First, in classroom teaching, according to the content of the course, some new courses focus on students reading math textbooks and self-study.
First of all, let students read the math textbook and understand the text description of the process of building new knowledge in the textbook. Secondly, arrange some questions to help students understand the content of the textbook and let students find the answers from the textbook. Third, let the students try to answer the exercises about new knowledge in the textbook. I used this method in part of the teaching of fractions. The basic properties of analogy fraction, general fraction, addition and subtraction of fraction, etc. Students can master the basic properties of scores, general scores and addition and subtraction operations by themselves through learning transfer. For example, when I was adding and subtracting scores, I wrote a few questions on the blackboard for students to read the textbook and think about: 1, how to calculate? 2. How to add or subtract scores? 3. What should I pay attention to when adding and subtracting molecules, especially when subtracting? 4. What is the addition and subtraction of molecules doing? 5. What form should the final result be? How to judge whether it has been transformed into this form? 6. Can you summarize the specific steps of fractional addition and subtraction? After students' argumentation, the answers to these questions are basically supplementary. On this basis, I asked them to tell what they were doing in each step of the three examples in the textbook, what was the basis, what should be paid attention to in this step, and what inspired you? After I instructed them to read the example again, they basically mastered the whole process. At this time, I asked them to try to do the exercises in the book and some supplementary exercises, and put forward the mistakes found in the blackboard performance or inspection, so that students can find and correct them themselves. This process has deepened their understanding of the operation steps and precautions. Judging from the homework, this course has a good effect.
In fact, no matter which mode and method you choose, as long as you inspire students to think and guide them to use their brains, words and hands, you can cultivate students' mathematics self-study ability.
Second, cultivate students' good study habits and master correct learning methods.
Some students seem to be very serious in class. Why can't they study? Looking back on my relaxed study at school, I fully benefited from good study habits and methods. The quality of students' study is of course related to the guidance of teachers, and the most important thing is the students themselves. A teacher in our school was praised and criticized at the same time during the meeting, because one class he taught was the first in grade and the other was the last. I think this example reflects this truth. Speaking of it, this good study habit and learning method should be familiar to everyone. The key is that students' consciousness is not enough, and they need strict supervision from teachers to help them form these habits. Once it becomes a habit, teachers and students will feel relaxed in teaching. They are mainly required to do the following: 1, preview. Students can initially understand and master what they are going to learn through preview, and try to acquire knowledge through independent thinking. In this process, students' thinking ability has been developed. Students may encounter some forgotten old knowledge when previewing new knowledge, and teachers can prompt them to check and make up for it, so that students can consolidate old knowledge in previewing. When you encounter problems that you don't understand, you should mark them, and you will pay special attention to thinking when you take the questions to class. 2, serious class, this is the guarantee of easy study. As the saying goes, class lasts for one minute and class ends for ten minutes. In class, you should concentrate on thinking actively, answer questions while thinking, and be brave in asking questions. 3. take notes. What you write down will be more impressive, and it will also help you review and master the key and difficult points and improve your learning efficiency. When you remember, be careful not to remember everything, but to concentrate. Some books are drawn on books. 4. Finish your homework independently. When you do your homework, you should review it first. You can't watch it while doing it. You should pay attention to the speed on the basis of independent completion. After you finish, you should check yourself first, just like an exam. 5. Review frequently. Psychological research shows that forgetting is a common phenomenon in psychological activities, with the characteristics of regularity, first fast and then slow. Review what you learned that day, every few days or once a week, so that continuous accumulation can make your memory profound and unforgettable. 6. Consciously sum up what you have learned. For example, the steps of calculating problems in algebra and the analytical methods of proving problems in geometry: from cause to effect and from cause to cause.
Students come to school not only to get a knowledge package, but also to become smarter. A great educator Dostoevsky famously said, "A bad teacher will reveal the truth, and a good teacher will teach people to discover the truth." Teachers should guide students to be active and independent, stimulate students' interest in learning and cultivate relevant learning ability. Paul Lungrande, director of lifelong education at UNESCO, said: "The illiterate people in the future will no longer be illiterate people, but people who have not learned how to learn." Since the ability to acquire knowledge independently is the requirement of students' lifelong development, let students participate as much as possible when imparting knowledge!