Keep an independent interest in continuous exploration.
Learning interest is a kind of learning motivation, a realistic and active psychological component of learning enthusiasm, and plays a very important role in learning. Suhomlinski said: "If the classroom is to be interesting, it is necessary to stimulate students' emotional fields, make discoveries when students use knowledge in their study, let students discover the nature of things and various relationships in person, and let them feel all their progress in discovery. This is interest and acts on the whole learning process." "Trans-American News" said: "Ignite students' desire for knowledge and enthusiasm for learning, so that students can actively explore and be brave in innovation. "Teaching practice also proves that if students are curious and confident about learning, they will study actively and happily. Therefore, in mathematics teaching, we should pay attention to the intellectual factors of textbooks, protect students' subjective consciousness with the help of "logical charm" of mathematics knowledge, evaluate situations, stimulate students' interest according to situations, create good learning situations, and actively explore in the process of learning mathematics.
1, grateful and interesting teachers devote themselves to learning activities with a positive and enterprising attitude, pay attention to the exchange of bilateral emotions, and give affirmation and enthusiastic evaluation to the thinking process, thus "touching the emotional and will fields of students and touching the spiritual needs of students, so that teaching will become efficient." (zankov). Therefore, positive emotion can promote the same frequency of teaching and learning, promote the perfection of emotion, thus forming positive teaching empathy and generating the desire to explore.
2. Situation stimulates students to show strong interest after they succeed through hard work in the learning process, so teachers can seize the favorable opportunity and create successful situations in the teaching process.
3. The evaluation is exciting. In teaching, if teachers can be humorous in teaching language, speech speed, intonation and tone, and give emotional and dynamic evaluation to students' answers, homework and other learning achievements, then students can also enhance a lot of fun in the learning process. Infiltrate the passion of teaching and learning in learning activities, so that both teaching parties can actively participate and interact effectively, and induce students to actively explore.
Extend and deepen the learning process and enrich the learning experience.
The process of learning mathematics is a complicated cognitive process, and teaching is the basic way to form cognition. American psychologist Ausubel believes that children's cognition is transformed from the cognitive structure of textbooks. Therefore, in the organization and design of teaching, students should actively transform the external and objective knowledge structure into their own cognitive structure. In the process of teaching activities, we should attach importance to students' thinking process of acquiring knowledge. By extending and deepening the learning process, creating situations, guiding students to actively participate in the learning process, establishing the dominant position, and perceiving the occurrence and development of knowledge, we can enrich learning experience and develop our own research and exploration ability.
(A) to build a bridge between teaching and real life
Bruner, the representative of cognitive structure learning theory, thinks: "In a certain situation, learners' personal experience and discovery of learning materials are the most valuable to them. "Build a reasonable bridge between teaching and real life, so that students can experience that they are decision makers and active participants in practical problems during the learning process, thus forming a positive internal motivation for learning. Motivation-driven learning activities can produce good learning results, reflect students' positive learning attitude, give full play to their intellectual potential and reflect their enthusiasm for learning.
1, introducing mathematics knowledge in real life.
Combining the things around students in teaching leads to mathematical knowledge, which makes them feel cordial and easy to understand, so that they are interested in participating in problems and exploring ways to study and solve problems.
2. Applying mathematical knowledge in life (building mathematical model and building a bridge between mathematics and life)
Communicate the connection between mathematical knowledge and real life, guide students to abstract life problems into mathematical problems in teaching, further reveal the connection between concrete things and abstract concepts, have abstract and generalized mathematical knowledge to understand life, explore deeply, improve the value of mathematics in learners' minds, infiltrate the awareness of inquiry learning in the research and solution of "mathematical inquiry problems", and cultivate students' habit of inquiry learning.
3. Provide research-based learning topics to enhance the participation of mathematics practice.
As a way of learning, inquiry learning refers to the process in which teachers or other adults don't tell students the ready-made conclusions, but students independently discover, explore and draw conclusions under the guidance of teachers. Based on students' direct experience, he aims at obtaining the direct experience of research-based learning, developing innovative spirit and problem-solving ability, and taking the sound development of personality as the fundamental purpose. In research-based learning, the knowledge of various subjects and courses can be extended, integrated, reorganized and improved, and the ability of students to solve problems and explore can be cultivated.
(2) Establish a dominant position and improve learning participation.
Students have to go through a certain learning process to form a certain mathematical cognitive structure in their minds. This cognitive structure is the product of the interaction between mathematical cognitive structure and students' psychological structure. This learning process is a process in which new knowledge and related knowledge in the original cognitive structure are "assimilated" or "adjusted" to form and develop a new cognitive structure. Suhomlinski also said: "Teaching is to teach students the ability to acquire new knowledge with the help of existing knowledge, making learning a thinking activity." Therefore, in teaching activities, it is necessary to establish students' dominant position, participate in exploring knowledge, and cultivate and develop students' ability to acquire new knowledge actively.
1. Give students space and give them the initiative.
In order to make students develop actively, it is necessary to let all students participate in the process of exploring new knowledge and create a space for them to think independently, so as to deepen their understanding of knowledge and master the law. For example, when students learn the basic knowledge of geometry, they often use the area formula of geometric figures. In order to form a correct concept, we should try our best to mobilize their senses and activities such as eyes, mouth, hands and brain, so that they can discover new laws and understand the formation process of formulas through their own exploration, experiment, calculation, association and reasoning. So they can organize students to operate and participate in the derivation of formulas. For example, the teaching of trapezoidal area calculation is derived by transforming trapezoid into rectangle, and its principle is to find the connection point with new knowledge in the existing cognitive structure, so as to promote the connection between old and new knowledge and obtain new cognition.
2. Create situations and attach importance to the effective interaction of individuals.
In order to make all students develop, we must maximize the participation of all students in the practical activities of exploring knowledge. Teaching activities are the process of interaction between all teachers and students, so that everyone has the right to participate in exploration. When everyone participates in the process of exploring knowledge, the learning efficiency will be greatly improved. At the same time, in the teaching process, teachers should create conditions for exploring knowledge, leave space and time for students to think, create necessary situations and stimulate students' intrinsic motivation to explore. Teachers should grasp the rhythm of teaching and give students room for repeated thinking. In teaching, students should be allowed to think, say and do whatever they can.
3 "provide" knowledge in the application and consolidate knowledge through communication and other forms.
We often have a misunderstanding that a new mathematical concept, nature and other knowledge have been explored, and then we should do a lot of exercises. It should be said that exercises are essential, but what can't be ignored in practice is to provide students with opportunities to explore and let them actively innovate in exploration. For example, the first book taught, "Two digits minus one digit 13-8=?" At that time, we emphasized that students can find their own calculation methods through various channels. Each student talked about his own calculation method, and can't repeat what the previous student said. He wanted to show that he was new here and listened for a while. After students' own thinking and exploration, the first student said: 13-8=5 was reduced one by one with a stick. The second student said: first divide 13 into 10 and 3, and then10-8 = 2,2+3 = 5. The third student said; Want to add and subtract, because 8+5= 13, so 13-8=5. Students want to talk more and more, and they are more and more interested, so the whole class will communicate, compare and choose their own algorithms more and more. It can be seen that it is precisely because of the inquiry-based learning method that every student has the opportunity to think and express. Make them realize that they are the masters of learning, so they are willing to actively explore, take the initiative to acquire knowledge and consolidate knowledge.