Keywords:: teaching principles of primary school mathematics guidance teaching
Mathematics teaching activities must pay attention to students' existing knowledge and experience, advocate independent, cooperative and inquiry learning methods, and let students
Participate in mathematics teaching and make the classroom full of vitality. We should regard the process of mathematics teaching as an interactive process of communication and development between teachers and students, give students the initiative in learning, and cultivate their initiative, autonomy and creativity in learning. The teaching method of primary school mathematics guidance is a teaching method for students to learn new knowledge independently under the guidance of teachers. It is based on teachers' guidance and students' autonomous inquiry learning, and organically combines teachers' guidance with students' learning.
First, the principle of learning teaching method in primary mathematics
Teaching principle is the basic requirement that effective teaching must follow. At present, the teaching principles of primary and secondary schools in China are: the principle of unity of science and ideology, the principle of integrating theory with practice, the principle of intuition, the principle of inspiration, the principle of step by step, the principle of consolidation, the principle of acceptability and the principle of teaching students in accordance with their aptitude. The guiding teaching method of primary school mathematics also has its corresponding and unique teaching principles.
1. The principle of combining guidance with learning
The guiding teaching method of primary school mathematics emphasizes the organic combination of teachers' guidance and students' learning. In the atmosphere of harmonious cooperation, teachers guide students to carry out systematic and creative autonomous learning, aim at applying knowledge and developing ability, highlight the two-way information exchange between teaching and learning and the timeliness of information feedback, strengthen teachers' guidance, and strive to improve students' learning, thus improving the quality of classroom teaching.
2. The principle of comparison
Comparative method is a common method in people's daily life and a basic method to identify the quality or degree of things. The so-called "comparison is the only identification method" is the truth. In the teaching process, students' cognitive development level is compared with new knowledge, students' existing life experience is compared with new knowledge, students' existing knowledge base is compared with new knowledge, students' knowledge is compared with students', students' and teachers' knowledge, and different versions of primary school mathematics textbooks are compared. ...
Teachers should study these factors deeply and let students grow up scientifically under the guidance of teachers in teaching.
3. Demonstration principle
The principle of demonstration is to select exemplary or typical materials from the selected basic subjects as the teaching content, explain the general through special explanations, and infer and understand the whole through individuals. In the teaching method of primary school mathematics, students can ask questions quickly and explore new knowledge by choosing typical problem situations to lead in; Moreover, the teaching method pays more attention to let students constantly sum up and learn to use the basic methods of autonomous learning from the guidance of each class, so that students can draw inferences from others.
4. Complementary correction principle
The guiding teaching method of primary school mathematics makes full use of the favorable conditions of the class collective, actively creates a cooperative atmosphere, and runs through the whole process of classroom teaching. In teaching, teachers actively participate in the guidance, strengthen the complementary cooperation between students, give full play to the complementary role between students, and complete the teaching objectives. The teaching method of primary school mathematics instruction puts forward that students finish their homework independently in the classroom and teachers correct their homework in the classroom, which requires face-to-face correction, and the practical application link is also classroom correction, so that students can know where they are wrong and what problems need to be corrected in the classroom, so as to clarify and complete the teaching objectives in the classroom.
5. Highlight the principle of thinking training
In the teaching process of primary school mathematics guided teaching method, through teachers' guiding questions, students' hands-on practice, independent exploration, cooperation and exchange, and various forms of practical application, students' divergent thinking is cultivated, students are encouraged to develop their thinking, innovate constantly and enhance their logical thinking ability continuously.
Second, situational introduction
The classroom teaching situation of primary school mathematics refers to the emotional atmosphere and life situation carefully designed by teachers in the process of classroom teaching in order to achieve the teaching objectives according to the teaching content. Let the classroom come alive, guide students to feel mathematics in life situations, and experience the true meaning of mathematics from life, so that students can accept mathematics more easily, like mathematics, understand and master mathematics knowledge more deeply, stimulate students' interest in learning mathematics, and let each student get different development in mathematics learning. There are many ways to introduce situations, which should be created according to the curriculum standards, the characteristics of teaching materials, the actual situation of students, teaching conditions and teachers' own conditions. Generally, it can be divided into story introduction, question introduction, dialogue introduction, experiment introduction, activity introduction, fairy tale introduction, comprehensive introduction and other forms. Situational lead-in is the first link in the classroom teaching mode of primary school mathematics guidance teaching method. Generally, 1 ~ 3 minutes is appropriate, not exceeding 5 minutes.
Third, introduce new knowledge.
Students find mathematical elements in situations and ask mathematical questions. Teachers guide students to explore new knowledge through hands-on practice, independent exploration, cooperation and exchange, analysis and synthesis, abstract generalization and other forms, so that students can experience, understand and gain direct experience. It is a process in which mathematical knowledge, ideas and methods are formed, and the instrumental value and process value of mathematics are embodied and promoted. Teachers should deal with the relationship between the inherent law of knowledge and students' cognitive preparation and cognitive characteristics, pay attention to the teaching rhythm, highlight key points, break through difficulties, guide students to choose reasonable inquiry methods, choose appropriate organizational forms for the development of learning activities, such as independent inquiry and group cooperation inquiry, seize the center, and let students express their opinions freely and concentrate on solving difficulties. Students can communicate, discuss, ask questions and analyze, and finally achieve * * * knowledge and complete teaching.
Fourth, the actual effect.
1. The improvement of students' learning ability promotes the cultivation of innovative ability.
In the experience of scientific research, Einstein, a great scientist, formed an important thought: "It is often more important to ask a question than to solve it, because solving a problem may be a mathematical or experimental skill." For a long time, we have actively chosen the teaching method of guiding learning. Teachers design guided learning questions according to the new content to drive students to learn and let students learn the learning methods of asking questions. In teaching, I not only put forward thinking questions for students, but also explained why I designed these thinking questions. In this way, students gradually learn how to learn new content independently. I found a way to learn mathematics, thus improving my self-study ability.
2. Improve classroom efficiency and stimulate the interest in reading math extracurricular books.
After taking the guided learning method, students are not only interested in reading math textbooks, but also interested in reading extracurricular math books, and some of them are interested in learning higher-level math content in advance. I am more interested in reading and exploring the growth biographies of mathematicians. Mathematics is no longer a bunch of boring numbers and formulas, but a story of growth, the hardships of pursuit and the joy of success.
3. Stimulate students' interest in learning and lay a foundation for further study.
Pupils' interest in learning mathematics is obviously different, and students with low interest often think that mathematics is boring. After using the guiding teaching method, students are more interested in learning mathematics. Many students have changed from "asking me to learn" to "I want to learn", and they have a strong interest in mathematics and do their homework well in class.
There are methods in teaching, but there is no fixed method. The key is to find the right method. A teaching method, when used, should also be different due to different textbooks, teaching objects and teachers ... As babanski, an educator in the former Soviet Union, said, there is no treasure chest in teaching methods. The teaching method of mathematics guidance breaks away from convention, dares to be unconventional and seeks different teaching ways. Through "guidance" and "learning", students are guided to try and innovate from many angles, sides and directions, and reasonable, novel and unique problem-solving methods are put forward to improve their ability to solve practical problems while acquiring knowledge.