Wu Zhengxian, a primary school math educator in China, once said, "What is the most important thing in education and teaching? It is to let students develop good habits! " Ushinski, a famous Russian educator, once said: "Good habits are a kind of moral capital, which is constantly increasing in value, and people enjoy its interest all their lives. Then to the same extent, bad habits are morally unpayable debts. This kind of debt can torture people with increasing interest, paralyze his best initiative and make him reach the point of moral bankruptcy. " It can be seen that the influence of habit on a person's life can never be ignored. Cultivating good learning attitude is an important content to promote students' all-round and healthy development and realize quality education. The primary school stage is a critical period for a person to form good study habits, and it is also a critical period for a person to grow up. Therefore, we should pay attention to the cultivation of good study habits in teaching, and take appropriate methods and measures to consciously train and cultivate children according to their characteristics of plasticity and imitation.
At present, the new curriculum reform makes the classroom full of passion and vitality, and makes the classroom teaching more exciting. The learning mode of "autonomy, cooperation and inquiry" is gradually becoming the highlight of classroom teaching and an important way for students to learn in the 2/kloc-0 century, especially "cooperative learning" is more popular among teachers and students in primary school mathematics teaching. How to make students develop good cooperative habits in the process of primary school mathematics classroom teaching? This is a question worthy of our serious consideration. Below, I will talk about how to cultivate students' cooperative groups in mathematics teaching from students of different levels.
First, students' gender, academic performance, learning ability and personality should be considered and grouped reasonably.
In teaching practice, it is found that the study group should be composed of students with different gender, academic performance, learning ability and personality, and it is appropriate to have four students as a group, generally no more than six, and several groups in the class are comparable. Before each cooperative study, team members should divide their responsibilities clearly.
Second, starting from the teaching objectives of each class, carefully organize cooperative group learning according to the teaching content.
The cultivation of group cooperative learning should go through the process from student experience to learning to cooperate, and we should not rush into it. Only in this way can students truly understand and learn to use skills. We don't have to use group cooperative learning in every class. If we decide to teach in a cooperative way, we should organize cooperative groups according to the teaching objectives of this lesson.
Third, create conditions to provide students with space for group cooperation.
Independent inquiry is to let students explore the formation process of knowledge according to their own life experience or existing knowledge background. The main task of teachers is to organize multilateral cooperation and exploration activities between teachers and students. Let the students have a spark of inspiration in the collision of ideas, so as to experience the fun of common "exploration" in a cooperative group.
Fourth, design the situation to stimulate students' motivation to cooperate in groups.
In teaching, according to different teaching contents, teachers contact students and teachers' real life or hot issues in life, create situations, guide students to discover, ask questions and think, stimulate students' interest in learning, and mobilize students' initiative in learning, so as to achieve the purpose of effectively carrying out mathematical cognitive activities. This paper mainly designs the situation from the following two aspects: (1) combining the theme map in the textbook to create the situation; (2) combining the students' real life to create the situation.
Fifth, create a democratic atmosphere and promote the cultivation of group cooperation. In the new curriculum teaching, the way of learning mathematics can no longer be single and boring, mainly by being beautiful and practicing. Under the organization of teachers, students are provided with sufficient time and space to engage in mathematics activities, so that students can exchange the achievements, experiences and understandings of exploration, and discuss some specious and important issues in depth, so that students can know mathematics, solve problems, understand and master basic mathematics knowledge, skills and methods through independent exploration, personal practice and cooperative communication.
In a word, it is an important measure of mathematics reform in the new century, the need of the development of the times, and the opportunity and challenge that our mathematics teachers face to cultivate good habits of group cooperative learning and carry out group cooperative inquiry learning in primary school mathematics teaching. There are still many problems worth thinking about in group cooperative inquiry learning, which need us to explore and improve constantly in teaching practice.
Summary of potential energy transformation
Today, when quality education is advocated, how to do a good job in counseling potential students is a prominent problem for our teachers. Therefore, it is an important and arduous task for the class teacher to adopt what methods and skills to do the transformation work well.
Suhomlinski once lamented: "There are thousands of students passing by me. Strangely, what impressed me the most was not the impeccable model students, but the unique and distinctive children. " This contrast in education tells us that for a special group like potential students, teachers must correctly understand them, study them, sprinkle their harmonious teacher love on them, and let these late-blooming "flowers" bathe in the sunshine and rain, and grow up healthily. So how to do well the educational transformation of potential students? I made the following attempts:
1, full of love for students with potential in educational transformation. Mr. Tao Xingzhi once said, "Whoever doesn't love students can't educate them well." Suhomlinski also stressed that for those children who behave differently because of the bad influence of family and even social environment, we should treat them with the attitude and way of "friends and like-minded people", because only sincere love for students can inspire them, make them feel incomparable warmth, and ignite the fire of hope for students to pursue progress and become excellent students. In the process of educational transformation, we should be rational and emotional, improve potential students' moral awareness and self-motivation ability, cultivate potential students' right and wrong concepts, adhere to positive induction, convince people by reasoning, and never simply and rudely oppress people by force. Educational practice tells us that love is the most effective means of education, and teachers' emotions can warm a cold heart and make the prodigal son turn back. When students experience the teacher's love and ardent expectation for themselves, they will become "close to the teacher and believe in it."
2. In the process of educational transformation, teachers should respect the personality of potential students. Self-esteem is one of the important signs of people's self-awareness and one of the driving forces for progress. We should respect and trust potential students and gradually dispel their doubts. Because of poor study or poor discipline, they have been neglected and discriminated against for a long time. They are generally guilty and extremely sensitive to the outside world. Although they have a hard shell on the outside, they are still eager to get the understanding, consideration and trust of teachers and classmates. Teachers should be strict with themselves, get out of psychological misunderstanding and respect the personality of potential students. Dislike, reprimand, criticism, sarcasm or corporal punishment in disguised form will all hurt students' self-esteem and produce rebellious psychology and confrontational behavior. As Tao Xingzhi, a people's educator, reminded teachers: "You have Watt under your pointer, Newton in your cold eyes and Edison in your ridicule."
3. Appreciate the advantages of potential students in time in the process of educational transformation. William james, an American psychologist, famously said, "The deepest principle of human nature is to want others to appreciate you." He also found that an uninspired person can only play 20%-30% of his ability, and when he is inspired, his ability can play 80%-90%. It can be seen that the use of praise and encouragement is also extremely important in the work of transforming potential students. The ancients said: "Those who teach people must be good, and save them from losing their talents." Although potential students have many shortcomings, even the worst students always have some specialties or advantages. For example, those who are poor in learning have specialties in music and art, and we should be good at capturing the highlights and praising them in time. Rousseau, a French educator, once said: "It is much better to praise students' slight progress than to laugh at their obvious evil deeds. "As a class teacher, affirming and praising potential students in time to meet their self-esteem and normal psychological needs can create opportunities for transformation.
4. Stimulate their interest in learning in the educational transformation. "Interest is the best teacher." Therefore, in teaching, teachers should use good teaching design to stimulate students' interest in learning and create an environment conducive to stimulating students' internal drive; We should give priority to praising potential students and seize every bright spot to praise them; Appropriate classroom exercises should be designed. Make potential students "have food" and "have something to do" in class, and have the hope of striving for higher goals; Attention should be paid to the emphasis and systematization of knowledge, the inspiration of methods, the pertinence of questions and the learning personality of potential students; In addition, we should often talk with potential students, harmonize the feelings between teachers and students, give necessary encouragement, set feasible goals and cultivate their sense of success.
We should build up their confidence in educational reform. Goethe has such a famous saying: "You lost your wealth, you only lost a little, you lost your reputation, you lost a lot, you lost your courage, you lost everything." Therefore, it is the key to turn potential energy into progress and re-establish self-confidence. Teachers should make great efforts to help them improve their learning methods and improve their learning efficiency. When potential students make achievements through hard work, they should not only affirm immediately, but also put forward new goals. Don't exclude all underachievers in class work, but arrange some jobs suitable for them, and even let some students with potential for progress introduce their experiences, play a role, let them see hope, stimulate their inherent potential for progress, and establish confidence in continuous progress. In this case, the teacher can't just "hate iron not to turn into steel", but needs to turn iron into steel. Take the right attitude and methods, take care of them at every opportunity, guide and encourage them to stand up and move forward.
In a word, reforming "potential students" is an arduous and arduous task. We should analyze the reasons enthusiastically, calmly and objectively, grasp and grasp them repeatedly, and have the spirit of perseverance.