Research methods of situational introduction in mathematics classroom
Introduce in the form of stories to ignite the fire of interest.
Stories can relieve students' learning pressure, promote students' concentration and deepen their understanding of teaching content. In the process of junior high school mathematics teaching, a short and pithy story, which integrates knowledge and interest, is often the kindling to ignite students' interest in learning, and also the stimulant to enhance the friendship between teachers and students and enlighten students' wisdom and mind.
For example, at the beginning of class, teachers can introduce Zu Chongzhi, Archimedes, Gauss, Galois and other mathematics masters. These are the figures that junior high school students often discuss and admire. Teachers can also tell students stories about Goldbach's conjecture in the history of mathematics. Although students may not understand it very well, there are many ways of thinking. Students' understanding of these mathematical stories makes them unconsciously accept these mathematical ideas. This can not only improve their interest in mathematics learning, but also stimulate their confidence and thirst for knowledge to overcome learning difficulties. Explaining these stories or mathematical history before class can make students more involved in listening and speaking of new lessons.
Research methods of situational introduction in mathematics classroom
Lead in in the form of suspense to stimulate students' thirst for knowledge
Learning is expensive and doubtful. If there is doubt, there will be thinking, and if there is thinking, there will be gains. Middle school students have a strong curiosity. Asking questions and setting suspense to introduce new lessons can stimulate students' strong thirst for knowledge to the maximum extent.
For example, if a rectangular board is surrounded by wooden strips of equal width (the teacher gives a picture), you will get a new rectangle. Are these two rectangles similar? The students all replied, "Almost!" The root of this error lies in "negative transfer", and students regard "similarity" in daily life as similarity in mathematics. At this time, when the teacher denied that the students' life experience was "real", the students were very surprised, their thinking was immediately activated and their attention was very concentrated. In this way, new lessons can be easily introduced. This lead-in method can not only concentrate students' attention, but also help them to deeply understand what they have learned and leave a deep impression in their minds. More importantly, it can make students understand that science cannot be sloppy, and some conclusions are shallow, one-sided or even wrong before rigorous scientific analysis. This is very beneficial to cultivate students' rigorous scientific attitude.
Classroom method one
Wonderful story, triggering inquiry.
According to the psychological characteristics of middle school students, they prefer those magical stories to complicated reasoning and calculus. How can we organically link stories with knowledge? We might as well start by telling stories while teaching.
For example, when I was studying Power of Rational Numbers, I told my classmates a short story that I heard most often: The king decided to reward the inventor of the chess game and publicly announced that he would satisfy one of the inventor's wishes. The inventor said modestly, "I hope your majesty will give me a few grains of rice, as long as you put one grain of rice in the first box, two grains in the second box and four grains in the third box ... and so on, each box is twice as big as the previous box until the chessboard is full." The heartless king thought how precious a few grains of rice were, so he readily agreed. But in the end, the king had to tell the truth. Why? Because if the minister's request is met, there should be about1844.67 million tons of rice in the king's treasury. Hearing this, the students were surprised and became interested in the issue of taking power. Psychologically, I naturally accepted the new explanation. Storytelling plays a role in building a bridge of interest in mathematics learning, and can well extradite students to the other side of knowledge.
Discipline connection, horizontal introduction
The study of various subjects in middle school is not independent, and there are many internal connections between knowledge. If teachers can combine mathematics knowledge with knowledge of other subjects, it will have different effects.
For example, when "teaching irrational numbers", when I attend class, I chant like reading in Old Master Q: "Forever, ever; Sometimes both have to end, and this "number" is endless. The students thought that the teacher had made a mistake and corrected it as "and this endless sorrow will last forever". Emphasis is this "number". Some students said that the teacher was unreasonable and refused to admit his mistake. When I say unreasonable, I mean "unreasonable", and the number I mean is "irrational". Taking advantage of the fun and curiosity brought by this ingenious adaptation, teachers and students immediately entered the classroom. In fact, mathematics knowledge is related to many knowledge such as Chinese, biology and physics. The teacher can find a good contact point and produce a particularly good opening effect.
Classroom method 2
Explore new forms of classroom organization
Large-scale classroom teaching is conducive to teacher-centered explanation, but not to student-centered autonomous learning. It is difficult to really put students at the center of learning without changing the long-term organization of large-scale classroom teaching. To this end, we should actively explore the organizational form of combining classes, groups and individuals with various learning methods, focusing on strengthening the learning method of group discussion and relatively weakening the learning method of large-scale classroom explanation. In this class, students are provided with sufficient space for independent activities and opportunities for extensive exchange of ideas, and students are guided to explore independently, learn from each other and boldly express innovative opinions. In the process of exploring the reform of organizational form, we deeply realize that it is an arduous task to cultivate students' ability to discuss problems, practice and cooperate with each other. We should not only have the kindness of teachers, but also have scientific guidance methods, establish incentive mechanisms and well-organized management measures to adapt to students' psychological characteristics. After good training, students can give full play to their learning potential and management ability in the group. The backbone members of the group can not only organize students together well, but also grasp the direction and depth of discussion, which greatly improves the teaching efficiency.
With the change of classroom organization, the leading role of teachers is more important. This is mainly manifested in the design of teaching scenes to mobilize students' enthusiasm for learning, and the "temperature" of guidance, explanation, doubt and theoretical sublimation in the learning process should be mastered in a timely and appropriate manner. Therefore, teachers are required not only to have solid and generous basic knowledge, but also to have high teaching wit, teaching art and moral cultivation. We also have this lesson: the teacher has done a lot of work, and the enthusiasm of students to discuss problems has been mobilized. The teacher asked a lot of questions and didn't know how to end it. There was a phenomenon of "temporary prosperity" and "flashy". The more open students' learning is, the more important the leading role of teachers is. How teachers play a leading role is the key to the success or failure of classroom teaching reform.
Research methods of situational introduction in mathematics classroom
Thinking Divergence Method —— Pioneering Thinking and Problem Guidance
Thinking divergence method is to develop students' thinking and guide questions through the divergence of different questions in all directions, so as to promote the development of thinking and answer questions through thinking divergence. In the application of divergent thinking method, we should pay attention to the following points, that is, the data of the first thinking should not be too much. Too many questions will make students tired of coping, unable to find the direction of answering, distracting attention, which is not conducive to the cultivation of thinking.
The second is that the difficulty of thinking is neither too difficult nor too easy, that is, the problem should be moderate, too difficult will dampen their enthusiasm, too easy will also discourage their enthusiasm, make them think it is too simple, and open their minds under the guidance of appropriate questions. The third is to give enough time and space to think. You can't think too fast, so as not to form the bad habit of lazy thinking, and you can't be too slow, so as not to form the bad habit of procrastination. Thinking divergence method is to guide students to carry out pioneering thinking, thus improving students' mathematics learning ability and problem-solving ability.
Classroom method 3
Fashion hotspots, life strategies
If some hot news issues can be implanted into the mathematics classroom in time and linked with the mathematics knowledge learned, students will feel the flavor of the times of mathematics and increase their interest in learning. At the beginning of class, teachers can stimulate students' excitement and improve their learning excitement by playing multimedia or setting the situation of math problems.
For example, when learning probability, it can be introduced through the Golden Week tourism: nowadays, parents pay more attention to taking their children to "Wan Li Road" and gain knowledge through tourism. If your parents sign you up for a tour group, the group plans to visit three scenic spots, A, B and C, and only one of them can be visited every day. If the tour order is decided by drawing lots, (1)***, how many different schemes are there? (2) What are the chances of visiting scenic spot A on the first day, scenic spot B on the second day and scenic spot C on the third day? Nowadays, it is becoming more and more common for parents to take their children to travel. This is probably what they have experienced or will experience. They are still very interested in these problems in life, so they are very interested in learning and it is easy to master knowledge. Combined with the hot spots of fashion life, teachers need to pay attention to current events, carefully select and creatively use teaching materials, give full play to teachers' intelligence, and truly make teaching and learning complement each other.
Gradually develop exploratory and discussion teaching methods.
Really establish the idea that students are the main body of teaching activities. This sentence is easy to mention as a slogan, but it is not easy to really implement it in the classroom. First of all, teachers must change their roles from authoritative lecturers to good friends and instructors who discuss problems with students. After a long period of experiment, exploration and summary, we feel that to solve this problem, we should completely change the traditional classroom teaching structure and establish a new classroom teaching structure. The initial teaching idea of the experimental class is "problem scenario-operation, discussion, communication-summary, application and expansion". After repeated practice, good teaching results have been achieved. For example, in the review class, the teacher systematically combed the knowledge, and the students finished some corresponding exercises and summarized it after listening, even if the review was over. For many years, the reform of review course has been a difficult point.
However, in our experimental class, we have greatly changed the previous teaching methods. The context of knowledge is arranged by students in groups, and exercises are designed and communicated with each other under the guidance of teachers. Let's have a review lesson on fractional application problems. Students use tables, branch diagrams, maze diagrams and physical diagrams to express their ideas. No matter which form, it clearly reveals the knowledge connection and problem-solving law of this unit. In the process of communication, students are also allowed to ask and answer questions, and the key links can be illustrated by examples. In particular, a group designed a colorful tree diagram, using roots, stems, branches and leaves to show the internal relations and basic laws of fractional multiplication and division application problems in knowledge and problem-solving methods, so as to master the knowledge base of this unit in front of everyone. Coupled with clever exercise design, it won the unanimous praise of teachers and classmates, making this review lesson interesting and profound. The outstanding performance of students in learning potential and learning methods has profoundly educated teachers.
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