Keywords the concept of curriculum standards; Wonderful classroom
In the eyes of mathematicians, mathematics is a poem, a song and a picture ... but ordinary people think that mathematics is a complex formula theorem, with strict logical argumentation and boring computational reasoning ... Mathematics seems to be associated with boredom and abstinence, and mathematics classes are boring and difficult to teach. However, mathematics is indispensable in everyone's study career. I think as a math teacher, what we should do is to use our wisdom to understand the concept of curriculum standards, to create wonderful math classes, to teach with passion and enjoyment, and to let students learn with joy and ecstasy.
First, walk into the children's mathematical world and make the classroom a favorite of students.
"Mathematics Curriculum Standard" points out: "Mathematics teaching should be closely linked with students' real life, starting from students' life experience and existing knowledge, and taking practical problems that students can easily experience and understand as materials." Therefore, in teaching, we should combine the teaching content, students' real life and age characteristics, create realistic, meaningful and challenging mathematics learning scenarios, creatively use teaching materials, and build a bridge between mathematics content and mathematics activities to make mathematics activities lively and interesting.
When I teach the meaning of comparison, I first guide the students to reproduce the flight scene of "Shenzhou 5" in their minds according to the topic map, which arouses their excitement and envy. Then I show the national flag that my classmates are familiar with, and let them compare the length and width according to the length and width of the national flag. At this time, students' envy is transformed into learning motivation, and problems naturally arise, which not only conforms to the curriculum standards, but also paves the way for the introduction of new courses. In the whole class, whether it is self-study or group cooperative inquiry learning, the teaching is organized with "problem" as the core, and the problem is put forward first and then solved. Various classroom forms and flexible teaching methods pay attention to both students' basic goals and students' development goals.
Second, leave enough time and space for students to think and make the classroom more dynamic.
Einstein said: "Learning knowledge should be good at thinking, thinking and rethinking. This is how I became a scientist. " Therefore, in teaching, we should first give students time and space to think, cause students' cognitive conflict and thinking collision, let the whole class actively participate in learning activities, and improve the effectiveness of teaching. In order to avoid the teaching phenomenon of emphasizing "fun" over "thinking" in class, teachers must correctly handle the relationship between situation and thinking, activity and thinking, and make it clear that only the situation that serves thinking and promotes students' thinking and inquiry is a good mathematical situation.
In the process of teaching the meaning of comparison, students must be given enough time to think when they explore the relationship between comparison and fractional division and whether the last term of comparison can be 0, so that they can have cognitive conflicts and thinking conflicts themselves, so as to acquire knowledge on their own initiative. I not only give students enough time to think, but also give students time to argue with each other, so that students can experience the formation of knowledge in thinking and arguing.
Third, clever language and intonation make the classroom more infectious.
Stolyar, a mathematics educator in the former Soviet Union, famously said, "Mathematics teaching is also the teaching of mathematics language". Many people think that math class lacks the charm of language, and the language of math teachers should be clear, coherent and concise. But I think cadence and beautiful sentences can also arouse students' enthusiasm, stimulate students' interest and belief in knowledge, make students devote themselves to learning, and make math class more infectious. For example, when exploring the characteristics of the ratio of summation, "the ratio is usually expressed in fractions, and sometimes it can be expressed in integers and decimals." Let the students understand the meaning of the key word "usually" after reading in cadence. With the word "usually", the proportion can be expressed in three forms. If it is removed, the understanding will be biased. For example, when the new lesson was introduced, I said emotionally, "This is Yang Liwei showing the United Nations flag and National Flag of the People's Republic of China to the world in space on the Shenzhou 5 spacecraft." My passionate tone immediately attracted the students' attention and aroused their enthusiasm. During my study, I lost no time to comment on my classmates' excellent performance: "You are great, maybe you will become me when you grow up", which aroused their great enthusiasm for learning. Appropriate scenes and appropriate language intonation not only enable students to learn mathematics knowledge, but also allow them to receive emotional education, which reflects the integration of disciplines and makes the classroom more infectious.
Fourth, make careful use of multimedia to make the classroom more dynamic.
The biggest feature of multimedia-assisted instruction is that it can make abstract mathematical problems concrete, boring problems interesting, static problems dynamic and complex problems simple, thus highlighting key points and breaking through difficulties. It not only saves teaching time, reduces students' cognitive difficulty, but also improves efficiency. It also makes the math classroom lively, concrete and interesting, and makes the math classroom more dynamic. Therefore, careful and reasonable use of multimedia teaching will make the classroom more exciting.
"Mathematics activity" is not a "general activity", not an activity that pursues classroom atmosphere unilaterally, but a classroom activity that should be preset according to the characteristics of the subject and the content of the textbook. A wonderful math class is not only a reasonable premise of teaching, but also a generated effect. As long as students are willing to learn, think and do, it is a classroom activity with vitality, appeal and vitality.
Let's skillfully use the concept of curriculum standards in classroom teaching, so that children can learn freely and grow up happily in wonderful math classes and jointly create wonderful math classes.