First, equal dialogue to create a democratic and harmonious classroom
Teachers are the promoters and leaders of a harmonious classroom, and a democratic and harmonious learning atmosphere is an atmosphere of equal dialogue. Teachers should actively create a democratic and harmonious classroom atmosphere to make students feel relaxed, calm, free and happy. In this atmosphere, students will have a strong sense of interaction, so that they can think and explore freely, express their opinions without scruple, and make decisions and practices boldly, decisively and independently. As far as mathematics teaching is concerned, the classroom should give students equality, democracy, understanding, tolerance, trust and care, and the classroom should return to the natural state of students "observing with their own eyes, appreciating with their own hearts, judging with their own hearts and expressing in their own languages". This means everyone's participation, equal dialogue and cooperative inquiry. It is not only a process of cognitive activities, but also a process of equal communication between people. Teachers should step down from a condescending position, communicate with students on an equal footing and create a classroom full of democracy and harmony.
Second, speak freely and build a multi-dimensional interactive classroom
"Classroom teaching is not a unilateral activity." In the multi-dimensional interactive classroom, students are regarded as a living force. They take part in classroom activities with their knowledge, experience, thinking, inspiration and interest, and become an inseparable part of classroom teaching. The primary school students we face have different personalities and different growth environments, but in any case, in the bottom of each student's heart, they all hope to get the attention and recognition of teachers and classmates. Therefore, in the classroom, teachers should not only pay attention to the creation of a democratic and harmonious atmosphere, but more importantly, pay attention to students' participation and encourage students to play a leading role in the classroom. As we all know, students' mathematics learning activity is a vivid, active and personalized process. In classroom teaching, teachers should integrate this curriculum concept, accommodate students' different opinions and encourage students to discover and think at all times. Over time, they will naturally break through the shackles of thinking and speak freely, which is conducive to the development of students' personality and the cultivation of innovative ability.
Third, there is a degree of relaxation, showing a classroom that is suitable for both static and dynamic.
"A relaxation, the way of civil and military." The pace of classroom teaching in line with the pace of life can not only improve teaching efficiency, but also cultivate students' body and mind. In teaching, teachers should relax and "relax" for a long time, and students should not be overtired physically and mentally; "Relaxation" should not be excessive, and students should not be distracted. This requires teachers to grasp the classroom rhythm, take students through the transition of mathematics learning in the change of rhythm, and make our classroom more harmonious and magnetic.
"Motion" in teaching refers to explanation, appreciation, discussion and operation, which is a kind of "teaching by example"; "Quiet" refers to students' browsing, observation and thinking, which is a silent world. "Motion" in teaching can enliven the classroom atmosphere and keep students' attention; "Quiet" is conducive to students' in-depth thinking. In the final analysis, "dynamic and static fit" is actually the macro layout of various learning methods: in teaching, "dynamic" is more than "static", students are only interested in hands-on operation and group discussion, and on the surface, students' thinking rarely participates in learning, becoming a typical activity class, losing the taste of mathematics; With more "quietness" and less "movement", students are prone to fatigue and cannot effectively mobilize all kinds of sensory construction knowledge. Therefore, we should consider the characteristics of grades and reasonably match "dynamic" and "static". Junior students are good at "dynamic". With the growth of grade, it is necessary to increase the number of "quietness" and extend the time for individuals to "calm down and think".
Fourth, think more and ask more questions to form a classroom of independent innovation.
Educator Bruner said: The teaching process is an activity of constantly asking and solving problems. This view is particularly prominent in mathematics teaching. It is hard for us to imagine what a math class would be like without interactive generation. Teachers use Socrates' teaching principles to ask students questions, inspire students to ask their own questions, encourage students to discuss, talk and debate, encourage students to think, reason and communicate, and give students enough opportunities to try: experience success and taste failure. This principle gives students a message: teachers respect students and teachers believe in their abilities. Teachers and students are equal and harmonious, and teacher-student interaction, student-student interaction and interaction between students and teaching subjects are all easy to produce with the support of this information. In class, students who are willing to ask questions and raise difficult questions show that they are actively participating in learning new knowledge. Such students are the real masters of learning and classes. They are explorers and pioneers on the road of knowledge. Putting forward a high-quality question requires sorting out, analyzing and summarizing the existing knowledge, which is a re-creation on the basis of the original knowledge. Mathematics teaching should cultivate students' innovative spirit and practical ability. Therefore, in classroom teaching, teachers should encourage students to think and criticize problems from a "new" perspective, put forward unique and innovative ideas, and avoid students' thinking patterns. Even if students have no better methods and ideas in the end, they have exercised their ability of thinking and speaking, and cultivated their spirit of exploration without superstition, blind obedience and independent questioning.
Teaching is a targeted and planned activity, and teachers must have a clear and rational thinking and arrangement for their teaching tasks before class. However, this preset is flexible. Teachers should keenly catch the sparks of impromptu generate in the communication between teachers and students and light them, so that different experiences have the right and opportunity to speak. In class, students boldly raised objections, and the teacher not only sincerely encouraged them, but also created a "dialogue" environment for him. "Water tastes tasteless and ripples". Students can gain more insights by talking in this way, and at the same time, they can create more things with new value.
Our students are alive and their thinking is clever. As long as students are given a space, they will go forward by themselves. In the collision of wisdom and wisdom, in the exchange of ideas, they will slowly learn to take off, and their life activities will be more exciting.