Content summary: Mathematics curriculum standards point out that effective mathematics learning activities cannot simply imitate and memorize. Hands-on practice, independent exploration, cooperation and communication are important ways for students to learn mathematics. However, an important prerequisite for achieving this goal is the cultivation of students' good study habits. Cultivate students' habit of previewing before class; Cultivate students' habit of listening carefully in class; Cultivate students' habit of speaking actively; Cultivate students' habit of independent learning; Cultivate students' habit of independent thinking; Cultivate students' ability to review questions and develop the habit of serious homework, so as to achieve The purpose of comprehensively improving quality.
Keywords: Learning habits of primary school mathematics students
The mathematics curriculum standards clearly point out that effective mathematics learning activities cannot simply imitate and memorize, but require hands-on practice, independent exploration, and cooperation and communication. Important ways students learn mathematics. The improvement of students' learning methods is one of the main goals of the new curriculum reform and an important indicator of the success of the new curriculum implementation. However, an important prerequisite for achieving this goal is the cultivation of students' good study habits. So how to cultivate students' good study habits in mathematics teaching? I would like to share some suggestions based on my own teaching practice:
1. Cultivate students’ habit of previewing before class
“Previewing before class” is for students to initially understand the new knowledge they want to learn before class. and the process of reviewing relevant knowledge to be used in learning new knowledge; it is a learning process for students to self-explore, think, and question, and is also an important measure to improve learning efficiency. It can not only help us grasp the content of new lessons, understand the key points, and enhance listening pertinence; and during the preview process, try to solve the problems that you can solve by yourself, and raise the problems that you cannot solve as questions. This can not only improve your ability to solve problems independently, but also help to discover the key points in learning. , difficult points, so that the learning effect is doubled with half the effort.
However, "preview before class" has always been a patent of Chinese classes in the minds of teachers and students. In actual teaching, our mathematics teachers often ignore the cultivation of students' preview habits and always feel that there is nothing to preview in mathematics. , or not needed at all. Even if some teachers ask students to preview, they always say: "There will be a new lesson tomorrow. Please preview it carefully." What to preview? How to preview? There is no way to give it to the students, and the students verbally agree, but in fact most of the monks are confused, especially the students in the lower grades. So how to guide students to conduct "pre-class preview"? Let’s talk about some of my methods based on my usual teaching.
Discover life materials and stimulate students’ interest in learning.
Mathematics is everywhere in life. Before teaching, students should explore mathematical materials in life so that students can discover that mathematics is around them and feel the role of mathematics, thereby stimulating their interest in learning mathematics. . For example, when teaching the class "Classification" in the first grade, I arranged for the students to go to a stationery store or supermarket with their parents before class, and asked the students to pay attention to how the goods in the shopping mall were arranged. During class, students can quickly say "the same products are placed together" and can also tell the various benefits of putting them in this way, which lays the foundation for the understanding of classification. At the same time, we also asked them to organize their schoolbags and wardrobes after class to let them feel the importance of classification. Using "situations" around students to present teaching content increases the reality and interest of mathematics teaching, enabling students to not only realize the close connection between mathematics class knowledge and daily life, but also to bring life into mathematics and mathematics into life. It also cultivates students' love for mathematics, mobilizes their enthusiasm for learning mathematics, and stimulates their interest in learning mathematics.
2. Provide appropriate encouragement to stimulate students’ enthusiasm for previewing.
To cultivate the habit of previewing, we must pay attention to stimulating and protecting students' enthusiasm. Every student has a desire for knowledge and a desire to improve their ability. When teachers guide students to preview, they must pay attention to mobilizing students' enthusiasm for previewing. Motivation, protect students' enthusiasm, and continuously strengthen learning needs. For example, after learning the "Multiplication formula for 2", the teacher guides in a timely manner, "Do you want to know the 'Multiplication formula for 3'? How did you get the 'Multiplication formula for 3'? To answer these questions, please ask the students Preview '3's multiplication table'. The teacher will see who has the best preview. "A simple sentence can often stimulate students' enthusiasm.
Some students ask some very simple questions during the preview process. At this time, teachers should pay more attention and never "Don't know such a simple question?" or "Don't ask me such a simple question." Wait for the student to answer with derogatory words, but should patiently inspire him to think carefully about the answer to the question. As students' enthusiasm for previewing increases, their learning motivation will become stronger and stronger, and their interest in learning will become stronger and stronger. Learning interest directly affects students' learning results.
3. Carry out practical activities and cultivate a learning atmosphere.
Mathematics comes from life and at the same time serves life. In order to let students realize the role of learning mathematics and enhance the purpose of learning, we must carry out practical activities during the teaching process so that students have more opportunities to come into contact with mathematical problems in their daily lives and gradually experience real-life problems. connections and differences between them.
For example, before teaching the lesson "Understanding RMB", I created a shopping situation for the students, put some learning supplies on the table and marked the prices, found two classmates to be salespersons, and then other The students used simulated coins to buy what they wanted from the salesperson. The students felt very fresh about this kind of practical activity and were very motivated. Through this activity, students know what they can buy with one yuan, and they also learn to find money. This creates a shopping situation that allows students to learn about the RMB through imitating shopping activities. By connecting them with actual shopping activities in life, students can Mastering the relevant knowledge of RMB in the process of buying and selling goods has improved their social communication and social practice abilities.
2. Cultivate students’ habit of listening carefully in class
Mathematical knowledge is relatively abstract, highly logical, and the contents are interrelated. Listen to the teacher’s explanation And listening to children is an important way to gain knowledge. First of all, students must be able to listen. In class, you should listen clearly to the questions asked by the teacher, the teacher's ideas for solving problems, and the methods summarized by the teacher. These are generally related to the focus of teaching. Only by listening in class can you think. Listen carefully to students' speeches in class. This will not only promote students' own thinking, but also enable them to accurately judge and supplement other people's answers. Because the thinking levels of classmates are relatively similar, sometimes students' language can make them understand better. During teaching, teachers should guide students to pay attention to listening, such as "Who understood what this classmate said? Who is willing to explain it?" Let students feel the importance of listening. Teach students how to listen. Can teachers remind students to think that what others say is the same as their own while listening? Any additions? How does his idea differ from yours? Repeat it and say it again in your own words. Let students develop the habit of thinking while listening. Students are given ten to fifteen question-based calculation exercises every day. The teacher reads the questions and the students write the answers. Listening is a way to train students to listen carefully. Sometimes they listen to the teacher's dictation of word problems, and the students write or speak out the known conditions and questions asked, find out the key sentences, and list the calculation formulas. Only when students listen carefully can they write. Training students in this way in daily teaching is a way to cultivate children's listening habits. Then, students should develop the habit of listening carefully in class so that students can have a high degree of concentration. To do the following: 1. Create an excellent classroom environment and eliminate interfering factors in learning. For example, we have a fixed learning place, prepare necessary teaching aids for the classroom, and create a comfortable learning environment. 2. Arouse interest in learning and attract students' attention. Our mathematics classroom can attract students' attention in many ways, for example, creating different classroom situations, using games, stories, appropriate evaluations, etc. It can arouse students' high interest in learning and at the same time allow students to concentrate. 3. Use a variety of skilled skills and techniques. Once students have become proficient in skills and techniques, they can learn with ease, feel comfortable, and taste the joy of success, their attention will naturally focus on them. For example, after students have learned two-digit addition and subtraction and have certain arithmetic skills, it will be easy for them to learn three-digit addition and subtraction.
Therefore, in order for students to succeed in their studies or achieve some great achievements, we must help students in the classroom and teaching to cultivate a good person who can concentrate on everything and be highly focused. Habit.
3. Cultivate students’ habit of speaking actively
The new curriculum reform regards the teaching process as a process of teacher-student communication, active interaction, and mutual development. Communication means that everyone participates, and it means that teachers and students can talk and communicate on an equal footing. If there is no active participation and speech of students in the classroom, the teaching process will be like a stagnant pool of suffocating water. Some teachers often complain after class that students are not enlightened. In fact, in addition to their own poor art of "enlightenment", it also has a lot to do with the fact that they have not made any effort to cultivate students' habit of speaking actively. So, how do teachers cultivate students’ habit of speaking actively?
First, create a relaxed environment for students to speak. As far as teachers themselves are concerned, they should be democratic, tolerant and easy-going, and always evaluate students' speeches with appreciation. Let them know that no matter whether what they say is correct or not, it is good to stand up and speak, and they should be proud of themselves for daring to speak. And proud. In this way, students will feel free to speak in class without any scruples. If a teacher is arbitrary and narrow-minded, and evaluates students with a critical and blaming eye, it will inevitably cause students to be psychologically depressed in his class and lose the courage to speak. As far as students are concerned, they must be taught to listen and respect, and they must not randomly heckle or interrupt others when they are speaking, nor can they ridicule or ridicule, so as to create a good speaking atmosphere in the class. As far as the class teacher is concerned, students can regularly carry out evaluation activities such as "Speech Stars" so that students can feel the power of speech in the competition.
Second, we must help students get rid of their shyness in speaking. Teachers should always talk to students who are shy and help them build confidence and overcome their low self-esteem. If the teacher wants these students to answer questions in class, he might as well explain to them in advance what kind of questions they want to ask after class, and encourage them to put down their burdens and speak boldly; if these students suffer in class because they do not answer the questions well, If you feel wronged, the teacher should provide comfort in time.
In addition, teachers should create more situations to help these students practice their courage and speaking, such as poetry recitals, speech contests, oral composition contests, etc.; they should try to give them as many social opportunities as possible, such as classroom sitcoms, entertainment evenings, and off-campus visits. Various symposiums, etc., allow them to practice the courage and courage to speak.
Third, we must help students break through the critical point of psychological barriers. Many teachers will find such a phenomenon. Sometimes when asked to answer a question, many students' faces clearly show their desire to speak, accompanied by various interesting movements: rubbing their hands, scratching their heads, moving their buttocks, as the saying goes. Restless and eager to try. But the strange thing is that it is difficult for a student to take the initiative to speak up. This shows that students have reached the critical point of psychological disorders. In this case, the teacher might as well be funny and enliven the classroom atmosphere to break through the critical point of students' psychological barriers. For example, the teacher lamented: "Don't let your heart beat so hard. Just sit and think about how to get up and move." The psychological window paper has been pierced by the teacher. When the students smile happily, some students may stand up and speak. Sometimes, in order to allow students to break through the critical point of psychological barriers with a certain degree of explosiveness, students can also be asked to speak without raising their hands. This is because some students do not speak because they are afraid that if they muster up the courage to raise their hands, they may not be selected. If the teacher does not ask for a raise of hands, students can answer when they stand up, thus reducing the time for hesitation and conducive to breakthroughs. Psychological dam.
Fourth, students must learn to express themselves. In classroom speeches, we often encounter this phenomenon: some students speak in a sloppy manner that makes people anxious, some students speak slowly and in a whisper that cannot be heard, some students are slow to respond and appear silent, etc. Not only was there no exciting dialogue, but a lot of time was wasted for no reason. This requires us to regularly conduct oral training for students so that students can master some oral expression skills. Students' oral training is a long-term process that must be sustained and gradual. For example, at first, students are only required to have a loud voice and clear enunciation, and then gradually add training in cadence and emotional color. In this way, students will gradually master the essentials and skills of speaking on the basis of continuous practice, and they will experience more the psychological pleasure brought by the success of speaking, and their future speeches will be more positive and proactive.
Fifth, we must prevent the monopoly of the right to speak. In class, some students are bold and quick-thinking. When the teacher raises a question, these students are always the ones rushing to speak. If teachers do not pay attention to regulation, these students will invisibly have a monopoly on the right to speak. If it is difficult for other students to get the opportunity to speak, they will lose their enthusiasm to speak over time. When a teacher encountered this phenomenon, he made an agreement with the "activists" in the class: In order to take care of every student in the class and give them a chance to answer questions, in the future you will only have the right to answer questions once by raising your hand three times. , if the answer is creative, you can be rewarded again. This teacher's approach not only limited the frequency of speeches of these "activists", but also avoided their dissatisfaction, mobilized their thinking to develop in depth, and more importantly, allowed most students to enjoy a fair right to speak. Make every student feel the fun of speaking in class.
4. Cultivate students' independent learning habits
A student's academic performance is good or bad, to a large extent, depends on whether he has good independent learning habits. In other words, a student who deviates from the "active learning principle" will not achieve excellent results. This is the crux of the problem.
In the minds of many students, learning is to complete the teacher’s tasks and parents’ expectations. Therefore, their learning relies on external pressure and supervision from their parents, and they completely give up the opportunity to learn independently. Therefore, we teachers must start by helping students clarify their learning goals and cultivate their independent habits. Without a clear learning purpose, there will be no positive learning attitude, let alone independent learning. We mathematics teachers can try to cultivate students' independent learning habits through the following methods.
Create a situation for students to learn independently. Abstract mathematics, like literature and art, originates from life and concreteness. Mathematics is produced in life and is ultimately used in life. By creating "problem situations", we can mobilize students' enthusiasm, stimulate their internal drive, and make students consciously participate in learning activities. For example, when teaching "Simple Statistics", we had a conversation like this: Our country's athletes have achieved impressive results in the Olympic Games, which is admirable. Which students in my class are interested in sports? Tell me about your favorite projects? How do you know which project the most people in the class are interested in? Guide students to use statistical methods to solve problems. Such situations bring students into life and enable students to learn mathematics easily and happily.
Second, let students practice and cultivate their awareness of participation. One of the important ways and methods for students to learn mathematics is through hands-on operations. In the process of mathematics teaching, teachers should carefully design and organize students to carry out various forms of practical activities according to the teaching content, so that students can operate and learn mathematics through personal experience. For example, in the "Kilogram Understanding" teaching, in order to allow students to truly experience how heavy an object of 1 kilogram is.
Before class, students are asked to prepare a 1,000-gram bag of salt or other items, let them weigh it with their hands, carry it, and feel the weight of 1,000 grams. Then ask students to put the salt on a scale and weigh it, and then ask them to weigh it again. Learn to take out the daily necessities brought from home (such as fruits, vegetables, rice, etc.), guess how many apples weigh one kilogram, how many bananas weigh one kilogram, etc., and then weigh them on the scale. In this way, students can truly feel how heavy 1 kilogram is during the full operation process. For another example, when learning "possibility", "red ball", "green ball and yellow ball", "red ball and yellow ball" were placed in three pockets, and students were allowed to randomly pick out the balls from different pockets. A ball, discuss "Is the ball drawn must be a red ball?" and experience the inevitability and possibility of the event. These operational and practical activities are closely integrated with students' lives and the knowledge they have learned. They require everyone to participate, further understand and experience relevant mathematical knowledge during the operational practice, and gain rich experience in mathematical activities. At the same time, they learn to cooperate and communicate with others, and gain Positive mathematics learning emotions.
3. Stimulate interest and cultivate students’ initiative in learning mathematics. Einstein once said: “Arouse students’ enthusiasm, and then the homework prescribed by the school will be accepted as a gift.” Confucius also once taught this: “Those who know are not as good as those who love to know; Those who know are not as good as those who enjoy knowing." It can be seen that only by stimulating students' interest in learning and mobilizing their enthusiasm and initiative can they learn knowledge in a relaxed and lively atmosphere. For example, when we teach the lesson "Fairness of Game Rules", we conduct it in the form of a competition, asking students to touch three bags containing different numbers of red balls, and compare who can touch the most in the same time. . This kind of design not only arouses students' interest, but also triggers controversy among students. What are they arguing about? It's unfair. The number of red balls is not equal, which leads to the following question. What should we do if we want to be fair? From these contradictions, we can see that students have fully entered the role. This kind of class not only allows students to maintain a relaxed and comfortable mentality when learning, and gain full autonomy and freedom, but learning itself has become a kind of leisure. However, during leisure time, students can maintain a belief in pursuit and exploration, which can extend their interest in learning and research.
5. Cultivate students' habit of independent thinking
Zankov has a famous saying: "Teaching students to think is the most valuable asset in their lives." Mathematics itself It is a discipline that uses thinking. Observation is the tentacle of thinking and the basis for understanding things. All inventions and creations are inseparable from scientific observation. Constantly put forward purposeful and systematic observation requirements to students during teaching, which can promote children's observation ability to gradually develop into conscious, independent, lasting and planned development. Children should be guided to explore and make their own inferences, giving them as little information as possible and guiding them to discover as much as possible. Blair once said: "The most important thing in education is to teach people to think." There is no doubt that educators must pay great attention to cultivating students' independent thinking habits in teaching, and as primary school teachers, we must work tirelessly! When cultivating students' independent thinking habits, we can try the following approaches.
A role model to inspire thinking. According to the characteristics of primary school students who are easy to imitate, during the teaching process, teachers should promptly discover some examples that students can imitate, and use more motivating words to touch students' hearts.
2. Encourage students to take the initiative to question. The ancients said: "The most important thing in learning is doubt. A small doubt leads to small progress, and a big doubt leads to great progress." This is the importance of doubt. Students will inevitably have various doubts or difficulties in the learning process, and these doubts or difficulties are often the key to our teaching. Therefore, in the teaching process, our teachers must pay great attention to the feedback of teaching information, promptly encourage students to take the initiative to question questions, and give full recognition to students who take the initiative to question questions. For example, in teaching calculation problems and application problems, we can encourage students to use their own unique ideas and methods to perform calculations or answer application problems, as long as the students calculate correctly and do it skillfully. Over time, students will have questions like this after completing each question: Is there any other solution to this question? This kind of teaching can mobilize students' enthusiasm to question problems and stimulate their creativity in solving difficult problems.
3 Let students develop the habit of discussion. Discussions create a space for students to discover, so that each student can participate in it to fully use their brains and express their own opinions. It also allows students to understand and digest knowledge in the process of practical participation, and the knowledge students obtain through their own practice is often It is the one that has the most solid grasp and the deepest memory, so that it can be learned vividly and remembered firmly.
6. Cultivate students to review questions and develop the habit of serious homework
Reviewing questions is the key to correct problem solving. I have found that many of the mistakes students make when solving problems are often not due to a lack of necessary knowledge, but a lack of necessary problem-reviewing habits and skills. Sometimes we observe that some students don’t even finish reading the questions or start working on them without even looking at the requirements. It’s not surprising that they are so good! To improve the accuracy of homework assignments, efforts must be made to cultivate students' habit of carefully reviewing the questions and clearly understanding the requirements of the questions before solving them. Every time a new lesson question is taught, teachers must have a plan, purposefully and persistently guide students to practice the question review, learn the question review method and develop the question review habit while learning the new lesson. In senior grades, special attention should be paid to guiding students to consciously and flexibly use the knowledge they have learned when solving problems, mobilize all the knowledge they have learned to solve problems, and choose the best among multiple methods.
When solving problems, you must write carefully. When teaching students to solve problems, they must write neatly and in a standardized format. They must develop a good habit of making vertical calculations. For example, the students I taught this year have poor calculation habits and abilities and are afraid of complexity. Disaster. In teaching, students should be guided to learn to check calculations and develop the habit of checking when solving problems. The first step in checking calculations is to check calculation theories and methods, and secondly to check calculations. In the process of inspection, we should cultivate students' awareness of estimation and encourage students to calculate, check and inspect at the same time. They should "go back" step by step and strive to do it right the first time to prevent ineffective work. Cultivating students' habit of completing homework seriously mainly relies on the guidance and training of in-class teaching. Homework questions should be carefully designed, with a small quantity, good quality, and high problem-solving requirements. Since the number of questions is small, students do not feel burdened and are willing to use their brains to complete the questions seriously. By arranging homework in this way, students have a light burden and high motivation, which is not only conducive to the formation of good habits, but also conducive to the improvement of thinking ability.
So, the study habit of independent thinking is a higher-level cultivation for students. The development of this habit requires us as teachers to cultivate it bit by bit. We should try our best to make students experience a process from learning to thinking, from thinking to doubting, and from doubting to doubt. Only by persisting in this way for a long time can students cultivate the good habit of independent thinking.
References:
1. "New Curriculum Standards for Primary School Mathematics", (Experimental Draft) Beijing Normal University Press.
2. Fu Daochun, "Changes in Teacher Behavior in the New Curriculum" Capital Normal University Press, first edition, November 2001.
3. Zhang Xingtao, "Teacher Qualifications in the New Century", Capital Normal University Press, first edition, June 2003.
4. Li Wenjuan, "Effective Ways for Famous Teachers to Cultivate Students' Good Habits", Jiuzhou Publishing House, first edition, January 2006.