Happy mathematics classroom
In the math class of senior primary school, students' ability to accept knowledge tends to be polarized: one is to take math learning as fun and swim in the interesting math ocean; The other is to learn mathematics reluctantly and be at a loss for boring mathematical knowledge. Creating a happy classroom and letting students accept knowledge in a happy atmosphere is the goal that mathematics classroom has been working hard and the fundamental countermeasure to solve the polarization of students.
The so-called happy mathematics classroom means that students can not only feel the physical and mental pleasure, the ease of learning and the satisfaction of needs, but also truly acquire knowledge and skills, master methods and processes, and experience positive emotions and values. In the presentation of learning methods, we should not only consider each student's individual learning situation, but also set up teaching according to his/her learning, individualized teaching and overall improvement in parallel, highlighting the interest and practicality of mathematics knowledge, so that students can realize the fun and omnipresence of mathematics in their understanding and life. Happiness is a psychological experience. If you want to be happy in class, you must put aside the differences between students' learning ability and mathematical understanding. No matter what level of development, students can make progress in their own vertical comparison, get satisfaction in hierarchical teaching, and thus feel "happiness" psychologically.
"Do your students smile on purpose in class?" This should be a greeting between teachers during recess. In mathematics classroom, besides following the established mathematical logic, it is more important to pay attention to students' hearts and carefully care for their growth, which is the essence of mathematics classroom and the need to pay attention to students' real pursuit.
Life rule 1: Life education makes students close to nature.
Enjoying life, being close to nature, and acquiring mathematics knowledge by playing and doing are one of the joys of mathematics classroom. Students' happiness comes from learning knowledge from the most familiar things around them and presenting knowledge in their favorite form. Mathematics is also one of the disciplines closest to nature. In life, we can have enough ready-made or generated resources to make rational use of them. It is the most authentic and natural way for students to get their emotions, and it is also a spiritual experience way for students to get their emotions directly.
1, playing middle school math
Playing is a kind of nature of students. Mr. Lu Xun once said: "Games are children's most legitimate behavior, and toys are children's angels." Students must actively explore mathematics knowledge under the guidance of teachers and driven by strong interest, in order to effectively achieve the preset goals of teachers before class. In the face of "play", what strategies does the teacher use to deal with the students' personality? Take students outdoors and let them master the real application of mathematics knowledge in real life situations. For example, when teaching "rectangular area", students can be taken to the playground to measure the area of basketball court and rectangular flower bed, so that students can go to nature to find mathematics and explore mathematical knowledge in life independently, thus modeling abstract mathematical knowledge. Limited by the number of students, campus environment and other conditions, it is impossible for all mathematical knowledge to meet the "secondary" construction of students' nature. However, we can make full use of multimedia technology to "recreate" and simulate the natural environment, and enhance mathematics learning tools with "play" elements, so that students can immerse themselves in the scene and meet the basic demands of learning while playing.
2. Do middle school mathematics
For primary school students, the inherent abstraction of mathematical knowledge cannot be completely constructed in rational thinking, but must be displayed in an image way, so that they can "touch" and feel the existence of mathematical knowledge around them. Life education also emphasizes "teaching integration", so teachers should attach importance to students' practical ability in class. Let students do math in class and let them feel the fun of doing math, which should also be the goal pursued by teachers in class. For example, in the teaching of "Understanding Corners", let students build corners with sticks, play games about corners and look at pictures of corners, so as to bring life into the classroom, set up interesting situations for students and improve their psychological enjoyment. When doing mathematics, we should not only use our hands, but also use our brains on the basis of using our hands, so that mathematical knowledge can enter students' minds vividly.
3. Middle school mathematics.
While walking and thinking, the steps of life are moved to the classroom, so that students can walk and think, embed the knowledge of mathematics into their brains, feed back their lives, and achieve a high degree of fit between knowledge and life. Mathematics learning sometimes needs inspiration, inspiration comes from life, inspiration comes from life, so that students can stimulate their deep thinking by collecting similar things in life. A happy math class should make students think and stay at the same time, and recall their classroom disposal with an appreciative learning attitude. For example, in the study of "axisymmetric figure", it is always difficult to judge whether a parallelogram is an axisymmetric figure. Let the students hold parallelogram paper, first think about the concept of axisymmetric figure, and then through practical operation, make the axisymmetric figure and parallelogram conflict in straight line and thinking, so as to further grasp the essential characteristics of the complete coincidence of the two sides of axisymmetric figure.
Life rule 2: simple teaching, let students abandon the tedious.
Abandoning boring mathematics knowledge and making mathematics concise and clear is one of the joys of mathematics classroom. The new curriculum standard has noticed this point, and strives to let students learn practical and concise mathematics knowledge, laying the foundation for lifelong learning and sustainable development in the future. Simple teaching should be simplified in teaching content, teaching process, teacher-student interaction, etc., so as to really reduce students' burden, let them go into battle lightly and establish their inner happiness. Simplicity is closely related to the strategy of "slimming" in class. Make efficient use of forty-five minutes in class to "slim down" the ineffective teaching content and ensure the high efficiency of students' learning in class.
1, pursuing simplicity is not simple.
Simple teaching refers to "a highly generalized teaching design and practice process, which is not only simple and clear in form, but also simple in teaching content, teaching methods and thinking training." Therefore, it is significantly different from simple perfunctory teaching. The concise and refreshing teaching structure gives students clear teaching objectives and themes, rather than confusing students in the gorgeous and complicated classroom. Students can study comfortably in a simple classroom and get spiritual pleasure, instead of blindly playing the role of classroom demonstration under the guidance of teachers. Happy math class must advocate simplicity of mathematics, simplicity of teaching and simplicity of wisdom. However, while pursuing simplicity in the classroom, we should also pay attention to efficiency, not only to simplify the classroom process and teaching content, but also to simplify the classroom to the maximum extent within the scope that students are willing to acquire new knowledge and can understand.
2. Pursuing mode but not stylization.
Constructing a certain classroom teaching mode can make students accept a certain teaching procedure easily and stably, and can also reduce their classroom burden accordingly, which is also one of the contents presented in a simple classroom. According to the characteristics of students of all ages, schools should compile classroom models in three stages: low, middle and high. For example, in the lower grades, games are concentrated, that is, a lot of game activities are injected into the whole classroom teaching, games are introduced, and games are taught and reviewed, so that students can gain new knowledge or perceptual knowledge in games; The middle-grade stage is a strategic transition, and students in this age stage are in the process of changing their way of thinking, and begin to have the rudiment of rational knowledge view, especially in the more abstract mathematical knowledge; In the advanced stage, we can boldly inject the elements of abstract teaching and cultivate students' abstract thinking ability in combination with reality. However, in classroom practice, we can't stick to the rules. As an unchangeable teaching process, we must be flexible in our own math class.
3. Pursuing generalization but not generalization.
The essence of simple classroom is that it has a highly summarized teaching design and practice process, so its teaching process must be clear in procedure and simple in form, and students' happiness will emerge in this clear classroom. In the pursuit of generalization, teachers' language should be concise, and the main contents of the classroom should be accurately described in mathematical language, especially the key and difficult points that students expect to solve, so as to achieve the three-dimensional goal of the classroom. However, at the same time of generalization, it is forbidden to interpret the mathematics classroom as a "galloping" or "stormy" classroom. Putting aside students' real mathematical exploration and curiosity, putting aside the specific laws of mathematical knowledge itself, skipping teaching, omitting or perfunctory the most critical learning links in the classroom will inevitably lead to the teaching consequences of haste makes waste.
Rule 3 of life: ecological classroom, let students get close to the source
In math class, it is also one of the forms for students to enjoy the happiness in math class by letting them do what they want to do and show their original character. Ecological classroom has been put forward for a long time, but in teaching practice, the wonderful generation of students and the natural course of the classroom are still ignored. Teachers' control over the whole classroom is still dominant, and students' ability to control the classroom independently is not fully mobilized from non-intellectual factors such as students' interest, personality and emotion, so as to enhance mutual trust between teachers and students, and the initiative in the classroom is given to students. In the process of instruction, teachers let students swim in the ocean of mathematics with their own ideas.
1, students naturally generate an ecological classroom.
Teachers attach importance to students' natural generation and have the teaching wisdom to capture students' generation, so as to truly realize the ecological classroom and maximize students' academic ability in the classroom. The natural generation of mathematics classroom emphasizes students' independent exploration, self-discovery, conscious solution and spontaneous promotion, forming a virtuous circle of knowledge development and application. In the classroom, we should boldly encourage students' whimsy, even if it is absurd, we should falsify or correct it, so that students can establish their own knowledge baseline and structure. This kind of class will also make students feel the most relaxed, the most active thinking, and the acceptance is often at the peak. In the teaching of "possibility", students often draw definite conclusions based on an experiment, which is obviously wrong. However, teachers can make full use of students' naturally generated "error" resources, let students falsify themselves, break the shackles of thinking and experience with another experiment, and continue to correct mistakes in a natural state.
2. Students' independent exploration can realize ecological classroom.
Let students explore themselves in class, which is not only a basic teaching method, but also a basic means to let students free and stretch their minds, which can better reflect students' learning happiness and value. In the classroom, students are encouraged to discover, do and correct themselves, so that they can experience the joy of success and become an accomplished explorer. The acquisition of mathematical knowledge is based on personal experience, not air-to-air theoretical construction. In order to understand the complexity and uncertainty behind knowledge, students should explore and experience the mathematical modeling of any quantitative relationship or spatial graph. Teachers' inspiration and guidance have a profound influence on students' independent exploration. By setting an open situation, students can think or operate from different angles, so as to get a relatively reasonable solution. In students' exploratory learning, teachers should pay more attention to the process of exploration and downplay the results. Whether right or wrong, students' mathematical experience is often more important than the simple inheritance of knowledge.
3. Only by stimulating students' interest can we realize the ecological classroom.
Ecological classroom emphasizes student-oriented and allows students to treat learning with their inherent interests. Only when students spontaneously form the motivation of learning can they have a sense of happiness in the classroom. In the final analysis, the ecological classroom is "learning in, learning easily, learning freely". All learning activities are carried out around students' learning habits, learning interests, learning emotions and learning needs, so as to be close to students' most primitive learning desires, rather than relying on passive learning under external coercion. Stimulation of self-interest also requires teachers to set up situations that can stimulate students' interest in learning and stimulate students' internal learning motivation, so the teaching form of teachers is also very important. In the teaching of "the area of a circle", the key point is to understand the process of transforming a circle into a known figure. If this process can arouse students' strong interest and be successfully transformed through operation methods, then this process of self-interest and exploration will make students easily understand the formula for calculating the area of a circle.
Life Rule 4: Pay attention to the academic situation and let students move towards * * *.
The exaggeration of students' culture in the classroom will build a good "learning circle" for students with democratic teacher-student relationship, harmonious teaching atmosphere and ideological collision. In such an environment, students will get a sense of happiness in addition to studying easily. Learning situation is the link for students to acquire knowledge in different time states. It is not only the starting point of students' current learning, but also reflects the reproduction level of students' past knowledge and experience. Paying attention to students' learning situation, adapting to students' learning situation and extending students' learning situation are all based on students' * * life, so that each student can rely on each other, promote each other and grow together under different learning ecology.
1, integrating mathematics knowledge independently on the basis of paying attention to learning situation.
Teachers should pay attention to students' learning situation, and make their learning knowledge gradually enter students' own learning vision on the basis of comprehensive understanding of students' learning situation through questions, observation and analysis. In this class, students' academic ability has been fully demonstrated, and they can feel the joy of learning success. For example, in the teaching of Simple Statistics, it is necessary to make a comprehensive analysis of students' learning situation: based on the relationship between the average and the average, understand how students understand the average; According to the relationship between statistical data and tables, students already know which tables and their uses. In addition to understanding students' mathematical knowledge structure, we should also pay attention to students' learning attitude and thinking habits to achieve full coverage of learning.
2. Construct mathematics knowledge independently on the basis of adapting to the learning situation.
Mathematics teaching needs to be based on the knowledge that students have mastered, and students should construct and explore independently to form an orderly echelon and logic of knowledge. Teachers should carefully design high-quality examples according to students' learning situation and teaching materials, arouse students' inspiration and further broaden their knowledge. When adapting to the learning situation, we should pay attention to the process of grasping the contradictions formed by students in the knowledge conflict and solving them, which is also the process of promoting students' epiphany. In the teaching of axisymmetric graphics, students tend to regard parallelogram as axisymmetric graphics. Judging from the academic situation, this is the contradiction between "folding in half" and axial symmetry in students' minds. To solve this basic contradiction, we must distinguish the difference between "folding in half" and "axial symmetry", so that students can deepen their understanding of "axial symmetry" in epiphany.
3. Self-expanding mathematics knowledge on the basis of expanding learning situation.
A happy math class not only satisfies students' basic thirst for knowledge, but also satisfies their higher level thirst for knowledge, forming a sense of relative superiority in learning. In addition, for the connotation and extension of some concepts, we must carry out appropriate knowledge expansion in order to make corresponding contact and understanding. At this time, it is necessary to accurately analyze the learning situation of each student and the whole class, and make appropriate extensions on this basis to expand the knowledge of mathematics (such as mathematical stories, mathematical historical figures, interesting mathematics, etc.). ) and enhance their research on the depth and breadth of mathematics.