The "Idiot-style" teaching method - restores the rigorous logical deduction process of mathematics to a lively knowledge generation process. By allowing students to understand the real-life background of the mathematical knowledge they have learned, they can perceive the generation process of knowledge. Mastering the ideas for solving problems and knowing the process of formation of ideas can greatly stimulate children's thirst for knowledge and creativity. Make the boring mathematical concept interpretation come alive.
Methods/Steps
Independent exploratory learning - the focus is on students personally experiencing the learning process. Its value is not so much the students' discovery of conclusions, but more emphasis on the students' exploration process. . Independent exploratory learning attaches great importance to allowing each student to freely and openly explore, discover, and "re-create" relevant mathematical problems based on his or her own experience through observation, experiment, conjecture, verification, reasoning, etc. In this process , students not only acquire necessary mathematical knowledge and skills, but also have an understanding of the formation process of mathematical knowledge, especially experiencing and learning mathematical thinking methods and the value of mathematics. Cooperative learning - a form often used in primary school mathematics teaching. However, at present, few group cooperative learning methods are highly effective, and some are just a formality. Some researchers believe that there are several types of group learning: independent, competitive, dependent, and dependent. At present, what we use more is that students learn independently and then communicate with each other. There is too little cooperation in the true sense-interdependently studying or jointly solving a problem. The teaching method of "practical activities" - through practical activities, cultivate students' innovative spirit and practical ability, explore students' potential, and let students learn useful mathematical knowledge. ...Whether it is "preferred" or "innovated", the following four points should generally be noted: First, the selection or innovation of teaching methods must comply with teaching laws and principles; second, it must be based on the teaching content and characteristics to ensure the completion of teaching tasks; The third is that it must conform to the age, psychological characteristics of students and the teacher's own teaching style; the fourth is that it must conform to the existing teaching conditions and the prescribed teaching time. In addition, in terms of guiding ideology, teachers should pay attention to using a dialectical point of view to examine various teaching methods. As the saying goes, "There is no fixed method for teaching."
Commonly used teaching methods
Since the 1980s, with the in-depth reform of the entire teaching field, primary school mathematics teaching methods have also shown a momentum of vigorous development. The majority of primary school mathematics teachers and teaching researchers have boldly improved and transformed our country's traditional primary school mathematics teaching methods, and on the other hand have actively introduced advanced foreign teaching methods, causing new teaching methods to spring up like bamboo shoots after a rain in our country. . 1. Introduction to new teaching methods for primary school mathematics (1) Discovery method The discovery method is a teaching method advocated by Bruner, a famous contemporary American educator and cognitive psychologist, from the 1950s to the early 1960s. 1. The basic meaning and characteristics of the discovery method. The discovery method means that teachers do not directly impart ready-made knowledge to students, but guide students to actively think and independently discover corresponding problems and materials based on the topics and materials provided by teachers and textbooks. A teaching method of law. Compared with other teaching methods, the discovery method has the following characteristics: (1) The discovery method emphasizes that students are discoverers, allowing students to independently discover, understand, and find answers to questions by themselves, rather than teachers putting ready-made conclusions on their own. Provide it to students so that students become passive absorbers. (2) The discovery method emphasizes the role of students’ intrinsic learning motivation. The best motivation for students to learn is an intrinsic interest in the subject they are studying. The discovery method is in line with children's psychological characteristics of being playful, active, inquiring, and seeking the root cause. When they encounter novel and complex problems, they will actively explore them. Teachers make full use of this characteristic in teaching, using novelty, problems, and contradictions to trigger students' thinking conflicts, prompting them to have a strong desire for knowledge, and actively explore and solve problems. This has changed the traditional teaching method that only used external stimulation to promote students' thinking. Develop student learning practices. (3) The discovery method makes the teacher’s leading role potential and indirect. Since this method allows students to use existing knowledge and various learning materials and intuitive teaching aids provided by teachers to observe by themselves, use their minds to analyze, synthesize, judge and reason, and discover the essential laws of things in person, so in this The teacher's leading role in the process is potential and indirect. 2. The main advantages and limitations of the discovery method. The discovery method has the following main advantages. (1) It can transform students’ external motivation for learning into internal motivation and enhance their confidence in learning. (2) Helps develop students’ problem-solving abilities. Since the discovery method often practices how to solve problems, it can enable students to learn the method of inquiry, cultivate their ability to ask and solve problems, and their willingness to create and invent. (3) The use of discovery methods can help improve students’ intelligence, unleash students’ potential, and cultivate students’ excellent thinking qualities. (4) Conducive to students’ memory and consolidation of knowledge. In the process of discovery learning, students can internally reorganize the existing knowledge structure. This reorganization can better connect the existing knowledge structure with the new knowledge to be learned. This systematic and structured Knowledge will be more conducive to students' understanding, consolidation and application. The discovery method also has certain limitations. (1) In terms of teaching efficiency, it takes more time to use the discovery method.
Because the process of students acquiring knowledge is a process of rediscovery, all truths must be obtained or rediscovered by students themselves, rather than simply told by teachers. Therefore, the teaching process must go through a long period of exploration. (2) As far as teaching content is concerned, its adaptation has a certain range. The discovery method is more suitable for subjects such as mathematics, physics, and chemistry with strict logic, but it is not suitable for humanities subjects. In terms of applicable subjects, it is only applicable to the teaching of concepts and general knowledge that are connected before and after, such as averaging, laws of operation, etc. The names, symbols, representations, etc. of concepts still need to be explained by teachers. (3) In terms of teaching objects, it is more suitable for middle and senior students. Because discovery learning requires certain basic knowledge and experience as a prerequisite for discovery, the higher the grade, the stronger the ability of independent exploration will be. Therefore, not all teaching content and teaching objects are necessary or possible to use the discovery method. 3. An example of discovery method teaching (teaching on dividing one-digit numbers by two-digit numbers) gives a question such as 39÷3. Students can first take 39 items, 3 pieces each, and divide them into 13 pieces. After doing a few such questions, you can ask them to form a group of 10 items. For example, given a question like this: "Harry bought 4 candy bars, each with 10 pieces. He ate 1 piece, put the remaining 3 pieces into a bag, and distributed it to his classmates. Classmate? "Students may have the following solutions: (1) Divide every 3 into piles, and then count the number of piles. (2) Take out 1 of each of the 3 10s, distribute the remaining 9 to 3 classmates, and then divide the remaining 3 into a pile. 9+9+9+3+3+3+3=39 (blocks) ↓↓↓↓↓↓↓3+3+3+1+1+1+1=13 (people) (3) and (2) Similar, but they see that there are 4 9s. 9+9+9+9+3=39 (blocks) ↓↓↓↓↓3+3+3+3+1=13 (people) (4) They see Three 10s are divided into exactly 10 people, and the remaining 3 are divided into groups. 33+3+3=39 (blocks) ↓ ↓↓↓11+1+1=13 (people) (5) is similar to (4), but they see that the remaining 9 is divided exactly between 3 people . 39=39 (blocks) ↓ ↓13=13 (persons) After students come up with the solution, the whole class discusses it. Teachers do not give evaluations on different algorithms. When asked another question, many students will choose a simpler method than the one they used the first time. The teacher further raised guiding questions to prompt students to find more effective calculation methods and form general vertical calculations. (2) Trial teaching method Trial teaching method is a teaching method with great influence among primary school mathematics teaching methods. It is a teaching method with Chinese characteristics. The trial teaching method was first designed and proposed by Mr. Qiu Xuehua from the Changzhou Institute of Educational Sciences. After being gradually promoted in some regions and across the country, it has been more than ten years now and has achieved very good teaching results, even internationally. It also has a certain impact. 1. Basic content of trial teaching method What is trial teaching method? The basic idea of ??the trial teaching method is: in the teaching process, the teacher does not teach first, but allows the students to try the exercises first on the basis of the knowledge. During the trial process, the students are guided to self-study the textbooks, guide the students to discuss, and after the students try On the basis of practice, the teacher will give targeted explanations. The basic procedure of trial teaching method is divided into five steps: presenting trial questions; self-study textbook; trial practice; student discussion; teacher explanation. The fundamental difference between the experimental teaching method and the ordinary teaching method is that it changes the "teach first and then practice" method in the teaching process and uses the "first practice and then lecture" method as the main form of teaching. The background of the experimental teaching method is that in the early 1980s, my country's teaching reform was on the right track, and there were many experimental studies on teaching reform in the country. At the same time, many foreign teaching reform experiences have been introduced in large quantities. Under this circumstance, people began to think about how to research and create teaching methods with Chinese characteristics that not only meet the needs of modern education reform but also have strong operability based on our country's teaching reform experiments. Teacher Qiu Xuehua has been conducting research on primary school mathematics teaching for many years. He conducted a number of investigations and experiments on primary school mathematics teaching reform before and after the "Cultural Revolution" and deeply felt the necessity of researching a new primary school mathematics teaching method. Therefore, on the basis of analyzing and comparing the experience of teaching reform at home and abroad, he put forward the idea of ??trying teaching methods. He drew on ancient Chinese "heuristic teaching" principles, discovery methods and self-study tutoring teaching ideas, comprehensively analyzed and studied the strengths and weaknesses of these teaching methods, and tried to form a unique, operable and feasible teaching method. teaching methods.