The main means of teaching
Teaching means are tools, media or equipment for teachers and students to transmit information to each other. With the development of science and technology, teaching methods have gone through five stages: oral language, writing and books, printed textbooks, electronic audio-visual equipment and multimedia network technology. Modern teaching methods are relative to traditional teaching methods.
Traditional teaching methods mainly refer to a textbook, a piece of chalk, a blackboard, several historical wall charts and so on. Modern teaching means refers to all kinds of audio-visual education equipment and teaching materials, namely slide projector, projector, tape recorder, video recorder, TV set, film player, VCD player, DVD player, computer and so on. They were moved into classrooms and used as visual AIDS in various disciplines. Because modern science and technology such as sound, light and electricity are used to assist teaching, it is also called "audio-visual teaching".
The teacher teaches every lesson and chapter carefully. It is always a pinyin letter, and most words are polysemous. It is not difficult to spell, but it is difficult to remember its multiple meanings. When we explain the meaning of words, we will draw inferences from others, thoroughly explain each meaning and use examples; When teaching the sentence structure characteristics of the old language, we compare it with the sentence structure characteristics of Chinese, and finally solve the usage and sentence structure rules of various words in the old language.
This method is very important. We find that some students with learning difficulties are extremely confident because they don't understand the rules of word meaning and sentence structure, while those who have mastered the rules of word meaning and sentence structure are very interested in learning, appear very confident and have good academic performance. Teaching students the rules of meaning, usage and sentence structure is like giving students the key to the knowledge of Lao.
1, Situational Teaching: The method is that teachers make vivid PPT pictures according to the scenes described in the article, with vivid literary language, and use the artistic appeal of music to reproduce the scenes, so that students can hear their own voices and see their own people, and feel as if they are in something.
2. Participatory teaching method: it is an interactive teaching method that allows students to learn and remember through interactive process. For example, in chemistry class, teachers ask students to do experiments together, which is a participatory teaching method.
3. Case teaching method: Case study is to understand relevant knowledge through specific cases, which is often used in the study of legal provisions.
4. Discussion teaching method: teachers and students discuss and study together, similar to brainstorming, so that students can actively think and understand problems in participation.
5. Heuristic teaching method: Heuristic teaching is often used in university teaching. The teacher just outlines the outline, and the specific content needs to be filled in by the students themselves.
6. Project-driven teaching method: Project-driven is often used in the education of graduate students and doctoral students. By giving a topic, students come down and show themselves. This method is suitable for adults.
Further improve teaching methods
1. Create a living situation to stimulate students' interest in learning.
The curriculum standard emphasizes that students grasp mathematical problems from life with mathematical eyes, actively use mathematical knowledge to analyze life phenomena, and independently solve practical problems in life. In teaching, we should be good at abstracting mathematical problems from students' life, and design life materials that students are interested in from their existing life experience, and display them in colorful forms, so that students can feel the connection between mathematics and life? Mathematics is everywhere, and there is mathematics everywhere in life. Therefore, through the real social problems that students know and are familiar with (such as environmental problems, garbage disposal problems, tourism problems, etc. ), can create a lively situation for students to explore knowledge, so as to fully mobilize the enthusiasm of students to learn mathematics knowledge and stimulate their enthusiasm for learning. Psychologists believe that interest is the tendency of people to try their best to understand something or like an activity, and one of the functions of interest is to promote the ongoing activities. Students' interest and awareness in learning is an important part of learning motivation. There is no doubt that mathematics classroom teaching should actively stimulate students' learning needs and interests.
Mathematics knowledge is extensive and profound, and every math class is new to students. If we can ask attractive questions when introducing new classes, we can stimulate our interest in learning. As we know, the introduction of new courses generally includes direct introduction, regular observation and discovery, experimental operation of calculus, attractive questions and answers, etc. In various ways, questions related to textbooks can be directly raised or induced. For example, when we talk about two principles in permutation and combination, we can ask a question first, so that students can guess: there are 10 different letters, which are randomly placed in six different mailboxes, and ask how many different delivery methods there are. The correct result is 6 10; Much more than students' bold guesses; When talking about the concept of geometric series, I first told a story about an ancient king and a chess master who joked about a reward. When I was talking about the first lesson of complex numbers, I asked the students: Is there a number whose square is less than 0? Recently, I explained the formation and development of complex numbers from the viewpoint of dialectical materialism, and realized that contradiction is the driving force for the development of things, and the solution of contradiction promotes the development of things.
In real life, when we encounter contradictions, we should also face them. We should have the determination and confidence to solve contradictions, promote the transformation and resolution of contradictions, and improve the ability to analyze and solve problems at the same time. In this way, from the very beginning, we were fascinated and developed curiosity, which in turn led to the desire and enthusiasm for knowledge, which played a very good role in the classroom study style and understanding the content.
2. Optimize the classroom structure and improve the utilization rate of classroom time.
Mathematics classroom teaching generally includes review, introduction, teaching, feedback, deepening, summary, assignment and other processes. How to arrange and arrange each part reasonably, design a reasonable classroom teaching level and make full use of classroom time are the most important factors for a good math class. When designing the class level, we must pay attention to the integrity of the cognitive process. Because people's understanding of things is a gradual process, we should strive to make the development of teaching level conform to the cognitive law of students and make the activities of teachers' teaching and students' learning coordinated and harmonious. When organizing classroom teaching, students should arrange independent thinking and practice with their brains and hands when they initially acquire the knowledge taught by teachers. Teachers should capture the feedback information in time, and consciously let them have "influence" and "communication". In this way, students' understanding of a concept and deduction of an example will have a process from perceptual knowledge to rational knowledge and from cognition to practice, thus deepening their understanding of knowledge and developing their abilities.
3. Use appropriate teaching methods to improve students' absorption rate of knowledge.
Teaching method is a means for teachers to guide students to master knowledge and form skills. To improve the effect of classroom teaching, there must be good teaching methods that students can easily absorb. For example, when it comes to the concept of function, the first lesson is mainly to clarify the concept, and the operation is relatively simple and you can ask and answer questions, mainly inductive teaching; When it comes to finding the maximum value of a function with inequality, this lesson is mainly to improve students' application skills, be proficient in operation, and the method based on practice is more appropriate, and practice can be deepened layer by layer. Compared with several teaching methods, we have a thorough understanding of this problem, which involves several aspects of knowledge and is well absorbed in the classroom.
4. Strengthen the teaching mechanism and improve the optimization rate of thinking quality.
In classroom teaching, it is necessary to guide students from understanding to mastering knowledge, and then to flexibly use and transform into ability, and give full play to students' thinking and intelligence, so as to achieve the best teaching effect, which requires giving full play to teaching tact in teaching. The wit of mathematics teaching mainly includes inspiring association, conceiving multiple solutions, using counterexamples, adjusting in time, infiltrating mathematical thinking methods and so on.
It is a common wit in mathematics teaching to inspire association and conceive multiple solutions. In classroom teaching, some problems can inspire students to observe their characteristics carefully, combine what they have learned, make analogy estimation, inference and exploration with previous problem-solving methods, and turn "unfamiliar" problems into "familiar" ones, thus solving problems quickly and reasonably. Sometimes, students can broaden their horizons and cultivate the agility and divergence of their thinking through multiple solutions. Therefore, through association and analogy, the solution to this problem is much simpler, and it can also exercise the agility of students' thinking.
Clever use of counterexamples, attention to reverse flexibility, and cultivation of critical thinking and flexible thinking are excellent contents of mathematics teaching wit. Mathematics is a rigorous science, and mistakes may be made with a little carelessness. Some math problems are difficult to understand and explain from the front. If teachers can properly use concise and vivid counterexamples in teaching, or grasp the typical mistakes in students' problem solving and give concise and profound comments, it will greatly enhance students' understanding ability and problem solving ability, and make students make a qualitative leap. For example, the teaching of trigonometric function, sequence limit, ellipse and hyperbola can deepen students' understanding of concepts through positive explanation and the application of counterexample and reverse thinking.
In short, in order to improve the quality of mathematics classroom teaching, we must establish a dialectical view of teachers as the leading factor and students as the main body, form a strong learning atmosphere, carefully design teaching plans, create teaching scenarios, and let students explore independently and cooperate and communicate. In this way, the purpose of cultivating ability is achieved, and the effect of getting twice the result with half the effort is achieved.