Innovative education refers to renewing ideas, combining the cultivation of innovative quality with students' daily study and life, adopting different means and methods from different levels, different directions and different contents, and cultivating students' innovative consciousness and innovative ability throughout the whole process of quality education implementation and individual growth of each student. It can be seen that innovative education is the key to implementing quality education.
In the specific process of mathematics teaching, I pay attention to the cultivation of students' innovative ability. The following is my experience in implementing innovative education in teaching:
First of all, the innovative consciousness of mathematics teachers is the first condition to cultivate students' innovative ability.
Education itself is a process of innovation. Teachers must have a sense of innovation, change the teaching thinking centered on knowledge transmission, aim at cultivating students' innovative consciousness and practical ability, make bold breakthroughs in teaching concepts and teaching methods, and establish innovative teaching principles. The research of modern psychology shows that cognition and emotion are inseparable, and teachers' own emotional state plays a subtle role in students, which makes a certain psychological atmosphere appear in the classroom. When a prestigious teacher who is respected and loved by students walks into the classroom, students will be full of interest and full of energy. On the contrary, students' psychology will be overshadowed and their mood will be quite low. In the process of education and teaching in recent years, it is found that the regular teaching mode has curbed the development of students' innovative consciousness and ability, made students' learning a mechanized learning, and lost interest and confidence in mathematics over time.
Second, create problem situations and stimulate innovative thinking
The psychological characteristic of initiative is to actively carry out thinking activities, really? Active classroom atmosphere? It means that students' thinking activities are active, not superficial. Ushinski said: Compulsory learning without the slightest interest will stifle students' desire to seek truth. ? Creating appropriate situations can stimulate students' interest in learning and students' innovative consciousness will be born. For example: talking? Determination of parallel lines? You can ask:? If there are two straight lines, are they parallel lines? How to make a judgment? At the same time, the teacher draws two seemingly disjoint straight lines on the blackboard for students to judge. Students may judge parallel lines without thinking, and then the teacher asks questions. Can you say for sure that these two straight lines don't intersect? The parts we see now do not intersect, but can we be sure that they do not intersect in the distance? This question makes students fall into thinking, students will shake their previous judgment, and see that it is difficult to judge by definition alone, thus stimulating the enthusiasm of thinking and consciously exploring the judgment method of judging two parallel lines.
Third, combine mathematics with real life to cultivate students' innovative consciousness.
Mathematical knowledge is widely used in daily life, but most students lose interest because they can't see the connection between mathematics and real life. Therefore, in the usual teaching process, we should be good at grasping the details of daily life and production, constructing basic mathematical relations, and let students solve mathematical problems in a relaxed and happy environment. In fact, many problems in real life can be solved with the knowledge in textbooks. The key is to let students observe, operate, think, communicate and communicate.
The teaching story of mathematics education in the second grade of junior high school is the key stage to guide the introduction and lay a good foundation. Junior one students think that the knowledge of mathematics will become very complicated after entering junior high school, which will lead to anxiety and even fear. Teachers should help students overcome this mentality in time. Based on my short-term teaching practice, I talk about some experiences and practices on how to do a good job in the introduction teaching of junior one mathematics:
First, do a good job in the first class and gain the trust of students.
Senior one students are afraid of the new knowledge they will learn, thinking that the knowledge of mathematics will become very complicated after entering junior high school, which will lead to anxiety and even fear. Teachers should help students overcome this mentality in time. So what did I arrange for the first class? Mathematics in life? In teaching activities, I simulate life and combine it with life to give practical significance to mathematics learning. Turn boring math learning into an experience and enjoyment, and pay attention to students' emotions. Guide students to combine mathematics knowledge in class with students' life practice, and really think that life is the source of mathematics knowledge psychologically.
? Interest is the best teacher? . Therefore, with teachers' excellent teaching quality and keen mathematical wisdom, students' strong interest in learning can be infected, conquered and stimulated. Only when students have a strong interest in mathematics can they have the initiative and enthusiasm for learning. This will lay a good foundation for future teaching work.
Second, the use of heuristic teaching to stimulate students' abstract thinking consciousness
Great changes have taken place in the knowledge structure of senior one mathematics textbooks: firstly, the introduction of negative numbers has completed the establishment of rational number fields; Then, the transition from specific numbers to letters representing numbers reflects the transition from? Specific? Arrive? Abstract? Leaping forward is characterized by more concepts, stronger foundation, more abstract content and more flexible methods compared with primary schools. Therefore, in teaching, students should be taught to observe and analyze problems from multiple angles and levels to form? Stereoscopic thinking? Consciousness, broaden the breadth of thinking. Based on the above reasons, it is important to help and guide students to complete two changes in junior high school mathematics teaching: one is to change from dependent learning to initiative and independence; The second is the transformation from concrete perceptual experience of conceptual judgment reasoning to abstract logical thinking. If students can adapt to this change and master the initiative in learning, they can lay a good foundation.
Like I'm introducing? Countdown? This concept lists two small animals walking 5 meters in opposite directions from a certain place, and requires students to express them with positive numbers and negative numbers. Then inspire students to calculate by addition, take the absolute value of numbers, represent numbers on the number axis, compare the results, and encourage students to express different opinions through free debate. As long as I control in time in class, the doubts will become clearer and clearer. Finally, I summed it up and found? Countdown? The characteristics of.
Third, improve the situation and master the correct learning methods.
When students are new to junior high school mathematics, it is very important to guide their learning methods. First of all, we should guide students to preview knowledge, put forward the learning requirements and objectives of chapter content, let them preview teaching content around the objectives, make clear examples, complete some simple topics, and point out the problems in the book in time; Secondly, guide students to take notes in class and let them use their hands, eyes and brains. The contents of key records should be written on the blackboard to remind students, and the contents in the book should be marked by students. Then guide the students to do their homework. In homework, what must be done independently, what can be discussed and what can be discussed at the teacher's prompt should be asked at different levels, and students should be urged to revise their homework in time. Finally, guide students to review and ask them to review what they have learned in time. For example, in the process of learning algebraic addition and subtraction, do some small exercises about rational numbers, so that students can clearly understand the connection between old and new knowledge, and can also guide students to sum up knowledge and find out the connection between various parts of knowledge, thus transforming knowledge into a system.
In the process of learning, freshmen are simple in thinking and not good at comprehensive and in-depth thinking. When they understand a problem, they often only pay attention to this side and ignore the other side, seeing only the phenomenon and not the essence. Therefore, in teaching, teachers should also give students more opportunities to express their opinions, carefully consider students' thinking methods, and don't jump to conclusions easily.
Fourth, pay attention to the cultivation of students' questioning ability
Students often encounter many incomprehensible problems in the process of learning. They want to acquire this knowledge. They are curious and opinionated, but at the same time, they have strong self-esteem and pride, so they often show a timid psychology, fearing that their inappropriate questions will be criticized by teachers and teased by classmates. Therefore, in order to make students dare to ask questions in class, teachers should first find ways to help students eliminate psychological barriers, encourage students to ask questions boldly and confidently. For example, teachers can help nervous and unclear students make their meaning clear. Teachers should not criticize or satirize students who ask wrong questions, but should praise their talents. You can ask questions boldly.
In order to effectively cultivate students' questioning ability in teaching, it is not possible to follow the teaching materials step by step. Teachers must proceed from reality, teach students in accordance with their aptitude, constantly reform teaching methods, actively adopt scientific means, and encourage students to be willing to ask questions, dare to ask questions correctly, benefit from problems and gain knowledge from them.
Five, the teaching content is appropriate, intensive and more.
In the current mathematics education, there is such a tendency in mathematics teaching: to speed up the teaching progress and shorten the teaching time of the new curriculum. This practice makes the process of knowledge generation compressed, students' thinking activities replaced by teachers' indoctrination, students' good study habits have not been properly cultivated, and the periodic review of knowledge has been reduced, resulting in a false foundation. Through the discovery of students at ordinary times, I find that students' success and failure in learning will cause different emotional experiences and have different effects on learning. Students who have just entered junior high school are relatively lacking in knowledge and ability. What if there is a teacher? Hoping to become a dragon? At first, I was eager to catch up with the progress, in order to spare more time to review or supplement the content and improve the requirements. This easily caused students to have no time to digest what the teacher said, and their understanding was not thorough, which led to the failure of homework, high error rate and poor test scores, which increased the emotional experience of students' failure. Especially when students fail in succession, their interest in learning mathematics is dampened, which leads to fear, disgust and even? If you can't learn well anyway, why not just stop learning? This idea is extremely unfavorable to our future teaching work. Therefore, the teaching progress of grade one should be slowed down appropriately. For example, in the operation of rational numbers, middle school students can remember the algorithm but can't use it skillfully and correctly. In view of the interest and perseverance of the first-year students, I arrange practice classes after learning every algorithm, so that students can consolidate their knowledge and lay the foundation for later study. At the same time, I have a gradient in the arrangement of teaching content. I consciously arrange more practice time in class and choose some middle and lower grade students? Jump, can you get it? Examples and exercises are trained, so that every student has the opportunity to experience the sense of achievement in learning. This group of topics, from easy to difficult, is polite and takes into account students at all levels. Based on the principle of "those who can do more work", students' thinking is in a state of high excitement and active discussion, and the information received and output by students is greatly increased, achieving the goal of complementing each other at all levels. For some poor students, I take the method of completing one problem at a time. I don't ask for their homework, but I ask them to master the type of a question by doing it in the calculation of rational numbers. At the beginning, there should be more comments on homework, so that students can get a sense of success, understand the causes of mistakes and eliminate problems. In short, the progress should be appropriate, and the rhythm of teachers' teaching and students' learning should develop harmoniously and advance steadily.
In a word, in order to make junior one students learn mathematics well, we should first let them have a correct understanding of learning, and then grasp the characteristics of students' interests, so as to cultivate their interest in learning and lay a good foundation for junior middle school students to learn mathematics well.
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