How to innovate the teaching design and group training methods of the four associations

Only by creating a harmonious classroom atmosphere can students be stimulated to actively participate, dare to question and dare to innovate, and such a classroom can achieve the purpose of development and innovation.

First, create a problem situation and guide it.

Teachers should create valuable problem situations, so that students can start from the convergence of old and new knowledge and the existing development level, create the nearest development zone, cause students' cognitive conflicts, and form an angry mentality. At this time, the teacher should ask questions in time, guide and reveal the topic.

For example, when teaching the seventh volume of the six-year primary school mathematics textbook "How to Find the Approximate Number", I first use the screen to show the review questions:

1. Rewrite the following numbers into numbers in units of "ten thousand".

2. Think about it, how to rewrite an integer into a number with "ten thousand" as the unit? Because students are familiar with the old knowledge, they quickly and accurately completed the rewriting and correctly expressed their ideas. Then, I showed the preparation question on the screen: Please tell me what the number is on the horizontal line?

There are 55 students in Class Four (4).

According to the census in 2000, Sihui City has 380,000 people. At this time, after seeing the problem, the students were very active and raised their hands to speak. A student stood up and said, "55 people is an accurate number." I took the opportunity to ask, "What are the exact figures in our classroom?" The students pointed to four lamps and five fans on the ceiling of the classroom ... these are the exact numbers. Another student stood up and said, "teacher, I have something to add." There are seven rows of desks and chairs, two doors and two blackboards in the classroom ... these are accurate figures. " At this time, there was warm applause in the classroom, and the students turned their praise to this classmate. In this way, through specific examples, let students understand the meaning of "accurate counting". So, I asked another student to answer, and he said, "380 thousand people is a close number." I continued to ask: "No more, no less, just 380,000 people?" Such a question caught the attention of all the students. After discussion, everyone reached a consensus that "380,000 people" is an approximate figure, which may be more than 380,000 people or less than 380,000 people, so that students can realize that a figure like this is an approximate figure. At this time, I said to the students: "In daily life, for some large numbers, it is generally not necessary to say its exact number, but only its approximate number." In this way, I skillfully introduced new knowledge and revealed the topic-"How to find the divisor". It greatly stimulates students' thirst for knowledge and makes them unconsciously move from old knowledge to new knowledge, thus achieving the goal of orientation.

Second, create conditions to encourage independent exploration and exchanges.

Psychologist Piaget said: "Wisdom starts automatically, and activity is a bridge connecting subject and object." In his view, to implement the activity principle in the teaching process, students should boldly let go of their hands, feet, mouth, brain and eyes, and all kinds of senses participate in exploration and discovery. Therefore, in classroom teaching, we should create favorable conditions as much as possible, provide students with more opportunities for independent exploration and creation, and carefully design some questions that can induce students' innovative consciousness and ability, so that students can develop from simple imitation learning to flexible innovation.

For example, when I was teaching the seventh volume of the coastal six-year primary school mathematics textbook "Understanding of Quarters and Ten Days", I asked students to learn the relevant content independently and asked them to draw, dot, circle and memorize the key sentences in the text. And discuss in groups: "What do you know by reading?" Students have expressed their thoughts on reading around this issue, and some said: "Through reading, I know that there are four quarters in a year, of which the first and second quarters are the first half and the third and fourth quarters are the second half, that is, a year can be divided into the first half and the second half." Some people said, "By reading books, I know that a month is divided into three days: the first day, the second day and the third day. Among them, 1 to 10 is the first day; 1 1 to 20 is the middle; 2 1 It will be late by the end of the month. " Some said: "Through reading, I found that every quarter has three months, and the first half and the second half have six months." Others said, "through reading, I also found that the number of days in the early middle school is fixed, which is 10 days, while the number of days in the late middle school is not fixed." In just a few minutes, students gained a series of key knowledge and important discoveries through autonomous learning and active exploration and communication without any hints from teachers. By adopting this teaching method, students not only master new knowledge, but also develop their wisdom and self-study ability well, and also let them experience the joy of success, thus stimulating students' desire for innovation.

Third, develop innovative potential and cultivate innovative spirit.

Psychological research shows that children are naturally curious and explore unknown fields. If we can mobilize students' multiple senses to participate in teaching activities, take the initiative to acquire knowledge and understand the thinking method of solving problems contained in it, we will gradually form a sense of innovation. We should sum up knowledge and encourage students' initiative and innovative spirit.

For example, when I practice the "knowledge contest" in the teaching of "quarter and ten days", let the students ask questions and solve problems among themselves around what they have learned in this class. A student stood up and asked, "What day is it today? Which decade does it belong to? " And named a classmate to stand up and answer. Then another student stood up and asked his classmate, "When is your birthday?" Which decade does it belong to? "Another student stood up and asked," Do you know when Children's Day is? ..... "Through this meaningful and interesting question close to life, we can not only attract students' curiosity, give play to their personal wisdom, but also fully mobilize their enthusiasm and initiative for innovation. Finally, at the end of class, I asked the students to act as "little teachers" and make a summary as teachers: "You have learned ... this lesson, so you can understand ..." Students saw such an interesting and democratic topic-their status as "little teachers" was extraordinary. Everyone rushed to summarize the report unceremoniously. They can not only tell the main points of knowledge learned in this class accurately, but also show their intelligence and innovative spirit. This interesting class enhances students' self-confidence and innovative consciousness. In a relaxed, democratic and harmonious classroom atmosphere, students' initial innovation ability has been effectively cultivated.