Lenin once said: "Humor is a beautiful and healthy quality." Educator Svetlov pointed out: "The most important and primary assistant of educators is humor." If classroom teaching is too "real", students can only learn by rote and copy mechanically. Only by turning reality into emptiness and constantly meeting the needs of students can we form infinite meaning and distant artistic conception. When teaching, it will get twice the result with half the effort to bring students into the learning state, analyze and comprehend, so as to discover the law of knowledge and activate the desire for innovation. I have accumulated some experience in teaching practice for many years, and I encourage my colleagues here.
(A) the introduction of new courses, good at using humorous language to stimulate students' interest in learning.
Teachers use vivid, interesting and humorous language to impart knowledge, which can make students directly feel the fun of the teaching process itself and enjoy a relaxed and happy emotional experience, thus activating the classroom teaching atmosphere, getting rid of the troubles of studying hard and entering the realm of happy learning.
For example, when teaching "solving right triangle", show students such a question: Who can measure the width of a river without crossing it? Measuring the height of a mountain without climbing it? Calculate the distance between the enemy position and the enemy position without approaching it? Just when the students looked at each other, tell them that this person is far away and close at hand, just to learn from me! Then show the title of this course and tell them that you can have my skills after learning this course. In this way, students' strong interest in learning scientific knowledge is induced, and their enthusiasm for studying mathematics is fully mobilized. Promote teachers and students to successfully complete teaching tasks in a happy and pleasant atmosphere.
(B) in classroom teaching, clever use of humorous language to deepen students' understanding of knowledge.
Bruner, an American psychologist, said: "The best stimulus for learning is interest in textbooks." Although the content of mathematics textbooks is abstract, its expression and practical application are vivid and colorful. Adding humorous language to math class will make knowledge points interesting and easy for students to understand and accept. For example, when talking about rational number addition, students are always confused about whose symbol to take when adding two numbers with different absolute values. So, I'm telling you, at this time, we have to see who has the largest absolute value and who has the final say! This is more in line with the logic of "whoever is powerful will listen to him"; Speaking of the accuracy of the number expressed by scientific notation, I told students to implement the "follow-up investigation method" on the last digit of part "A", that is, to mark this number, put it back in the original number, and see where it is in the original number, and then it will be accurate! Students are interested in "follow-up investigation", so keep it in mind; For another example, when explaining a linear equation, students always don't know how to move the term at first. Move to where? I told the children that this is equivalent to separation surgery! Known items are placed on the left of the equal sign, and unknown items are placed on the right of the equal sign! Starting to "merge" after separation is actually "suture" in surgery. This makes "transferring items" and "merging similar items" easy to understand and interesting!
(3) In classroom teaching, humor should be used appropriately to enhance students' confidence in learning mathematics.
In classroom teaching, we must completely change the traditional teaching mode, that is, teachers talk blindly and emphasize the importance of knowledge points, while students are just bystanders and ignore their participation! You know, only by personally participating can you gain something! Therefore, our teacher should give students enough opportunities to show! Let them feel that they are the masters of math class, and they can't do without their participation! For example, when marking papers, my practice is to "answer reporters' questions on the spot", that is, let students (reporters) who have made mistakes ask questions and doubts, and other students will answer them on the spot. When no one can answer the reporter's question, the teacher will "go out". In this way, the enthusiasm of students is fully mobilized and the classroom atmosphere is extremely active. Everyone will realize their own value. Greatly improved the interest in learning mathematics. In addition, the math class can make up a small game according to the content and form of the class. In the game, the teacher can be the host or referee, or directly participate in the activities and become the learning partner of the students.
In fact, humor is everywhere. As long as our math teacher ponders and thinks more, is good at discovering humor, and boldly uses humor in the process of preparing lessons, it will make the original "boring and difficult to remember" knowledge easy to understand! Let our math class make students feel relaxed because of humor, and then they are willing to learn math!
In a serious and tense math class, teachers use humorous language and vivid movements to teach, which can make students immerse themselves in warm colors and enjoy pleasant experiences, thus loving mathematics. A famous person once said: It is more acceptable to tell serious truth with humor than to say it directly.
Teaching is a language art, and language should be witty and playful. The stereotyped narration can only lead to students' boredom, fatigue and distraction. Facts show that teachers' humor is an important condition to win students' love, trust and admiration. However, humor should not be used frequently, so we should blindly pursue humor and grasp the best opportunity of humor.
In a word, humor begins with teachers and ends with students. The purpose is to create a relaxed and active classroom atmosphere, so that students can acquire knowledge through laughter, cultivate interest, change "bitter" learning into "happy" learning, change "passive" learning into "active" learning, optimize classroom teaching, and then improve teaching quality.