First, in classroom teaching, we should pay attention to changing the traditional teaching mode in which teachers mainly ask and solve problems, and strive to motivate students to actively find and ask questions.
Einstein said, "It is often more important to ask a question than to solve it". In classroom teaching, we should pay attention to changing the traditional teaching mode in which teachers mainly ask questions and solve problems. Teachers should try their best to motivate students to find and ask questions actively, and then use existing knowledge and experience to find solutions to problems. Some teachers always complain that students can't ask questions at all. In fact, the root of the problem is that teachers don't study the textbooks carefully. Did not seriously study the level of students' knowledge and understanding ability; The method or question of guidance is not suitable for students. Teachers should carefully study the teaching materials before class, fully understand the level of students' knowledge and understanding, and design teaching links suitable for students.
For example, in teaching the pancake problem, I asked students to prepare 10 wafers and actually "bake pancakes". The requirement is that each side needs 3 minutes, and both sides should be branded, with a maximum of 2 at a time. It's very easy for students to bake double ones first. At this time, guide the students to find that when flipping multiple sheets, the pot is not available, which saves the most time. Then brand odd sheets, starting with 3 sheets, 2 sheets are branded twice, 1 sheet has to be branded twice, and * * * needs 4 times. At this time, the students themselves ask questions: Teacher, is there a more time-saving method? Because when I branded the last one, I found that the pot was half empty, which wasted resources. I asked the students at this moment: Then try it and see if there is any way to save time more than this. Finally, the method of flipping odd sheets of cake is summarized. In this way, in the actual teaching activities, under the premise of our guidance, students put forward valuable questions.
Therefore, in the process of class, teachers should be patient and seriously guide students to classify the information they have found, and put forward new problems in combination with students' existing knowledge, and then use existing knowledge and experience to find strategies to solve problems. The process of students being able to find problems by themselves has mobilized students' thinking, so students will actively think and find solutions and strategies in the process of solving problems.
Second, teachers should give full play to the role of groups, so that students can gradually improve their problem-solving ability in the exchange and collision of thinking.
The new curriculum reform emphasizes returning students' dominant position in teaching and changing students' learning methods, and cooperative learning has become the focus of the new curriculum to realize the transformation of students' learning methods. A truly cooperative group has the same goal and a clear division of labor, and members of the group can encourage and promote each other to form competition and cooperation. Every student has his own different knowledge experience and life accumulation. In the process of solving problems, every student may think and solve problems from different angles and in different ways, and everyone will have his own understanding of the problems. In the process of cooperation, students will have the exchange and collision of thoughts, which not only improves their own problem-solving ability, but also improves their cooperative problem-solving ability.
For example, when teaching Division with Divider Not Close to Integer Ten, show 140÷26, and let the students try it by themselves. After finishing, let the students communicate in the group: some students regard 26 as 30 to try quotient, some as 20, and some as 25 to try quotient, and then tell each other which is simpler in the group. Why? In the process of communication, let the students understand the method of division quotient with divisor not close to integer ten. Let all students actively participate in cooperative learning, guide students to participate equally, and let students learn to cooperate and communicate with others.
Third, encourage students to be unconventional, put forward their own opinions and encourage students to reflect, form some basic strategies to solve problems, and experience the diversity of problem-solving strategies.
In the process of teaching, teachers should pay attention to encouraging students to put forward their own problem-solving ideas and methods, and should not simply and rudely obliterate the ideas put forward by students because they deviate from the teaching ideas or are inconsistent with the problem-solving ideas provided by textbooks, and should pay attention to protecting students' enthusiasm.
For example, when teaching "Solving Problems", there is a question like this: A bouquet of flowers, 28 yuan, buy five and get two, buy five at a time, how much is each bouquet cheaper? After showing the questions, let the students think and try. After the students think of a method, the teacher immediately praises and asks him to explain the method. The students are very enthusiastic and come up with a variety of methods. Teachers should praise students' unique way of thinking and fully mobilize the enthusiasm of students' thinking. Therefore, when solving problems with various methods in teaching, we should not deny them immediately, but let them talk about the methods first to see if they are correct, so as to cultivate students' various methods to solve problems and flexible thinking.
Fourth, teachers should pay attention to the connection between mathematics and real life and improve students' ability to solve practical problems in life.
Mathematics comes from life. In classroom teaching, teachers should be good at digging up mathematical materials in life and introducing mathematical knowledge from students' real life, so that students can feel that mathematical knowledge is around them and there are mathematical problems everywhere in life.
For example, when teaching the pancake problem, I asked the students as soon as the class started: Students, have you ever seen parents bake pancakes? The children were surprised: why did the teacher talk about flipping pancakes in math class? I went on to say: Let's take the wafers we prepared before class as pancakes, and let's see what the mathematical problems are in pancakes. The students were so excited that they all threw themselves into the new lesson. In this class, I take "pancake" as the theme, take the study of mathematical thinking method as the main line, and start teaching around "how to pancake so as to eat cakes as soon as possible", and design the inquiry process of pancake 1 sheet, 2 sheets, 3 sheets ... single sheet and double sheets.
"Mathematics Curriculum Standard" points out that when students face practical problems, they should be able to actively try to find strategies to solve problems by using the knowledge and methods they have learned from the mathematical point of view. The content of this lesson is to let students try to find the best solution among various solutions to problems from the perspective of optimization through simple examples in daily life, and to preliminarily understand the application of operational thinking in real life and the application in solving problems. In addition to creating conditions and opportunities for students to apply what they have learned, teachers should also encourage students to actively seek opportunities to solve problems with mathematical knowledge and mathematical thinking methods in reality and try their best to practice them. Faced with practical problems, students can actively analyze and explore solutions from the perspective of mathematics, which is also the root of cultivating students' problem-solving consciousness in mathematics teaching.
In short, in the process of implementing harmonious and efficient classroom teaching, we should take the new curriculum standards as the guidance, put the teaching objectives of each lesson in a certain problem situation, and encourage students to ask questions independently and study problem-solving ideas. Integrating problem solving with the development of basic mathematics knowledge and skills, and gradually improving students' ability to solve textbook problems and real life problems in teaching.