First, look at the classroom teaching design.
(1) Look at the beginning, transition and summary of the class.
A class is like an article. The situation that leads to the topic should be created well. A good beginning is half the battle. After the beginning, you should lose no time to point out the theme. Can't give too many examples, lost the best opportunity to cut to the chase. It is best not to spend more than five minutes in a class, and not to take up too much time in key research content. There are many ways to lead out a lesson:
First of all, we can talk about examples of production and life closely related to the teaching content to be carried out. This method is generally used in the beginning of a chapter or a big class, and is more used in the teaching of new courses.
(2) Review the knowledge and methods that students have learned that are closely related to the research content of this lesson. The main purpose is to pave the way for new research content. This method is generally used in the teaching of new courses.
(3) Lead out the content of this lesson by solving a problem, which generally has a lot of variant space and can be linked with a lot of knowledge and thinking methods. This method of leading out the text is usually used in the teaching of practice classes.
In the process of classroom teaching, we should not underestimate the relationship between each question or each part of the teaching content. There should be an essential connection between each part of the content and each question, and there should be appropriate interlanguage between each part of the teaching, so as to skillfully transfer the learning from one question to another. People naturally integrate the contents of the whole class, making students and teachers feel that the class is rich in content, but there is no redundant research content. It is natural for people to transition from one problem to another.
The end of a class is also very important. A good ending can make students grasp the key content of this class, make the key points of this class vivid in their minds, make students feel unfinished, and make students look forward to the next class. Of course, it is best for students to finish more at the end of a class, or for teachers and students to do it together under the guidance of teachers.
(B) Look at the design of classroom teaching content
See whether the teaching design of a class is from special to general, from concrete to abstract, and whether it conforms to students' cognitive laws.
To see whether a class is true or not, in classroom teaching, teachers should be good at properly creating applied mathematics situations closely related to students' real life and social practice, so that students can find problems around them.
It is best to form a series of problems in a class to see if there is problem consciousness in the teaching design of a class. Not only that, the questions asked to students in class should be open, and open questions with open conditions, open methods and open conclusions should be created to guide students to dig out multiple solutions to one problem and multiple solutions to one problem, reflecting the mathematical thinking method contained in the topic.
See if the teaching design of a class can guide students to change the observation angle of the problem, think about the problem from various angles, cultivate students' divergent thinking and cultivate their ability to find and ask questions. For example, guide students to ask a few questions, why, why this conclusion exists, what is the relationship between conditions and conclusions, and how to get this conclusion.
According to the characteristics of teaching content, teachers can use the differences between old and new knowledge, between whole and part, and between different characteristics to trigger students' cognitive conflicts, pay attention to the creation of "contradictory" problem situations, and stimulate students' desire to participate in problems. It is the students' continuous exploration and discovery of art in "conflict-balance-re-conflict-rebalancing".
See whether the content of ideological education is properly infiltrated and whether the place that embodies the beauty of mathematics embodies the beauty of mathematics.
See if a lesson can dig out whether the content of ideological education has been reflected and whether ideological education can be integrated into mathematics teaching activities.
(3) Look at the connection between the content of a class and the questions.
In the teaching process of a class, whether it is from the beginning to the main research content of this class or to the end, there should be close contact and natural transition. Even the main research content of this course should be closely related to the problem. It can be that the condition changes from concrete to abstract, and another problem is obtained, or that the conclusion changes into condition, and the condition changes into conclusion, and a new problem is obtained, or that the condition and conclusion are linked with other unit knowledge and methods, and a deeper problem is deduced. It would be great if the series of questions in a class changed from a simple question. In the classroom teaching activities, it is better to consolidate the mathematical thinking methods in the classroom exercises and change the examples from different angles instead of simply copying them. And homework is to consolidate the mathematical thinking method learned in class, and also to further sublimate the problems in class.
Let students ask and solve a series of problems, learn to think from multiple angles, and learn to use the learned mathematical thinking methods, which is also the best way to infiltrate learning methods into students. In the design of mathematics teaching, the content of questions before class should be closely related to the research content of this class. Every example, exercise and homework in class should be based on the knowledge and methods learned in class. These are all used to infiltrate students with "mathematical knowledge and methods are related to various mathematical problems, and only by learning basic knowledge and methods can mathematical problems be solved correctly and quickly", and all of them are used to infiltrate students with learning methods.
Second, look at classroom teaching methods and classroom teacher-student relationship.
It depends on whether the teaching methods are appropriate, whether the leading role of teachers and the main role of students are brought into full play, whether teachers ask questions properly, whether students take the initiative to ask questions, and whether students reasonably propose solutions to problems.
In classroom teaching, teachers should strive to create a democratic, equal and harmonious classroom atmosphere. Starting with creating vivid and concrete problem situations, organize activities in which teachers and students participate together. Teachers should fully respect students' personalities, arouse students' enthusiasm with an equal attitude and bring smiles into the classroom. Less reprimand, more care; Less denial, more encouragement. Teachers should give full play to their personality charm, constantly improve classroom art, ignite the sparks of students' thinking, and enable students to reach the realm of being willing to learn, loving learning and enjoying learning.
At present, mathematics teachers can be summarized into three ways, reflecting three different teacher-student relationships.
In the first category, teachers explain and show the process of mathematical thinking to students, but students are not allowed to interrupt, express their opinions and communicate with teachers after class. The advantage of this course is that the teaching process may be faster. At present, many teachers, especially young teachers, often adopt this teaching method because of the consideration of teaching progress. The serious shortcomings of this teaching method are: overemphasizing the leading role of teachers, suppressing the subject and hurting students' thinking enthusiasm. Practice has proved that the actual teaching efficiency is not high, students do not have a deep grasp of knowledge and methods, and the knowledge and methods mastered by students are only copies of teachers, so the processed students have no sense of innovation.
The second category: teachers design teaching plans and distribute teaching handouts to students in advance, so that students can learn first and do first. In the classroom, combined with students' actual and teaching events at any time, the preset teaching scheme is flexibly used. In this class, under the guidance of teachers, students study mathematical problems, sum up thinking methods, and then use the obtained methods to solve various problems, including related variant problems. In this process, students can express their views on the problem at any time, and teachers and students are equal before the truth. In this class, teachers encourage students to actively participate in teaching activities, which not only gives full play to the leading role of teachers, but also gives full play to the main role of students, so that students have their own stage to show themselves, and students have a pleasant, successful and good experience and a deep understanding and memory of knowledge. In this class, instead of arranging teachers, students are guided to think about mathematical problems and fully experience the process of mathematical research. Teachers care about students' experience and students' harvest in the process of classroom teaching, so this kind of teaching is practical and effective, and it is both disciplined, democratic and free.
The third category: the teacher divides the students into several groups, and the seats in each group are together. The students sit around the table instead of facing the blackboard. In class, let students take the initiative to ask questions, and we will study and solve problems together. Teachers should talk as little as possible. This kind of class is probably the most advocated and appreciated by many experts. On the surface, this kind of class is very lively and conforms to the present form. However, there are also many shortcomings: First, the leading role of teachers is not well played, and even the methods and basic viewpoints of attending classes after a class are not very clear. Secondly, introverted students and students who are a little slower may get nothing in class, but it is always those students who gain a lot. The key points in class can't be completed well without the participation of teachers. In this way, the so-called face and people-oriented are empty talk. In other words, such courses are too formal and lack realistic work style. Whether this kind of math class can be more efficient than teacher-centered I class, I think it is worth thinking about by math teachers and math workers.
Third, look at the teaching language of teachers in the classroom.
See if the teacher's language in class is accurate, simple and clear, and appropriate. Especially the description of mathematical problems should be accurate, so that people can't see loopholes and ambiguities.
See if the teacher's language in class is cadence, lively and interesting, humorous and humorous, and see if students can finish their math study in a relaxed and happy atmosphere. In classroom teaching, it is necessary to provide students with some mathematical formulas, mathematical stories or other interesting knowledge, so as to change students' rigid concept of learning mathematics, and thus arouse students' attention to these knowledge.
In the process of mathematics classroom teaching, we can see whether teachers can organically infiltrate the ideological education content and describe the beauty of mathematics with mathematical expressions and geometric figures in connection with the actual production and life and the related contents of other disciplines. To do this, teachers should have more experience in production and life, know some common sense of other subjects and have a wider range of knowledge.
Fourth, look at the classroom teaching effect.
Look at students' psychology from their expressions, see if they are happy or not, and see students' general knowledge and methods in this section.
From the research contents of teachers and students in this class, we can see the value of this class. A valuable math class will benefit students a lot. It's just that students are happy, the content is empty and tasteless, and the students' income is not great. What's so good about this class?
From classroom exercises and students' answering questions and taking the initiative to speak, we can see the students' mastery of the knowledge and methods in this section. Students take the initiative to speak, students answer questions accurately, and most students practice smoothly in class, which shows that the classroom effect is very good.
We should give full play to teaching democracy and create a math classroom full of vigor and vitality; We should work hard to hone our teaching language and learn some interesting stories related to the content of mathematics teaching.
That's basically it. I wonder if it will help you.