First, the basic principles of student-centered mathematics teaching.
1, the principle of profundity.
The principle of profundity means that students' mathematical thinking activities do not stay on the surface, but go deep. In mathematics teaching, we should also pay attention to the following two points: (1) Don't engage in a vigorous simple question-and-answer style, but base on developing students' thinking activities, supplemented by necessary discussion and summary, and give correct guidance at the same time; (2) Mathematics teaching should be regarded as the teaching of mathematics activities. In mathematics activities, students should not only participate in the learning of mathematics knowledge and experience, but also encourage students to think independently and put forward their own opinions.
2. The principle of comprehensiveness.
The principle of comprehensiveness refers to creating opportunities for every student to participate in the whole process of mathematics teaching, that is, requiring all students to participate in all aspects of mathematics teaching, so that every student can experience the joy of success brought by participating in mathematics learning, which can undoubtedly further enhance their subjective consciousness of learning mathematics.
3. The principle of hierarchy.
Hierarchical principle means that teachers should organize students to participate in mathematics teaching activities from the learning basis of students at different levels. Students with different learning foundations should have different requirements when participating in mathematics teaching. With their learning progress, they can gradually improve their requirements instead of "one step at a time" and "one size fits all". Only in this way can students at all levels build up their self-confidence in learning mathematics well and form a good habit of actively participating in mathematics teaching and learning.
4. The principle of continuity.
The principle of continuity means that teachers should organize students to participate in mathematics classroom teaching activities in a planned way, so as to achieve step by step and overall grasp. This is because students' cognitive process is not completed at one time, and mathematics learning is always from surface to essence, from one-sided to comprehensive, from external connection to internal connection, and it continues to deepen with the passage of time. Therefore, we should design students to participate in mathematics teaching activities from the overall situation of learning mathematics. At the same time, we should also pay attention to the fact that students' participation in mathematics teaching is gradually formed, which can be passive in the initial stage, and will gradually become active participation with the cultivation of habits, and finally achieve conscious participation in mathematics teaching activities.
Second, the teaching method of subject participation.
1. Enhance participants' motivation and activate participants' subject.
Clear goals are the motivation for students to participate in teaching activities. Teachers can make students clear the teaching objectives before starting the teaching content, so that students have the internal motivation to achieve the objectives and enhance their desire to participate in teaching activities. Middle school students have the characteristics of strong imitation, good memory, strong desire to express and creative spirit, so giving them clear goals, open space and correct learning methods is conducive to cultivating their autonomy and creativity.
2. Eliminate barriers to participation and create conditions for participation.
When students participate in teaching activities, they often feel afraid of difficulties or mistakes. This is the main factor that affects their active participation. Therefore, when designing teaching activities, teachers must start from students' psychological and physiological characteristics, follow the law of language learning, and stimulate students' interest in learning. In addition, schools and teachers should actively create conditions, provide a good language environment and learning equipment, and help students develop their ability to communicate in English through a large number of perception, experience and imitation exercises.
3. Carry out task-based teaching to increase participation opportunities.
Mathematics teaching must change from teacher-centered "explanation" to student-centered "task", that is, let students become the protagonists of teaching activities, give them clear tasks and provide specific operational requirements, methods and steps as reference. In task-based activities, teachers should design teaching activities from multiple angles, levels and forms to organize and help students complete teaching tasks efficiently. In addition, teachers can increase students' participation opportunities by organizing "collective discussion", "group discussion" and "individual explanation", or they can designate a group of students not to stand or wait for the teacher to ask questions. Practice has proved that this form is time-saving and efficient, especially suitable for inquiry learning.
4, the difficulty is appropriate, giving students a sense of accomplishment.
The design of teaching activities should pay attention to the appropriate difficulty, so that students can have something to do and talk about in the activities, so that every student can feel "I can do it, I can do it". Teachers should also consider individual differences and carry out hierarchical teaching activities to get the whole class moving. When students feel that they can do it, they will actively speak and express themselves, and get the joy of success from it. In addition, teachers should encourage students in time, and teachers' evaluation methods should give students a sense of accomplishment in participation.
5, the form is lively and changeable, increasing interest in participation.
The motivation of students' learning comes from interest. Einstein once said, "Interest is the best teacher." Therefore, teachers should consider the diversity and interest of activities when designing teaching activities, such as group impromptu performance competition, word relay competition, short play performance, guessing game and so on. The design of teaching activities should also follow the principle of complementary information, that is, while paying attention to interest, students should also try to use language to obtain information or transmit information, which not only stimulates students' enthusiasm for learning, but also achieves the purpose of applying what they have learned and cultivating students' ability to use language.
6. Expand the activity space and enhance the atmosphere of participation.
The traditional classroom layout is that students sit in four groups and eight rows. Its main defect is that the teacher's attention is mainly focused on the students in front, and the space for students' activities is small. In order to enhance the atmosphere of participants and expand students' activity space, desks can be placed in various forms, such as semicircle, full circle and group waiting, which can harmonize the relationship between teachers and students, promote teacher-student cooperation, facilitate information exchange and make students feel that they are the real classroom subjects.
Third, improve the student-centered teaching mode.
Constructivist learning view holds that learning is not a process in which teachers simply impart knowledge to students, but a process in which students construct their own knowledge. The "student-centered" classroom teaching mode emphasizes the design, organization and regulation of students' learning activities, the independent learning of students under the guidance of teachers, and the integration of learning guidance into teaching tasks. This teaching mode accords with the learning view of constructivism. In order to highlight the "student-centered" classroom teaching mode, I think teaching should be improved from the following aspects:
1. Create vivid and interesting problem situations.
The problem is the core of mathematics, and the problem is the beginning of thinking. Einstein said, "It is often more important to ask a question than to solve it." Mathematics teaching is a kind of "process teaching", which includes not only the process of knowledge occurrence, formation and development, but also the process of human thinking. The textbook of the former process is reflected, but the thinking process is hidden and open. Teachers must carefully design a series of questions, carefully create problem situations, find the starting point of the questions, create an environment that can make students think positively, make students in an "angry and embarrassed" state, immerse themselves in a lively, nervous, active and harmonious atmosphere, and provide students with a space for thinking, so that they can be conscious and harmonious.
2. Create a democratic learning atmosphere.
According to modern psychology, students' learning includes two directions: cognitive structure, emotion and atmosphere, which are prerequisites and promote each other. There is a communication loop of cognitive information and emotional information between teachers and students in teaching. Teachers should give full play to the positive role of emotion and atmosphere factors to achieve the teaching realm of promoting knowledge with emotion, increasing emotion with knowledge and integrating knowledge with emotion.
The classroom should embody the concept of democratic teaching, establish an equal and harmonious relationship between teachers and students, and create a relaxed, harmonious and active teaching atmosphere in which teachers and students interact and participate equally. Teachers are not subjective, arbitrary or arranged. They should fully respect students' personality, care about their development, bring smiles into the classroom, put trust in each student, increase emotional input, and let students feel the love and sincerity of teachers. Guide and activate students' thinking with an equal attitude, arouse their enthusiasm for thinking, and encourage more with less negation. Teachers should pay attention to the art of classroom teaching, the language should be vivid, lively, passionate, good at inducing, skillfully knock on the door of students' thinking, ignite the spark of thinking, and make students enter the artistic conception of seeking knowledge. Less direct narration, more questions, less "what" and more "why", so that students can truly become the masters of learning, maximize the potential of each student, promote the all-round development of students in the combination of cognitive and emotional fields, make students happy to learn, love learning, enjoy learning, cultivate sincere feelings of "loving their teachers and believing in their ways", and turn emotions into motivation for learning mathematics.
3. Provide students with space for autonomous learning.
Reflecting on our teaching methods and students' learning methods, some educational experts and educators have found that people's learning mainly depends on two ways, one is receptive learning and the other is inquiry learning, which complement each other and are indispensable. However, our basic education pays too much attention to receptive learning and listening, which has become the most important way for students to learn. This teaching mode allows students to learn mechanically and mechanically, and finish their studies by rote. When they enter university or take part in work, they obviously have the characteristics of passive learning, so it is difficult for them to adapt to the new environment. In fact, students' independent knowledge-seeking activities should be the main body of middle school mathematics classroom teaching activities: teachers can give appropriate lectures on abstract and theoretical knowledge; For practical and operational mathematical knowledge, students should be involved in the exploration process of knowledge formation, occurrence and development, and let them practice, use their brains, experiment, operate, communicate and question, understand the principle and essence from it, and consciously construct cognitive structure and operation mode.
Therefore, in the classroom, it is necessary to establish an educational concept aimed at students' self-development, give full play to students' self-development potential, strengthen the guidance of students' learning methods, advocate learning autonomy, encourage independent learning, independent exploration, independent discovery and independent acquisition of knowledge, return the classroom to students as much as possible, highlight students' dominant position, and make the classroom glow with vitality.