The best way to learn any knowledge is to discover it by yourself, because this kind of discovery is the most profound to understand and the easiest to grasp the internal laws, nature and connections. Believe in every student, let them learn by themselves, and believe that they will learn well through their own efforts. Admit that there are differences among students, but firmly believe that this difference is a exploitable resource. As long as we provide necessary study guidance and basic study conditions, almost all people can learn well.
First of all: preview is essential. Preview is to read the upcoming mathematics content before class, understand its outline, and be aware of it, so as to grasp the initiative in class. Preview is an attempt of autonomous learning. Whether you understand the learning content correctly, whether you can grasp the key points and hidden thinking methods, etc. It can be tested, strengthened or corrected in time in class, which is conducive to improving learning ability and forming the habit of self-study, so it is an important part of mathematics learning. Mathematics has a strong logic and coherence, and new knowledge is often based on old knowledge. Therefore, when previewing, you should find out what you need to learn new knowledge, and then recall or review it again. Once we find that the old knowledge is not well mastered or even understood, we should take timely measures to make up for it, overcome the learning obstacles caused by not mastering or forgetting, and create conditions for learning new content smoothly.
Secondly, let students master the method of preview. Preview, in addition to recalling or reviewing the old knowledge (or preparatory knowledge) needed to learn new content, should also understand the basic content, that is, know what to say, what problems to solve, what methods to adopt, where the focus is, and so on. In preview, reading, thinking and writing are generally used to draw out or mark the main points, levels and connections of the content, write down your own views or places and problems that you can't understand, and finally determine the main problems or solutions to be solved in class to improve the efficiency of class. In the arrangement of time, the preview is generally carried out after review and homework, that is, after finishing homework, read the content to be learned in the next class, which requires flexibility according to the specific situation at that time. If time permits, you can think more about some problems, study deeply, and even do exercises or exercises; Time does not allow, we can have fewer questions and leave more questions for lectures to solve. There is no need to force unity.
Second, how can teachers guide and urge students to learn first?
First of all, teachers should cultivate students' habit of previewing before class and take effective measures to supervise. Because junior high school students' self-awareness is not strong and their self-learning ability is limited, in order to make students preview before class to achieve the best effect, teachers must formulate a set of effective methods, such as classroom questioning, classroom quizzes, and randomly selecting students to do problems before class. In order to promote students to complete the task of self-study consciously, actively and effectively, teachers should also put forward specific self-study requirements according to the needs of teaching objectives, focusing on establishing students' learning motivation, such as specific reading scope, thinking content or experimental content, how long it will take, what goals to achieve, and how teachers will test after self-study. At the same time, we should guide students to learn by themselves, such as how to read books, how to practice, what matters should be paid attention to during the experiment, and thinking must be carried out independently. And according to the needs of specific teaching objectives and contents, let students try first under the premise of independent thinking, say whatever they want and start as soon as they want.
Second, in the teaching process, teachers should study the characteristics of the subject and help students find the best learning method. Mathematics is responsible for cultivating students' computing ability, logical thinking ability, spatial imagination ability, and the ability to analyze and solve problems by using what they have learned. Its characteristics are high abstraction, strong logic, wide applicability and high requirements for ability. Learning mathematics must pay attention to "living", not only reading books without doing problems, but also burying oneself in doing problems without summarizing and accumulating. We must be able to access textbooks and combine our own characteristics. Find the best learning method. This is the truth of the learning process of "from thin to thick" and "from thick to thin" advocated by Mr. Hua. The methods vary from person to person, but the four links of learning (preview, class, assignment and homework) and one step (review and summary) are indispensable. In addition, teaching objectives have a strong guiding role. To implement quality education in classroom teaching, teachers should first do. Of course, in the teaching process of learning before teaching and teaching with learning, every step is inseparable from teachers. Cai Linsen, president of Yang Si Middle School, said that the specific process of the teaching mode of "learning first and teaching later" is like a car entering the expressway, and it can't get on without an approach bridge; If there is no road sign, you can take a fork in the road. Teachers should be "approach bridges" and "signposts" and play a leading role, which is the premise for students to learn well.
Third, teachers should teach students in accordance with their aptitude and guide them according to the situation.
Everyone knows things in his own unique way, and every student has his own specific learning method. Even if defined by the meaning of learning, some students' learning methods are naive and immature, but in teaching, we can take these immature learning methods as the starting point of learning, and temper scientific and effective learning methods by constantly strengthening guidance. It is an arduous task to strengthen the guidance of learning methods in classroom teaching. Teachers must fully understand the learning situation, understand and master the dynamics of classroom learning, and teach students in accordance with their aptitude. At present, it has become the consensus of teachers to strengthen the guidance of learning methods, but how to master the strength of the guidance of learning methods and enhance the artistry of the guidance of learning methods is worth further discussion. It should be said that heuristic teaching, from shallow to deep teaching and so on are all effective teaching methods, which are very flexible and do not stick to fixed procedures; It can inspire students in a timely and appropriate way, which varies from person to person and from material to material.
4. What are the basic qualities that teachers must have before learning?
In the book Classification of Educational Goals, Bloom divides teaching objectives into three areas, namely, cognitive area, emotional area and motor skill area. Therefore, when preparing lessons, teachers should choose teaching strategies, methods and media around these goals and reorganize the necessary content. In mathematics teaching, through the joint efforts of teachers and students, students can achieve the predetermined goals in knowledge, ability, skills, psychology, ideology and morality, so as to improve their comprehensive quality. Specifically, the following aspects should be realized:
The first is to prepare a starting point. The so-called starting point is the growth point of new knowledge on the basis of original knowledge. A suitable starting point is conducive to promoting knowledge transfer and enabling students to learn and be willing to learn. The starting point is too low, students are not interested and unwilling to learn; The starting point is too high for students to understand and learn.
The second is to prepare the key points. Emphasis is often the starting point and main part of new knowledge. Give prominence to the key points when preparing lessons. In a class, first of all, we should ensure that the key contents are focused in time, closely focus on the key points, and take this as the center, supplemented by knowledge and practice, to guide and inspire students to strengthen their understanding of the key contents, so that the whole class has a soul.
The third is to prepare for difficulties. The so-called difficulty is the knowledge point that most students in mathematics can't understand and master. Difficulties and priorities sometimes coincide. When preparing lessons, it should be determined according to the breadth and depth of the teaching materials and the students' foundation. We must pay attention to analysis, study carefully, grasp the key points and break through the difficulties. For example, in geometry teaching, we should combine specific teaching methods (such as origami, paper-cutting, physical demonstration, etc. ) and adopt intuitive teaching to concretize abstract and difficult knowledge, thus slowing down the slope of knowledge and slowly cultivating students' spatial imagination.
Fourth, prepare the intersection. That is, the connection point between old and new knowledge. Mathematics knowledge itself is very systematic, and chapters, examples and exercises are closely related. Only by truly understanding the intersection of old and new knowledge can we integrate knowledge, communicate the vertical and horizontal links between knowledge and form a knowledge network. Teachers can use variants to explain examples, so that students can draw inferences when doing problems, which is more conducive to the flexible use of knowledge.
Fifth, be prepared to doubt. It is that students are easy to mix and make mistakes. When preparing lessons, we should combine the students' basic and practical ability, find out the doubts and make full preparations. For example, when reviewing the difficult content of the proportional line segment related to the circle in the general review of the senior high school entrance examination in the third grade, a poetic and easy-to-remember formula is introduced: replace it with equal product and equal ratio, search horizontally and search vertically, if you can't find it, don't worry, equal line and equal ratio; Satisfy the equal proportion, change the equal product, projection and circle power instead. This not only increases the literariness of mathematics, but also deepens students' memory, enabling students to master this important content comprehensively and systematically. Because I have been teaching for a short time, students sometimes have not mastered the foundation and their own thinking ability, and there are still many deviations in choosing students. The biggest experience is to make full preparations in advance, consciously set suspense in teaching, use more inspiration, let students think positively, but the quality is difficult to question, guide students to analyze and judge, stop under the guidance of teachers, and let students give full play to their abilities and make clear their doubts.
In a word, the practice of learning before teaching and teaching with learning has many successes, but there are still many problems in the specific operation process. For example, at first, students are interested and conscious, but after a period of time, some students can't finish the task on time, which brings great difficulty to teaching; Classroom practice is a little more difficult, some students are a little at a loss, and their self-confidence in learning mathematics declines; Classroom teaching has no time to analyze difficulties and so on. In view of these problems, we are combining the characteristics of many local students, optimizing students' learning environment through home visits, holding parent-teacher conferences and other ways, and strengthening their own learning, often summing up their own exploration, and finding a teaching plan suitable for the local special environment, so that it is feasible to learn first and then teach.
How to carry out developmental teaching in primary school mathematics? Hello!
The teaching of intensive learning is not limited to the development of cognitive ability; Moreover, students are required to understand the learning process and teach them learning methods; Emphasize the development of all students, including poor students; Pay attention to the study of students' interest, motivation and other internal incentive factors; Advocate that students should live a rich spiritual life. Developmental teaching promotes students' development, potential, personality and creativity, so that every student has the ability of self-confidence and sustainable development. Developmental teaching requires teachers to treat every student with a developmental perspective, and the representative figure of developmental teaching theory is zankov.
Precautions:
① Diversification of evaluation subjects; ② Pay attention to process evaluation; ③ Pay attention to students' individual differences; ④ Pay attention to students' all-round development; ⑤ All previous evaluations of students are for their subsequent development.
How to implement "learning before teaching" in primary school mathematics teaching? The best way to learn any knowledge is to discover it by yourself, because this kind of discovery is the most profound to understand, and it is also the easiest to grasp its internal laws, essence and connections. Believe in every student, let them learn by themselves, and believe that they will learn well through their own efforts. Admit that there are differences among students, but firmly believe that this difference is a exploitable resource. As long as we provide necessary study guidance and basic study conditions, almost all people can learn well.
How to carry out the reading teaching of primary school mathematics students' learning process should be full of question marks: from ignorance to knowledge, from not knowing much to knowing much, from knowing why to knowing why, there will be question marks. The process of teaching is essentially that students constantly ask questions and analyze them under the guidance of teachers.
One of the biggest characteristics of how to carry out situational teaching in the new mathematics textbooks for primary schools is that the introduction of a lot of knowledge and the raising and solving of problems are carried out in certain situations. Therefore, carefully creating situations is an important strategy to improve the effectiveness of mathematics classroom teaching. In mathematics teaching, teachers create vivid and interesting teaching situations that help students learn independently, which can not only stimulate students' association, arouse students' original knowledge and concepts, connect old and new knowledge, make students master mathematics knowledge and skills easily, but also make students better experience the emotions in mathematics content, make the original boring and abstract mathematics knowledge lively and interesting, and arouse students' enthusiasm and initiative in learning.
On how to implement life-oriented teaching in primary school mathematics and integrate courses with life knowledge.
Mathematics teachers can combine the cognitive characteristics and level of primary school students, as well as the actual teaching content and requirements, and use life knowledge to introduce courses to build a life-oriented mathematics classroom for students. The introduction of life-oriented teaching methods in the classroom can not only concentrate students' attention, stimulate their interest and motivation in learning, but also continuously improve their classroom participation and achieve ideal teaching results.
How to teach interest in primary school mathematics, the best instructor is interest. Confucius's "knowledge is not as good as kindness, and kindness is not as good as joy" is about a person's interest. With the advancement of the new curriculum reform, teachers should pay more attention to students' interest in the teaching process, pay attention to cultivating students' interest, and stimulate and improve students' interest in learning in the teaching process.
How to teach the concept of mathematics in primary schools and how to teach the concept of mathematics effectively? Mathematics concept occupies a very important position in mathematics learning, and it is the essence of mathematics accumulated continuously. Its language is very concise and abstract. Therefore, it is extremely important for students to form concepts and master and use them correctly in teaching. 1. The concrete and intuitive introduction of conceptual mathematical concepts is abstract, while the thinking of primary school students is in the stage of concrete thinking in images. Therefore, in the process of teaching mathematical concepts, teachers should try to introduce what students are familiar with in their daily life. In this way, students' interest in learning will be high and their enthusiasm for thinking will be high. 2. Some concepts introduced from old knowledge into new concept mathematics are often difficult to express intuitively. I use old knowledge to introduce new concepts. When preparing lessons, we should analyze what old knowledge of this new concept is internally related to it. It is easy for students to use their old knowledge to teach new concepts. 3. Understand the essence through practical activities, form concepts and practice true knowledge. The hand is the teacher of the brain. By demonstrating learning tools, students can understand some concepts that are difficult to explain. 4. From concrete to abstract, revealing the essence of concepts, we should pay attention to cultivating students' abstract thinking ability in teaching. In concept teaching, we should be good at creating conditions for students, guiding students to master concepts through observation, thinking and exploring the meaning of concepts, and follow the cognitive process from perceptual knowledge to rational knowledge. Only in this way can students' logical thinking ability be cultivated.
How to carry out primary school mathematics experiment teaching is an innovative teaching course advocated by the new curriculum.
In order to find the answers to the following questions, I made use of the favorable conditions provided by the school when arranging my work.
I volunteered to conduct a teaching experiment in the first grade of our school.
How to carry out moral education in primary school mathematics teaching. Every math teacher should attach importance to moral education in math classroom. It is the responsibility of every math teacher to let students learn valuable knowledge and practical knowledge, promote their development and improve the effectiveness of classroom teaching.