Keywords:: mathematics classroom curriculum reform gains
The traditional classroom takes teachers and books as the center, without paying attention to students' subjective position in teaching, which inhibits students' initiative, enthusiasm and creativity in the teaching process and restricts the development of students' subjectivity. However, the future education is no longer the education of listeners. It is necessary to release the classroom and give students the first chance to try the sky with wings, instead of making the classroom a place to imprison the soul. Teachers don't talk much in class, but silence is golden. Therefore, it has always been our ideal to return the classroom to students, to make the classroom a place for students to freely show themselves, and to become a home for students to release their individuality, study independently and actively explore, which is also actively advocated by the curriculum reform.
Give it back to whom it belongs. If the classroom belongs to the students, it should be returned to them. There is also the meaning of "return, return, return". Will you return everything without reservation? Of course not. Students learn from teachers, and teachers should also have the necessary "preaching, teaching and dispelling doubts". When we need and want to return it, the teacher's own understanding is that the teacher needs to have enough reserves and be very sure to avoid the "embarrassment" that the teacher can't get it back after returning it to the students. It is beneath the teacher's "identity" to think that it cannot be received. In fact, I think this is exactly "I don't want to really give the class back to the students." Therefore, there must be a sense of "return" and an equal and inclusive understanding. Believe that students have unexpected wisdom beyond the ability of teachers. Only with the idea of discovering students' wisdom can such a class be desirable, full of spirituality and have new scenery every day. Not only that, but also encourage students to constantly challenge and jump out of the classroom and the teacher's "palm".
Changing the traditional classroom teaching mode is to change the passive "listening" situation that most students spend a lot of time either listening to the teacher's lecture or listening to the questions and answers from the teacher and other students, and require teachers to make efforts to provide a wide range of possibilities for each student to actively participate in teaching in the classroom.
(A sincere face to students, so that students can become the masters of learning.
1. Equality, cooperation and communication
Teachers and students are equal communicators in class. It is a kind of humanistic care for teachers to squat down and look at students. Not only should the body squat down, but also the mind squat down, fully integrate with students, cooperate and communicate with students, create a classroom atmosphere conducive to personality development, and enable students to effectively acquire new knowledge and abilities. Only when teachers and students are equal can we arouse the enthusiasm of teacher-student cooperation, which is conducive to the communication between teachers and students and make the classroom a "salon" for communication.
2. Listen, appreciate and inspire
The new curriculum attaches importance to the intersection, synthesis and infiltration of subject knowledge, which is indeed a challenge for subject teachers who have always thought that "interlacing is like a mountain". What do we do? This requires teachers to change from a teacher to a learner, learn to listen sincerely, explore and develop with students. Teachers should also be successful appreciators, pay attention to every "little thing" of every student, and appreciate students' positive performance in emotion, attitude and values. Only in this way can students learn in happiness and grow up in success. Moreover, teachers should also be motivators of personality publicity, so that each student can be respected in the inspiring atmosphere of teacher personality publicity, and then play their own wisdom and truly experience the joy of learning.
(B) life into mathematics, so that students can experience the fun of mathematics.
Practice shows that looking for examples related to students' life, making mathematics come from life, abstracting mathematical problems purposefully, and bringing mathematical knowledge back to life can not only make students feel the life-oriented mathematics, look at the life around them with mathematical eyes, enhance their mathematical consciousness in life, but also help to explore the potential of independent learning of each student, which is undoubtedly the "source of vitality" to mobilize students' enthusiasm for learning mathematics.
(3) Give students the right and opportunity to think.
Mathematics has always been called "gymnastics of thinking", which hides a problem in mathematics classroom teaching-mathematical thinking. In the past, teaching centered on knowledge and skills. Teachers are well aware and try their best to induce students to say a correct answer or method. This "toothpaste-squeezing" teaching method does not actually activate students' thinking, because the so-called "questions" answered by students are not challenging.
(4) Return the study time and space to the students.
Suhomlinski believes that giving students free time is an important condition for personality development. Rogers also said that the freer you study, the more devoted you are. "Blank time zone" is the "blank" taught by teachers and the implementation time of students' autonomous learning. During this period, students can realize hierarchical learning and teachers can realize hierarchical guidance; Students can develop their personalities, and teachers can teach students in accordance with their aptitude. Therefore, when returning the class to the students, the total time for teachers to guide and teach should be controlled at about 1/3 of a class, and students should be given enough "blank time zones" to think, explore, express their personal opinions and discuss with each other, so that students can fully use their brains, be tempted, be emotional and start work. This is of great benefit to the creation of classroom humanistic atmosphere and the cultivation of students' personal ability.
(1) Give students the right to speak.
Teachers should give students the right to speak in class, encourage students to speak boldly and learn to express their views actively. However, our hopes are sometimes contrary to what we see, and students can't boldly express their views and opinions. But after class, they talked a lot. What is missing in class? Students don't want to talk, they won't talk, and they won't talk over time. Teachers' grasp of the goal, the setting of questions, the mobilization of students' enthusiasm and the creation of a good atmosphere in the classroom are all worth learning, and each link does not exist independently.
(2) Students' ability to solve problems independently.
(3) the ability to comprehensively analyze problems.
Students' comprehensive analytical ability needs teachers' special training. In daily education and teaching, experienced teachers are often good at acting as "the initiator of contradictions" in teaching design, deliberately creating knowledge conflicts and causing students to argue. In the debate, the comprehensive analysis and application ability of knowledge can be greatly improved.