What kind of teaching mode does thinking class need? I don't think there is a fixed pattern to distinguish between thinking classes. Any model is not enough to plan the thinking classroom, because the definition of thinking classroom ("thinking classroom" refers to the classroom that can cultivate and develop students' thinking. ) also determines that there is no fixed model for such a classroom. Thinking class naturally has the elements of situation, inquiry, cooperation and migration, and the guidance, collision, migration and map presentation of thinking class to teachers and students also make thinking class itself a model.
In the practical exploration of thinking classroom, our school pays attention to the collision of classroom thinking and the solution of problems, and explores the teaching mode of "problem-inquiry thinking classroom".
I. Basic framework
Situational introduction, questioning-thinking collision, exploring problems-thinking transfer, solving problems-thinking visualization, sorting out problems-class summary, extending problems.
Second, the operation process
(A) situational introduction, asking questions
Problem-oriented learning and deep thinking are important features of thinking class. In this link, it is necessary to create a situation that conforms to students' cognition, put forward one or two decomposable main questions in the situation, show the orientation of autonomous learning, clarify the learning objectives, and guide students to gradually carry out in-depth learning, so as to ask questions, think and move while learning. Asking questions should arouse students' thinking resonance and questioning debate, stimulate students' interest in learning, and make students at different levels gain different degrees.
The main problem. It is necessary to determine the main problems of teaching around the difficulties, and highlight the problem design and activity design from four aspects: learning objectives, problem guidance, thinking collision and thinking transfer. Problem design should effectively integrate problems, make "problems modular", and strive to make content problematic, problem thinking and thinking active. The activity design requires that the activity should follow the problem, have the way of activity, be hierarchical and step by step, so that students can fully display, communicate and share, and form thinking results.
There are three modes of question design in thinking class: question string mode, question group mode and unique question mode. The question string model is a classroom model that solves the main problem by solving a series of progressive problems. The problems raised by this model are often from easy to difficult, from simple to complex, and there is a progressive relationship between the problems. For example, in the lesson of "finding defective products", students are guided to find a lighter defective product from two projects, then a lighter defective product from three to five projects, and then a defective product from eight or nine projects, so as to continue to learn to find defective products from ten or eleven projects, and finally summarize the rules of finding defective products. Problem group model is a classroom model to solve the main problem by solving a series of parallel problems. The problems raised by this model are several sub-problems of the coordination relationship under one problem. For example, in understanding cuboids and cubes, what are the characteristics of cuboids and cubes? What are the characteristics of the edge? How many vertices are there? These problems of coordination are actually sub-problems of the main problem. If all the sub-problems are solved, the main problem will be solved. Single-question mode is a class, which mainly focuses on teaching from beginning to end. For example, "understand the number within 1000", how many athletes are there in the class around the opening ceremony of the sports meeting? (1000 students) started teaching on this issue.
This link is generally controlled in about 3 minutes.
(B) thinking collision, explore the problem
Taking students as the center is the basic point of thinking classroom construction. This link should be based on the main problems of teaching, derive secondary problems, take theme activities as the main line, and solve problems step by step in a planned way through autonomous learning, group cooperative learning and inquiry learning, so as to create a classroom learning atmosphere in which everyone participates in cooperation, everyone shows and everyone is guided.
Problem consciousness. The process of students' learning is the process of solving problems; The process of teachers' teaching is also the process of teachers guiding students to study and solve problems; The process of imparting knowledge is also the process of studying problems. A big problem may not be solved for a while, so we can simplify it and solve a smaller problem first. Study the law through smaller problems and then solve bigger problems. Mathematics classroom under the guidance of thinking classroom theory can transform the teaching process of teachers into the process of guiding students to solve problems. Teachers should get rid of the role of teaching and turn themselves into problem researchers, classroom organizers and students' collaborators. If teachers are really involved in students' research, there will be no phenomenon that teachers teach a lot and students just don't understand. If there is a phenomenon that students can't understand, it should not be understood that the teacher is not teaching well, but that the problem designed by the teacher is not good, too big and too difficult. Only by designing appropriate questions can students really integrate into the classroom, research and problem solving.
Teaching evaluation. Teaching evaluation and teaching process are two wings of classroom teaching, just like two sides of a coin. Without scientific teaching evaluation, it is impossible to improve teaching quality scientifically. Embedded evaluation is an evaluation that is carried out at the same time as learning. It is integrated into the whole process of teaching. Evaluation is no longer the end of learning, but the carrier of improving learning methods and improving learning ability. Implement embedded effective evaluation in time, train students' thinking and improve classroom quality and efficiency.
The teacher's language. As an organizer, how do teachers organize classes? Teachers' language is very important. Teachers should use the charm of teachers learning languages to open students' minds and hearts and guide them to sail in the ocean of knowledge; Teachers should use the charm of teaching language to shock, attract and infect students, organize them to carry out inquiry mathematics activities and experience the happiness of success. Suhomlinski pointed out: "The cultivation of teachers' language largely determines the efficiency of students' mental work in class." Teachers' language should be oriented, accurate, concise, enlightening, targeted and interesting, so as to reduce and eliminate those inefficient and oral questions. Such as "yes" and "no". Teachers' questions should be answerable, continuous and enlightening. For example: "How do you understand?" "Is there anything else to add?" "Who can correct it?" "What is your group's opinion?" Who has anything to add? Who can correct it? Who found the problem? Who has a different opinion? Is there any other way? What's your reason? How did you come up with this answer? ..... always put students in the position of discoverer, how can the classroom not be full of vitality and collision of ideas?
Student language. Students communicate "six selves" in groups. (I divide the work, I express, I add, I correct, I summarize, I comment. My division of labor: division of labor is organization, and it is the promulgation of rules, such as "we take turns to speak". No organization, no cooperation. I express: I read, I speak, I show ... expression is sharing, triggering and the extreme of dialogue. I added: if you don't listen, you won't add it. Supplement is a kind of perfection and a kind of mutual assistance. Listening is the cornerstone of dialogue. I correct: correction means questioning, asking questions, discovering and putting forward different ideas. There is no vitality without doubt. Let me sum up: first, finish it at once and summarize it. Summary is the review and refinement of the results of group cooperation and the preparation of group presentation. My comments: Comments are feedback, evaluation and encouragement to the performance of activities. Without evaluation, group activities can only wander at a low level.
This link is generally controlled at 15-20 minutes.
(C) the transfer of thinking, to solve problems
The students made a preliminary study on the problem and got a clear understanding of the knowledge. At this time, teachers can design some related topics and extended topics according to the needs of students and textbooks, so as to deepen students' understanding of problems and form knowledge and ability. This part mainly focuses on practice. Apply the knowledge and experience accumulated in the process of solving problems just now to solve more related and similar problems.
The design of this part of the exercise should be targeted, hierarchical and challenging. Combining the characteristics of students' age and teaching content, exercise questions are designed in the form of games, guessing and breaking through obstacles to attract students' attention, immerse them in the situation of problems, turn their unintentional attention into intentional attention and tend to dominate, thus entering the process of active inquiry. Students' differences should be taken into account in the selection of content, and open questions can be raised in the same question situation, so that different students can get different development and achieve satisfactory learning results.
This link is generally controlled at 10- 15 minutes.
(D) Visual thinking, sorting out problems
Thinking development is an advanced form of learning. The process and method of invisible thinking are clearly presented, that is, the visualization of thinking can better understand, remember and use, promote the development of thinking and improve the ability to solve problems. The key point of this link is that in the process of inquiry learning, teachers guide students to externalize their thinking to paper, record and form their own mind map according to their thinking activities; Then guide students to use mind map for reflective learning, clarify the relationship between knowledge on the basis of mastery, deepen the deep grasp of knowledge and cultivate students' creative thinking. In a group or class, students can learn from each other by sharing their own way of thinking (atlas), thus enhancing their problem-solving ability and thinking judgment ability. This link is generally controlled in about 3 minutes.
(E) class summary, expand the problem
As the end of a class, we can give full play to students' subjective initiative and let them talk about their own gains. Students can be guided to conduct self-evaluation and communication from the aspects of mastering mathematical knowledge and skills, as well as understanding mathematical thoughts and activities, and teachers can confirm the state of students' participation in learning in time. After summing up the evaluation, we can arrange related homework according to the teaching practice, so that classroom teaching can extend from one section to the next, from in-class to extracurricular, and from classroom to life.
After summing up the evaluation, arrange the homework according to the actual situation. Teachers should not make after-school homework boring, but design hierarchical homework and inquiry homework, so that students have more time and space for independent inquiry or cooperative communication, so that students can have more "freshness" and "sense of accomplishment" when completing homework and enjoy the fun of thinking.
This link is generally controlled in about 2 minutes.
In short, the classroom of mathematical thinking should fully reflect the collision of thinking and the solution of problems. The problem is the bright line, and the thinking is the dark line; Problem is the carrier, and thinking is the soul. In the process of solving problems, understand knowledge, master methods and learn to cooperate; In the process of thinking collision, cultivate critical thinking ability, improve thinking quality and form independent personality.
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