In mathematics teaching, we can start from the following aspects:
(A) identify the starting point of teaching, determine the teaching methods and strategies.
It is the most critical problem for teachers to do a good job of investigating their own learning situation and reasonably determine the starting point of teaching. However, this is precisely the problem that teachers are most likely to ignore in classroom teaching. Mathematics curriculum standards clearly point out that mathematics teaching activities "must be based on students' cognitive development level and existing knowledge and experience." "The' foundation' mentioned here refers not only to what students have learned, but also to how well students have mastered this knowledge, including the mathematical thinking methods formed by students in their previous studies. Only by analyzing these aspects well can we find the breakthrough point of teaching and accelerate the natural migration of old knowledge to new knowledge. In classroom teaching, it is common to find the breakthrough point of teaching, which affects the efficiency of classroom teaching. Before designing lesson plans, teachers must know what life experiences and knowledge skills students have to learn new knowledge, whether they have mastered or partially mastered the teaching objectives, what knowledge students can learn by themselves and what knowledge needs teachers' guidance.
(B) according to students' interests, flexibly adjust the teaching process and order.
Klein believes that most people work hard but rarely succeed, and successful people like what they do and regard it as a game, which actually emphasizes the decisive significance of keeping children interested in learning. In teaching, we should take this factor as life, choose the points that students are most interested in as clues, thus adjust the teaching order and let students devote themselves to the most active learning in the most enjoyable activities, so that teaching has real significance.
For example, when teaching "Understanding Logarithms of 1 1-20", the following knowledge points are involved:
1, number order: (1) positive number, reciprocal (2) intermediate number (3) adjacent number.
2. 1 1-20 Size comparison of each number:
3. Writing the number 1 1-20
4. Understand the composition of the number 1 1-20.
One is ten.
A dozen is made up of a ten and several ones.
(3) Two tens are twenty.
In teaching, after showing the topic, the teacher asked a question: "How much do you know about the number 1 1-20?" This problem is like a stone stirring up a thousand waves. Students spoke enthusiastically according to their own understanding of this knowledge, and some said: I will write these figures; Some said, I can count; Some people say that I know () is greater than (); Some people say, I know () is smaller than (). ...
Teachers conform to the students' thinking order and organically link these knowledge points. Interest is the biggest motivation for learning, and it is very important to stimulate students' inner emotions. In teaching, teachers choose the questions that students are most interested in according to their cognitive level, take students' thinking as a clue, reasonably arrange the teaching structure, stimulate students' learning enthusiasm, skillfully use children's existing experience and internal resources, activate students' thinking, make the classroom atmosphere very active, and keep children in a full mental state from beginning to end. This kind of teaching satisfies students' interest characteristics and psychological needs, and realizes the emotional harmony between teachers and students.
(3) Pay attention to the problems encountered by students and provide them with opportunities and space for exploration in time.
In order to successfully complete the scheduled teaching content, the following teaching phenomena will inevitably appear in teaching: 1, detour when encountering problems and ignore students' thinking obstacles; 2. Intentionally "nip the confusion that students may encounter in the bud" and let students' thinking yield step by step. In this way, students' learning activities in math class are limited to rational thinking. The premise of achieving this goal is to "provide students with opportunities to fully engage in mathematics activities." The best time for this kind of inquiry and communication activities is when students are confused in their studies, because with these confusions comes the desire for new knowledge. For example, in the example just given, when students ask many questions, the next task is to organize them to carry out inquiry activities around these questions in a timely and effective manner: or guess and guess, or operate by hands, or verify by experiments, or communicate with each other, and learn mathematical ideas, methods and experiences in various vivid inquiry and practice activities. Therefore, in class, I cherish the difficulties students encounter in their studies and try my best to create a relaxed and democratic teaching environment for students and provide them with time and space for exploration.
Teaching students according to their studies should pay special attention to each student's learning state, learning process and learning needs. Teachers should meet any needs of students. Teachers should be "stingy" in teaching, and let lazy teachers teach attendance students until "teaching is for not teaching". As Zhuangzi said: "Teaching without words is the benefit of inaction, which is rare in the world."