(2) Summary questions: that is, let students ask questions in the summary. In regular teaching, our teacher wants pupils to sum up what new knowledge they have learned and what they have gained before the end of the new lesson. If you ask again: Students, you have just solved many problems with the new knowledge you have learned. Do you have any questions? Don't say what you don't understand, it's better to say that asking questions is more important than solving them, which can inspire students to think and explore. ) I used this method in teaching. After summing up, let students ask questions. One student asked: Teacher, I want to ask you a question. What should you do if I measure the body length of a kitten to be 0.4m and ask for an integer? I boldly asked other students in my class to solve this problem. Some students said that it was impossible to work out this kind of problem, some students said that rounding can only be written as 1M, some students said that it can be written as 0.5m, and some students even insisted on writing as 0M, because the textbook requirements should be strictly followed. Teaching immediately became vivid. I encourage all students' opinions and stimulate their enthusiasm for asking questions. After learning the basic nature of fractions, some students asked: The basic nature of fractions can be said to be that numerator and denominator add or subtract the same number at the same time, and the size of fractions remains the same? For example, 4/4, these questions are sometimes funny to teachers because we never thought about them. We can treat these questions as whimsy and encourage them to dare to ask questions.
2. Carefully organize various inquiry activities.
In classroom teaching, no matter when students ask questions, it is inseparable from the process of "inquiry". Then, teachers can choose the appropriate inquiry form according to the content needs. First, independent inquiry, that is, let each student explore and discover freely and openly with his own way of thinking according to his own experience. Independent inquiry can help students learn the methods of scientific inquiry, thus increasing their independent consciousness and cultivating their exploration spirit and innovation ability. Second, group cooperative inquiry can help students brainstorm, learn from each other's strong points, broaden their thinking, get clearer concepts and more accurate conclusions. Teachers can also choose reasonable inquiry methods according to the different characteristics of teaching content, such as:
(1) Operation: Let students find the rules and draw conclusions through their own hands-on operation. This method is usually suitable for the teaching of geometric figures. For example, in the first section, the calculation formula of triangle area is taught, and the operation inquiry method is adopted. (Draw a picture on the blackboard to explain)-The conventional deduction method is that students prepare two identical triangles first, and then through operation, students find that two identical triangles can be combined into a parallelogram, and sometimes they can be combined into a rectangle or a square. Students can easily deduce the formula for calculating the triangle area according to the fact that the area of the combined parallelogram is twice that of the triangle. This is also the method in the book. In the process of operation, our students also found that the area formula of triangle is obtained by splicing and shearing, which is a parallelogram formed by shearing along half the height of triangle and splicing the lower parts together; You can also cut along half the height, cut the cut part into two small right-angled triangles along the height, and put them together with the lower part to make a rectangle. Different from the bottom of the book × half the height, and the book is half the area, the result is exactly the same. This exploratory operation has greatly enhanced students' innovative consciousness.
(2) Conjecture: Conjecture can also be said to be a kind of imagination, in which students boldly imagine and reasonably demonstrate mathematical problems based on existing knowledge, experience and methods. This is an important way of creative thinking activities, but also the internal motivation of inquiry. Only when students dare to guess can they be prompted to verify their guesses in various ways and arouse their strong interest in learning activities. It is normal for students to fail or succeed in the process of guessing. It is important that students participate in the learning process. For example, in the part of comparing scores in teaching, teachers show different scores and let students guess their sizes. Students guess different answers. Who is right? Just classmates.
Discuss with the teachers what you are going to learn today, and you will know when you finish learning. This conjecture is before the new lesson. When students do thinking questions, they should also be encouraged to guess and find out the answers through argument. For example, there is an age problem like this: mom is four times as old as Xiaojun. Dad is 4.2 times older than Xiaojun. Xiaojun's father is two years older than his mother. How old is Xiaojun? A student boldly used the method of guessing. He guessed that only by multiplying these numbers, such as 5. 10 and 15 ... and 4.2, a new integer age could be obtained. Suppose Xiaojun's age is 5 years old, then his father is 2 1 year old, his mother is 20 years old, and his father is only older than his mother 1 year old, which does not meet the requirements. Meet the requirements, and finally determine the age of Xiaojun as 10 years old. Although this method is not as simple as equations 4.2x-4x = 2 and (4.2-4) ÷, it cultivates students' innovative ability and is a challenge to conservative thinking. Our teachers should never mistake this speculation for ridicule and speculation, but should encourage them to verify it.
(3) Communication and cooperation: This inquiry method is the most widely used in classroom teaching, but it is mostly a mere formality. I have heard many open classes. The teacher asked a question for the students to discuss in groups. The students discussed for less than 3 minutes, and then looked at their watches and ended in a hurry. The purpose is to arrange the teaching time reasonably in order to achieve the perfection of this course. This is a concrete embodiment of taking teachers as the main body, so students should be given enough time to discuss, because students' views on a problem are not always the same, and only when discussing can they speak freely and express their opinions. There are various forms of discussion, such as a group of four, a group of two, the same position, a little more open. In the process of students' discussion, teachers should give full play to their leading position, guide each group and help students solve problems in time when they encounter difficulties. Discussion is an important process of internalizing knowledge, which can not only improve students' thinking ability, but also exercise their language expression ability.