Traditional Culture Encyclopedia - Weather forecast - From "Double Basics" to "Four Basics", How to Grasp in Mathematics Classroom
From "Double Basics" to "Four Basics", How to Grasp in Mathematics Classroom
1 Grasp the growing point and consolidate the teaching of "Basic Mathematics"
Looking at our current junior high school mathematics textbooks, there is a connection and development in the arrangement of knowledge content. The construction of some knowledge is often not accomplished overnight, but after students have established some cognitive representations and accumulated some knowledge prototypes.
The teaching process of mathematical knowledge is by no means "indoctrination" or "preaching". In order to really make middle school mathematics knowledge promote students' literacy and lifelong growth, knowledge teaching must realize deep "meaning construction" rather than superficial "formal imitation". Some basic knowledge points, such as positive and negative numbers, functions and images, inequalities, etc. When introducing this knowledge into teaching, it is often necessary to present it with effective scenes. Wake up and stimulate students' original cognitive experience in time, so that the original cognitive experience can be transformed into the starting point of students' exploration under certain conditions, and play an active guiding and enlightening role in the process of activities from beginning to end, becoming an effective support point for students' knowledge construction.
Example 1 Taking positive numbers and negative numbers as examples, in classroom teaching, such a teaching situation is created:
① Weather forecast: 201111The temperature in Beijing will be -3 ~ 3℃. What exactly does it mean? What is the temperature difference in Beijing on this day? By recording the temperature, we can awaken students' memory, activate the existing cognitive experience, and arouse students' thinking.
② Assign two students to each group to do the following activities: A students follow the teacher's instructions, and B students take shorthand on the blackboard to see which group wins.
The teacher instructed:
Two steps forward, two steps back, three steps forward,
Two steps forward, one step back, four steps forward and two steps back; ……
One student acted according to the teacher's instructions, and the other student took shorthand on the blackboard.
Modify the instructions as needed, repeat the above activities, and select the students who have the fastest shorthand and the best method.
Teachers analyze students' activities and introduce symbols, which are represented by symbols (plus sign and minus sign): 2+, 2? 、 1+、3? 、2+、 1? 、4+、2? (further enrich the knowledge prototype and pave the way for knowledge construction)
With the presentation and solution of the problem, the deep memory in students' brains is awakened and the original cognitive experience is activated. The presentation of examples enriches the knowledge prototypes of positive and negative numbers, makes the representation of supporting concepts more sufficient and in-depth, and provides important exploration materials for the formation of concepts.
2. Grasp the key points of training and strengthen the training of "basic mathematics skills"
Experience lies in accumulation. As the core component of the basic experience of mathematics activities, applied consciousness needs teachers to pay more attention to and cultivate in the teaching process. Therefore, after guiding students to break through the difficulties, teachers should also grasp the training points, so that students can accumulate experience and form skills in the process of effectively using models to solve problems.
When organizing skills training, teachers should strengthen the training: the process is clear and orderly, the format is complete and beautiful, the details are accurate, and the expression is correct ..., instead of excessively "judging heroes by speed" and "judging good or bad by results", they should pay attention to right and wrong, carefully examine the format and habits that students really present in the process of solving problems, and guide and strengthen them in time according to the requirements of teaching materials, so as to form good problem-solving habits and establish them.
Example 2 Taking the square difference formula as an example, the teacher designed the following exercises in classroom teaching:
(1) Judge whether the square difference formula can be used in the following polynomials and polynomial multiplication.
①(23 )(23 )abab+? ; ②( 23 )(23 )abab? +? ;
③( 23 )( 23 )abab? +; ④( 23 )(23 )abab? .
(2) Please use the square difference formula you have learned to calculate.
In daily classroom teaching, there are still many ways of thinking by analogy. In the teaching process, teachers should guide students to pay close attention to and focus on "the same or similar" in depth, so as to eliminate the rough and retain the essence and turn the difficult into the easy, which can not only effectively promote knowledge understanding, but also vividly show the charm of analogy.
4. Grasp the exploration point and promote the accumulation of "basic activity experience"
In the process of learning mathematics, the accumulation of some experience and consciousness generated by mathematical knowledge will gradually become an experience-basic activity experience. Mathematics teaching is not only the result teaching, but also the process teaching. Mathematics classroom teaching must be combined with specific content to let students "experience the process" in mathematics learning activities. Students' understanding of knowledge needs rich experience background. Without life experience, it is difficult for students to ask questions on their own initiative and improve their ability to solve practical problems. On the basis of full perception, teachers should guide students to observe, think, discover and compare in time, reveal the rational and abstract mathematical experience behind the perceptual experience, and let students acquire general and universal mathematical concepts.
In the teaching of statistics and probability, students can use the statistical knowledge and methods they have learned to conduct a statistical investigation in groups (such as online time on Saturday and Sunday). Everyone (as a group) should complete a statistical survey activity: students need to make a survey plan, including how to determine the survey questions, how to compile questionnaires, how to collect data, how to analyze data, and how to draw statistical conclusions and explain them.
In a word, "four basics" is the core embodiment of the essence of mathematics, and the transformation from "two basics" to "four basics" is the requirement of multi-dimensional mathematics education goals. Knowledge and skills alone are not enough, and other aspects of students' mathematical literacy must be developed at the same time. Basic ideas and basic activity experience are important components of students' mathematical literacy. Only by grasping the different connotations of the "four basics" and carefully understanding and flexibly applying the "four basics" theory can classroom teaching pay more attention to implementation.
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