Good study habits.
The implementation of the goal of "process and method" in class requires students to have the learning consciousness of "experiencing the process and method of mathematics learning" in their minds and form long-term habits. Confucius, a famous educator, once said, "Teenagers are native to the country and used to it." Good study habits benefit people for life. In the wave of new curriculum reform, cultivating students' good study habits is the primary task of teachers. At the same time, the new curriculum standard clearly puts forward that changing students' learning style is the primary task of this curriculum reform, and students are the main body of learning and development. Mathematics curriculum must pay attention to students' individual differences and different learning requirements, and care for students' curiosity and thirst for knowledge according to their physical and mental development and learning characteristics. Fully stimulate students' awareness of active learning and enterprising spirit, and advocate the learning method of independent cooperation and inquiry. Looking at the current mathematics classroom teaching in primary schools, students have experienced the process of mathematics learning independently, and their awareness of experiencing mathematics learning methods is weak. There are some passive problems in learning methods. At the same time, students lack the study habit of independent inquiry and cooperative learning and the opportunity to acquire knowledge independently, and teachers are even more backward in concept. Therefore, the cultivation of students' innovative spirit and practical ability is neglected. In the practice of primary school mathematics classroom teaching, how to motivate students to experience the process and method of mathematics learning independently, so as to cultivate students to participate in rich and vivid thinking activities, experience a learning process of practical and innovative learning, actively acquire knowledge, have the ability to apply knowledge to solve practical problems, and gain their own development? Let's talk about how to stimulate students' learning awareness and cultivate students' learning habits in classroom teaching under the new curriculum concept.
Stimulating learning consciousness depends on the guidance and inspiration accumulated in classroom teaching. Only with such lasting guidance and inspiration can students be willing to take the initiative to learn and form lasting study habits. For example, when I was teaching the second book Average Score of Grade Two, I made an intuitive multimedia courseware combining the age characteristics of primary schools before class. In class, I used multimedia courseware to show the students the theme map of spring outing in the book. When I saw the colorful pictures, my classmates' attention was immediately attracted. They held their heads high and stared at the big screen, eager to know. Then, with the help of their strong thirst for knowledge, I explained to them in detail what a score is, how to score it and what a score is called an average score. The students had a preliminary impression of the literal meaning of "average score", but then some students asked, "Teacher, I know that everyone grades when grading. I am glad to hear that students have such doubts, because my preset goal of stimulating learning consciousness has been achieved, and it is logical for students to explore the "average score" themselves. In this way, the use of multimedia stimulates students' desire to explore knowledge, and students' awareness of doing things by themselves follows, which means that the implementation of the goal of "process and method" has taken a successful step, and over time, habits have been formed by cultivating students' awareness of learning.
Second, stimulate students to experience the process of mathematics learning, experience the learning interest of mathematics learning methods, and mobilize learning enthusiasm.
The implementation of the goal of "process and method" in the classroom also requires students to have a positive learning attitude of "experiencing the process and method of mathematics learning", which comes from a strong interest in learning. Learning interest is an important psychological component of students' learning motivation, and it is a powerful internal motivation to promote students to explore knowledge and acquire ability. In the teaching activities under the background of the new curriculum concept, students are no longer passive educatees, but conscious and active participants and the main body of learning activities. Only when a teacher creates a situation that conforms to and adapts to students' learning according to their age characteristics, psychological characteristics and level can students actively participate, actively acquire knowledge and consciously train their skills, thus achieving the purpose of teaching. Confucius, a famous educator in ancient times, once said: "A good scholar is not as good as a good scholar, and a good scholar is not as happy as a scholar", and ushinski, a Russian educator, once said: "Compulsory learning without any interest will stifle students' willingness to master knowledge". Therefore, in classroom teaching, only by fully mobilizing students' learning enthusiasm and changing them from "I want to learn" to "I want to learn" can we improve students' quality in an all-round way and truly implement one of the three-dimensional teaching objectives under the new curriculum concept. Then, let me talk about how to stimulate students' enthusiasm for experiencing mathematical processes and methods in classroom teaching.
In the teaching of finding the law of graphic changes, I first collected a lot of beautiful pictures in my life, and then used them as "wallpaper" to decorate a warm "bedroom". In class, I showed this beautiful "bedroom" to my classmates and asked: What math knowledge did you find in this beautiful "bedroom"? Then the students enjoy the "bedroom" with questions. After enjoying it, everyone began to report their findings. Student A said, "I found that there are four walls in the dormitory, and each wall is covered with beautiful wallpaper." Student B said, "I found that the wallpaper on each wall has different colors and patterns." Student C said, "I found that every line of wallpaper on every wall is different."
Student D said: "They are not only different, but also seem to have certain rules." Student E said: …… and so on, the students all started their little brains, expanded their imagination and expressed their opinions. After hearing their answers, I asked while the iron was hot: "Just now, some students mentioned that there is a certain rule in the arrangement of wallpaper on every wall, so what is the rule?" The teacher really wants to know, do you want to know? " The student replied, "Yes!" Then I asked, "How do I know?" The sacristy replied, "Just wear it on your hand!" I just finished this sentence, and before I could say the specific requirements, the students couldn't wait to start work. I was glad to see what I saw. I don't need too much guidance to experience the process and method of mathematics learning in this class. At the same time, I believe that students will explore the changing law of graphics with such full enthusiasm for learning! As the saying goes, "Interest is the best teacher". Only by stimulating students' interest in learning and driving their enthusiasm for learning can we solve the implementation of classroom objectives.
Third, guide students to master the methods and forms of experiencing mathematics learning process and mathematics learning thought.
The ability to learn independently.
In order to implement the goal of "process and method" in classroom teaching, the most important thing is that teachers should change their roles, change "guides" into "guides", and guide students to master the methods of experiencing mathematics learning process and thinking. The new curriculum advocates promoting students' all-round development, and teachers are the guides for students' all-round harmonious development, independent development and personality development. Therefore, teachers need to reposition their roles, change their former "professors" into "guides", guide students to use existing knowledge and experience, actively explore the occurrence and development of knowledge, and guide students to question, investigate and explore in practice, and develop independently and freely. Especially in mathematics class, teachers are no longer "teachers", but explorers with correct educational concepts, reflective ability and good cooperative spirit. Teachers should help students to establish appropriate learning goals, let students achieve their learning goals in pleasure, guide students to form good study habits, master learning methods and develop cognitive ability. Starting from children's experience, create rich teaching situations, stimulate students' learning motivation, cultivate students' interest in learning, encourage students to bring all kinds of knowledge and practical experience they have mastered into mathematics classroom, advocate autonomous learning, enable students to experiment, observe, explore and discuss by themselves, and make them devote themselves to learning activities, learn happily and master new knowledge.
For example, when I was teaching the calculation of rectangular area, I led the students to review the concept of "area" before class, that is, "the size of the surface or plane of an object", and then I designed such a teaching clip:
Teacher: According to your own understanding of the concept of area, talk about your understanding of rectangular area.
Health report.
Teacher: According to the students' answers just now, let's sum up what is the area of a rectangle.
Health (Qi A): the size of a rectangular surface.
Teacher: We already know the area of the rectangle. Now, let's use our brains to think about how to know the area of a rectangle.
Report after thinking: hands-on experiment.
What should I pay attention to or know before the experiment?
Students answer (at sixes and sevens)
Teacher: Let's listen to the teacher first. What we want to know is the area of a rectangle. Now there are countless small squares with an area of 1 square meter in our school tools. Can we try to know the area of a rectangle just now by using these small squares with the area of 1 square meter? (Yes) But what should I do?
Health: Fill the rectangular surface with these small squares with an area of 1 square meter. How many small squares are put in, the area of this rectangle is how many square meters.
Teacher: OK, we just discussed this idea, and then let's start an experiment!
The experiment is finished.
Teacher: In the future, no matter whether you are working or studying, you will definitely encounter many problems in finding the rectangular area. It is definitely impossible to place it by hand like just now. While doing the experiment, we will discuss whether there is a better and more convenient method. (For example, get a formula and use it to calculate)
The students went on with the experiment. ...
In the above teaching, I am only a guide for students to explore and experience new knowledge, and the secrets are discovered by their own hands-on practical experience. This teaching process not only puts the goal of "process and method" in place, but also caters to the new curriculum concept.
In a word, the research on the implementation of the teaching goal of "process and method" in mathematics classroom teaching is of far-reaching significance. The continuation of this research needs the repeated practice and discussion of the majority of mathematics teachers working in the front line.