Teachers should actively create a democratic and harmonious teaching atmosphere, so that students can actively think, speak boldly and speak what they want to say without fear.
1. Come into the classroom with a smile. Teachers should bring smiles into the classroom, give students a sense of intimacy, and take the initiative to close the distance between teachers and students. Sometimes, in order to stimulate students' interest in active learning, we can tell some jokes, riddles and stories to arouse students' curiosity, enhance students' self-confidence, and form a good situation in which students want to speak and dare to speak.
2. Organize a group discussion. In classroom teaching, we must attach importance to students' group discussion, because discussion can give students a chance to speak. Students are free, so they can often speak freely. In this way, teachers will get feedback from students in time.
3. Prompt incentives. Students' speeches in class are often incomplete and sometimes wrong, but no matter what students say, teachers should give affirmation and encouragement. This kind of affirmation and encouragement can be verbal or nonverbal, including intentional smile, sincere nod, approving eyes, warm tips, trust expectation and so on. All these may inspire students to be good at thinking, dare to ask questions and be willing to solve doubts in a relaxed and lively learning atmosphere.
2. Guide the students to say.
In class, students' speeches are often fragmented, incoherent and even biased. Teachers should give appropriate guidance to guide students to think towards the correct goal.
1. Point out the maze at the junction of old and new knowledge, so that students can speak accurately. New knowledge is often the extension and development of old knowledge. In teaching, it will be helpful for students to learn new knowledge if teachers can grasp the connection between old and new knowledge, properly guide teaching and let students accurately tell the connection and difference between old and new knowledge. For example, when teaching "Understanding Rectangles and Parallelograms", teachers can first show rectangles with multimedia, so that students can tell the characteristics of rectangles, and then gradually turn rectangles into parallelograms through dynamic demonstrations. Ask the students: "What are the characteristics of this graph now? What is this? What are the similarities and differences between these two pictures? " This not only stimulates students' desire for knowledge, but also helps students to understand the relationship between knowledge from the perspective of change and effectively incorporate new knowledge into the original cognitive institutions.
2. Teach the key points and difficulties in teaching, so that students can speak in place. In the teaching process, an important strategy to highlight key points and break through difficulties is to guide students to participate in learning, actively think and communicate, and form their own understanding and experience of the problem. For example, when teaching "area calculation of parallelogram", let students discover that parallelogram can be converted into rectangle, and then let students cut it, asking, "How can I cut it to convert parallelogram into rectangle?" Through discussion, students know that only the high shear of parallelogram is enough.
3. Instruct students to speak coherently when revealing laws or summing up conclusions. In teaching, when students reveal mathematical laws or summarize teaching conclusions, they usually need the guidance of teachers to make the laws or conclusions complete. For example, when teaching "the basic nature of fractions", students have come to two laws respectively: "In a fraction, the numerator and denominator are multiplied by a non-zero number at the same time, and the size of the fraction remains unchanged; In a fraction, when the numerator and denominator are divided by a non-zero number at the same time, the size of the fraction remains unchanged. " At this time, teachers guide students to combine these two laws and gradually ask students to speak completely and coherently. In this process, students realized the simplicity of mathematical conclusions.
Third, delay the evaluation and let the students speak brilliantly.
The so-called delayed evaluation means that teachers should not rush to give a judgment on the mistakes made by students, but should let students fully express their opinions and form a * * * knowledge through teacher-student discussion. In this way, there is enough time for students to think and let the "most wonderful words" come out of their mouths. For example, when discussing the concept of trapezoid, students spoke in succession: "A trapezoid is a quadrilateral", "A quadrilateral with two parallel sides is a trapezoid", "A quadrilateral with two parallel sides and two non-parallel sides is a trapezoid" and so on. Teachers should not judge right or wrong at once, but say "see who speaks more succinctly and accurately" and "two sides are parallel and two sides are not parallel". Can these two sentences be expressed in one sentence? Students once again entered an active state of mind, and quickly said that "only a set of quadrilaterals with parallel sides is called a trapezoid" and realized the meaning of "uniqueness".
Fourth, change ideas, believe in students' ability and return the podium to students.
Teachers give students certain classroom space, and students can give teachers unexpected possibilities. "Students should be allowed to think for themselves what they can think for themselves" and "Students should be allowed to do what they can do for themselves". Teachers never say what students can teach themselves, but generally they don't say what they can and can't say. If they have to talk about it, they must concentrate and get to the point. The classroom is where students study. Teachers should give students time to study and speak, so that students can learn more, think more and speak more. Never let their discourse hegemony bury the true masters of learning. The three-foot platform is also a stage for students.
In short, students are a lively, cheerful and lovely group, and freedom is their basic feature. As long as the teacher guides an appropriate and equal dialogue in class, students will dare to speak, want to speak, speak and speak brilliantly in class.