First, create life scenes with knowledge, and guide students to find, ask and explore problems.
Problems are the core of inquiry, and finding problems is the starting point of inquiry activities. Without problems, it is impossible to have fruitful inquiry activities. Because of this, Einstein said, "It is often more important to ask a question than to solve it." Finding problems requires certain situations, and creating concrete and vivid situations that students are familiar with and contain mathematical problems must be linked with real life.
Second, create life scenes with in-depth knowledge to guide students to think deeply about problems.
Exploring knowledge requires the explorer to give full play to his initiative and enthusiasm, and participate in learning activities with full * * * and serious attitude. It is necessary to learn knowledge and absorb external information, but external factors can only work through internal factors. Foreign information must be absorbed and internalized by itself, so as to build a new knowledge system and turn foreign things into their own. We advocate cooperative learning, but cooperative learning must be based on individual independent learning. It is necessary to ask challenging questions and guide students to actively use their brains and think deeply.
Third, create challenging life scenes to guide students to explore problems.
The process of learning knowledge is the process of newly absorbed knowledge adapting to existing knowledge. The realization of this adaptation process cannot be hard-instilled, but should be consciously absorbed and internalized. Through exploration, we can truly understand the process of knowledge formation and development, have a deep understanding of what we have learned, have a firm memory, and be handy, flexible and creative in application. Not only that, students can also gain positive emotional experience in the process of exploration and feel the way to acquire new knowledge, laying a good foundation for the sustainable development of their studies in the future.
When students acquire the required knowledge, according to their own receptive ability, creating challenging life scenes and appropriately extending the content of teaching materials can not only consolidate and deepen the knowledge they have learned, but also help to cultivate students' interest and ability to explore knowledge. For example:
Fourth, create life scenes with more new information to guide students to master learning methods.
Method is the bridge to solve the problem. Mastering learning methods can help us acquire new knowledge with twice the result with half the effort and acquire the ability of sustainable development and lifelong development. The most important thing to master learning methods is to know how to acquire the knowledge and skills you need. Creating life scenes with more new information can let students know that field trips, reading texts, watching audio-visual materials and surfing the Internet are the most common and convenient ways for modern people to acquire knowledge and information.
Fifth, create an open and broad life scene to guide students to think in other's shoes.
Encourage students to put forward opposite or inconsistent views or practices on other people's statements and practices, and prove that others are really wrong and their own views or opinions are correct in theory and practice. Learning Little Monkey Down the Mountain, it is said that the little monkey got nothing after going down the mountain because his purpose was not clear or he had the idea that the mountain looked high. However, after the little monkey went down the mountain, he broke corn, picked peaches, hugged watermelons and chased rabbits, all of which were what he wanted. It should be said that his purpose is clear. He gets one thing and wants another, which is the pursuit of greater value and beyond reproach. At this time, the teacher guides the students to explore the meaning of the text from another angle: if you are a little monkey, what might you think when you go up the mountain empty-handed? As a result, some students had different ideas: the little monkey acted blindly and didn't think about whether he could catch up with the little rabbit. As a result, the rabbit didn't catch up and even lost the watermelon he had already got. This shows that we should do things according to our abilities, and brute force alone is not enough.
▲ Create common life scenes for students and turn unfamiliar knowledge into familiar things.
Some teachers "teach in the garden" to make teaching come alive and build a platform for children to experience and feel. The teacher first put all kinds of vegetables in the middle of the classroom to form a "vegetable garden" and named all kinds of vegetables. Then let the children go into the vegetable garden and get to know all kinds of vegetables. Then, let the students read the cards with new words written on them and stick them under the pictures of vegetables to further strengthen their impression of new words. Later, the teacher asked the children to go to the "vegetable garden" to observe the color and shape of vegetables with their eyes, touch them with their hands and smell them with their noses. This link creates a relatively independent learning environment for children to experience and feel happy in the vegetable garden. Children know things and acquire knowledge through various senses, and their thinking is developed and their language is enriched. Someone said, "Tomatoes are round and red." Some said, "beans bend like knives." Some said, "Cucumber has thorns." Some said, "Cucumber smells delicious." Another child said, "Teacher, I don't think it's right to say that eggplant holds lanterns high. Tomatoes should hold lanterns high. Because I observed that eggplant is not like the lanterns we usually see. " The teacher's class inspired us that Chinese teaching should create specific life situations, so that students can learn Chinese in life or life situations.
▲ Create concrete and sensible life scenes and turn abstract knowledge into something that students can easily perceive.
For example, "gravity" is invisible and intangible, and "the gravity of the moon is smaller than that of the earth" is more difficult for students to understand. When a teacher was teaching the course "Exploring the Mysteries of the Moon", he designed a picture of an astronaut on the moon jumping forward on the surface of the moon with a stone much bigger than his own body. It is not easy for a person to pick up a stone bigger than himself on the earth, but on the moon, he can not only pick it up, but also jump forward. Doesn't this just mean that the gravity of the moon is really much smaller than that of the earth? When students see such a picture, their knowledge will stay in their minds, without the teacher wasting his breath.
▲ Create an active life scene and turn static things into dynamic things.
For example, the elementary school mathematics textbook "Understanding of 10" helps students understand the number "10", and there is an illustration: 10 children in national costumes stand with 10 hydrogen. Although the image is rigid, it is not easy to arouse students' interest. When a teacher is teaching, let the students of 10 dance with beautiful music, from 9 to 10, from green to dynamic, from silence to sound, and let the children of grade one establish the concept of 10 in joy. It is unscientific and quite complicated to understand the composition of 10. It is much more convenient to use media: red line segments appear on both sides of a corner, and then rotate to the opposite corner after flashing a few times to make it completely coincide with the object. This series of demonstrations can be completed by clicking the mouse or button, and the operation is extremely simple.
▲ Create fine life scenes and turn general knowledge into detailed analysis.
For example, the second poem of "It's not worth going to the park" is: "All love can't be caged, and an almond goes out of the wall." The poet can't go to the garden, but he sees an apricot tree hanging outside the wall and thinks of the infinite spring scenery in the garden. What is "all love" like? When teaching, let students imagine freely, which can be described by language or color. After personal imagination and communication with the group or the whole class, a beautiful and charming map of spring scenery is presented to everyone. In this way, we can not only deepen our understanding of the artistic conception of poetry, but also promote the development of imagination.
▲ Create an intermediary life scene, eliminate the contradiction between old and new knowledge and experience, and accelerate the internalization process.
Learning new knowledge is a very complicated process of knowledge reconstruction, and it is a process in which new knowledge adapts to old knowledge. Building a bridge between old and new knowledge requires not only external behavior practice, but also internal thinking activities, not only certain mathematical knowledge and life experience, but also some learning methods. Pupils' learning ability is poor, and they will certainly encounter such obstacles and even lose their learning direction in the process of learning. In order to carry out learning activities smoothly, improve learning efficiency and enhance students' learning confidence, teachers should give timely guidance to help them open their minds. Connecting with the reality of life, reappearing some familiar life scenes of students and arousing them to recall their own experiences will make them connect the known with the unknown, experience with reason, thus adjusting their thinking direction and realizing the correct way of inquiry.
For example, when exploring the calculation method of the volume of a cone, students rely on their existing knowledge and experience, and after careful observation, they boldly guess that the volume of a cone may be one-third of the volume of a cylinder with the same bottom and height. Guess needs to be verified, and how to verify it, students can't think of a suitable method at the moment. At this time, if you play a video of a grocery store assistant pouring wine into a bottle with a wine spoon (a cylinder with a handle), students may experience the verification method from this specific scene: use a hollow cone to fill water or sand into a hollow cylinder. The direction of exploration has been determined. As long as you try, success is in sight.
▲ Create a broad life scene so that students can fully understand the process of knowledge generation, formation and development.
For example, when learning Echo, let students do a life experiment: fill a large glass jar with clear water, and then throw a stone into the water. At this time, you can see the water waves swinging outwards in circles. When the water wave meets the cylinder wall, it immediately swings backwards. Seeing this scene and giving a little explanation, students can easily understand the principle of echo formation.
(3) Guide students to apply what they have learned in real life.
Using the learned knowledge can deepen understanding, enhance memory, strengthen nerve connection, stabilize the newly established knowledge system, and play a role in consolidating and deepening new knowledge. Applying what you have learned can also enhance students' application awareness and improve their practical ability to use knowledge flexibly and creatively to solve problems. Applying what you have learned can make students see their own strength, enjoy the happiness of success and enhance their confidence in continuing their studies. Guide students to apply what they have learned, instead of blindly doing problems, and organize them to carry out various mathematical practice activities in combination with real life, which can arouse students' interest and achieve better results.
▲ Make appropriate revisions to the exercises in the textbook that are far away from the real life of our students, and make them close to the real life of students under the principle of keeping knowledge unchanged.
There is a big difficulty in the first volume of mathematics teaching, that is, memorizing the addition and subtraction tables within 10 and 20. Although the arrangement rules of these two addition tables and subtraction tables are the same, it is quite difficult for most children to remember them. Some teachers use a special method: let students draw "tables" by themselves. In order to reduce the difficulty, she combined the current knowledge with the design content, such as the above 9+ several, and asked the students to arrange all the formulas of 9+ several in order. The next day, as soon as the homework was collected, the teacher was both surprised and amazed: the addition forms of "9+ numbers" designed by the children themselves were rich and varied, such as petal shape, sun shape, wheel shape, step shape, etc ... The children held their own watches and read them with relish. She also uses morning self-study to let students communicate and watch her own homemade "watch". Unexpectedly, two or three days later, most children remembered the boring "watch".
▲ Self-design appropriate exercises that are closely combined with students' real life to enhance their awareness of application.
For example, after asking students to understand the characteristics, composition, function and production method of the composite statistical table, they are asked to carry out a social survey to find out how many local Internet cafes there are, how many accept minors, how many are adults and minors, how many people play games, chat online, collect information and acquire knowledge, and how long they stay in Internet cafes. After the investigation, sort out the results and make a composite statistical table. Then the statistical table is analyzed and a clear conclusion is drawn. If there are indeed some internet cafes that illegally accept minors, and these minors mainly play games or chat online in internet cafes, and stay for a long time, it shows that there is something wrong with the business behavior of these internet cafes. In this way, we can write a report to the departments of industry and commerce, culture, public security and other departments according to the survey results, and attach statistical tables to demand the rectification of Internet cafes to protect the healthy development of minors' body and mind.
▲ Guide students to consciously and flexibly use what they have learned to solve practical problems in life.
For example, after studying triangles, we know that triangles have strong stability. After class, let the students design a stand-by basin by themselves. With the knowledge learned, students will put the basin into three legs.
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