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1、1Active self-guided exploration of mathematics teachingStudents are masters of learning, teachers are learning organizer, guide and partner, students in the learning process is actively and effectively participate in classroom activities is to evaluate the organization of teachers, guidance on how t
2、o play an important basis for the role from the teaching point of view , teachers should strive to create for students to actively participate in teaching and learning environment for students to observe, think, guess, verification, mathematical reasoning and other activities through the learning pr
3、ocess, the formation of a positive emotional experience. First, to stimulate interest Psychology that: interest is the attitude of choice of objective things, is the positive perception of certain things or activities of the psychological tendencies. Interest is the source of learning and inquiry, i
4、s to get smart and start thinking, is to achieve the ideal bridge. 21, the creation of scenarios to stimulate interest. In teaching, the creation of a number of vivid scenarios for students to hands, mouth, brain, can stimulate students to learn, explore interests, such as in my teaching “knowledge
5、RMB”, the conversation with the introduction of: go to the supermarket you bought anything? What to buy things? You know our countrys money called? Today we have an understanding of the yuan up and then produce the supermarket shopping scene map, guide students to observe what commodities were how m
6、uch money you want to buy anything . . students feel in specific situations mathematical knowledge and is closely related to everyday life, explore new knowledge, are showing more interest. 2, suspense, to stimulate interest Import in the new courses set suspense to stimulate students desire for kno
7、wledge, lead to cognitive interest. Such as: learning “statistics”, I first present a box, “hidden in here a few naughty little guy, you want 3to know who you are?” “Here hidden square, triangle, circle, three brothers, they are now is the number for whom the most debated, you can help this favor? “
8、 brains a good way to think about what you have? these issues with suspense, easy to arouse students interest in the issue of the school, which started positive thinking activities. Second, to encourage speculation Teaching should encourage students to guess boldly, to stimulate students to actively
9、 thinking, promote self-exploration. 1, to create an atmosphere for students to dare to guess Teaching, we can for students to create a democratic, harmonious, equal learning environment for students to physical and mental relaxation, thinking, active, triggering new guess, to carry out an active ex
10、ploration. 2, infiltration, so that students guess Each student is a suspect of their life experience and the expansion of existing knowledge, to help students to communicate the link between knowledge, such as in my 4teaching, “count”, the show a bunch of strawberries, to enable students to guess A
11、 total number of strawberries due to strawberry haphazard arrangement, number and more, when the students guess is blind, I then guide the students first circle 10, in an estimated assessment. Then the students have to guess based on final count verification by the results of their estimates, studen
12、ts in the learning environment, with their own way of thinking to guess and verify, more aroused desire to explore, thinking will be more depth. Third, the emphasis on practice Suhomlinski said: “The hand and brain are inextricably linked, hands and the brain have been developed, making it more sens
13、ible to develop the brain to hand so that it becomes a tool for thinking and mirrors. “This ties the hands and brain in mathematics teaching requires teachers to provide students with hands-on playing in the practice opportunities for students through the touch, cut a cut, go for, count, comparison
14、and control thinking methods, and promote the development of thinking, for example in the study of the “square area calculation”, the form of 5our team to let go and allow students to think independently, hands-on: the wire a length 16 cm, surrounded by a rectangular or square. and ask questions: yo
15、u can fence off the number of different rectangular (or square? which the largest graphics? if a fence around the vegetable garden, the largest area in the how to make vegetable around? In an open-ended exercise, students around a variety of rectangular and a square well, and, the students found in
16、their operation: surrounded by a rectangular shape, length and width of the length is not necessarily an integer, it can be around a myriad of different rectangular area while surrounded The square has only one, and the area around it is the largest graphics. Links to free download http:/Allow students to explore their own knowledge, not only to allow students access to mathematical knowledge and skills in order to achieve the deep understanding
