highlighting students' dominant position, cultivating students' application ability by analogy, thus promoting students to learn more independently. For example, in the teaching of "9 plus a few", let students talk about how much "9+4" is in class with the help of sticks in their hands. what do you think? Through students' active exploration, encourage students to diversify their algorithms, break the unique idea of "supplementing ten methods" in the past, and then let students choose their favorite algorithms in the process of communication.
4. Leave time for children to ask questions and stimulate children's interest in cooperative inquiry learning. Doubt is the beginning of pursuing new knowledge and the bud of innovation. Students' doubts in many aspects may be the "negligence" of the teacher's teaching, the "doubt" of the students' reading since Enlightenment, or the "blank" or "insufficient" of the textbook. In any case, it is a kind of thinking spark spontaneously produced by students in the process of internalization of language. Guiding students to question and solve doubts can promote students to actively participate in cooperative inquiry learning, activate their thinking and develop their interest in knowledge. Teachers should give students enough time to ask questions, seize the highlights in time, give encouragement, organize students to analyze and solve doubts, and teach students the methods of asking questions. Teachers play an "intermediary role" in students' questioning and resolving doubts, and guide students to deal with difficult problems. Let the students answer simple questions by themselves. Organize students to explore and solve key problems in cooperation; Guide and help solve difficult problems; Controversial questions, guide students to read and discuss, and finally the teacher explains the evaluation. Practice has proved that paying attention to inspiring students to question and solve problems in classroom teaching can stimulate students' enthusiasm for autonomous learning and exploring problems, turn students from passive to active explorers, fully develop their learning potential and cultivate their autonomous learning ability.
5. Information technology provides rich learning resources for autonomous learning.
With the development of information technology, many new resource media have appeared, such as CD-ROM, disk and Internet. The capacity of CD is larger than any book, and the network is an ocean of information. Network-based learning resources can provide learners with colorful interactive man-machine interfaces, large-scale knowledge bases and information bases organized according to hypertext structure, which conform to the characteristics of human associative thinking and associative memory, so it is easy to stimulate learners. Therefore, under this teaching mode, it is possible to achieve the ideal goal of making learners actively construct knowledge, acquire knowledge, renew themselves and even create new knowledge. This way of learning has a great role in promoting the cultivation of creative thinking. Teachers can collect a large number of learning materials on related topics through the internet before class, and then put them in the local area network. In class, teachers can guide students to find these related materials and analyze them, and finally solve problems independently.
Second, encourage exchanges and cooperation to promote the development of autonomous learning
Under the guidance of the new curriculum concept, mathematics classroom teaching should also give students sufficient time and space, turn the classroom into a collective lecture hall for students' independent exchange and cooperation from multiple angles and in all directions, so that every student can experience the happiness of learning in prosperity, the success of exploration in adversity and the rich emotional experience of active participation.
Students sing "leading role" in class, while teachers are only "supporting roles", leaving time and space for students to think, explore and communicate, and paying attention to students' emotions, attitudes and thinking in the learning process. Maybe some students can't remember at the moment, but after all, he is participating. Teachers should encourage students to express more, discuss different answers on the basis of deepening understanding, and remind students of those fresh and meaningful communication examples. We should be good at grasping students' ideas, inspiring them to pay attention to important aspects of the problem, guiding them to share their ideas and achievements, and re-examining their own ideas.
In this course, I try to establish an open relationship between teachers and students. The relaxed and democratic teaching atmosphere allows students to speak freely and truly reflect their vitality. For example, in the teaching process, some students suggested that "if the four corners of a circular piece of paper are cut into arcs, it may become a square". Then another student said, "You can cut a circle in a rectangle or a triangle." . Students have different ways of thinking. In teaching, we should recognize and respect students' differences and let them expose different thinking, so as to ensure that students' learning is full of personality.
Third, open your mind and leave enough space for independent inquiry.
Students are the masters of learning. Cultivating students' ability and developing their intelligence is the ultimate goal of giving full play to students' main role. Students need to constantly master various methods of autonomous learning in exploration and practice, and develop their abilities in the process of active participation in learning through flexible use of methods. Therefore, in teaching, students are encouraged to learn actively in their favorite way, and through observation and operation experiments, students can mobilize their eyes, mouth, hands, brain, ears and other senses to participate in cognitive activities, explore the laws of knowledge, and create conditions for the internalization of knowledge.
In class, teachers should teach students to discuss and cooperate, so that students can become the masters of learning. In teaching, let go boldly, give students enough time to discuss and cooperate in learning, and let students become the protagonists of learning and the active explorers of knowledge. In the learning atmosphere of discussion and competition, students are always in the state of thinking of constantly discovering and solving problems. After a class, they not only learned what they were interested in, but also gave full play to their autonomy.
Teachers should not only stimulate and maintain students' enthusiasm for participating in the classroom independently, but also effectively extend generate's enthusiasm for participating in the classroom after class, so as to urge them to actively explore the mysteries of mathematics knowledge after class, so as to experience the charm of mathematics knowledge, further stimulate their strong interest in learning mathematics, and keep students in an atmosphere of active and conscious participation from one class to another.
As long as teachers attach importance to teaching and persist in training, students' autonomous learning ability will be developed and students' enthusiasm for inquiry will be improved over time. In short, improving students' learning style can effectively promote students' autonomous learning and cooperative inquiry, so that students can better participate in the learning process and consciously become the masters of learning.