1. Look at the future from this moment, and look at this moment from the future. Look forward to the future ability development from the perspective of knowledge, and watch the value of knowledge at this time from the perspective of future ability development.
When preparing lessons, teachers must design the teaching from the perspective of the essence of mathematical knowledge and the development of students' ability, so that the designed courses can be simple but not complicated. For teachers, what is more important than strategic means is a mathematical vision and concept, and a ability to grasp the mathematical essence behind textbook exercises. Therefore, before the mathematical essence of knowledge is revealed, it is necessary to continue to explore it. If so, the textbook example exercise is just one of thousands of optional materials. For example, the textbook example exercise may only be 2×3, and our teacher should know that there are still 0.4× 0.7,65438 available materials.
After the classes of "Grade Two-Preliminary Understanding of Multiplication" and "Understanding of Decimals", Mr. Wu came to the stage and asked a question that children needed to answer, and also asked a question that children needed to draw or write. These two questions are designed for the mathematical essence and teaching objectives of this section of knowledge, behind which are the value judgment of knowledge and students' ability. It is also the different value judgments of different teachers and the different teaching goals set by teachers that lead to various appearances of the class.
2. Where the key points are difficult, Mr. Wu will definitely leave marks on the students and expose the thinking process. In Mr. Wu's words, this is a process of "enlightenment" for students, so we must give students enough time and space.
Teacher Wu showed the children's works when he personally tutored the statistical chart of broken lines; After class, the "Preliminary Understanding of Multiplication" and "Understanding of Decimals" personally go on stage to arrange the homework that students need to complete, collect the students' homework in time for statistics, and show the students' homework when commenting; For the lesson of "Simple Reasoning", it is suggested that the teacher arrange a semi-finished form to be sent to the students waiting for the opportunity (the exclusive cross is the unique advantage of the form method), and its purpose is still to talk with the students' homework.
The above fully shows that Mr. Wu is a man with research consciousness, a man who knows scientific research methods and a man who is practical and realistic. He doesn't talk nonsense or empty talk. He always talks about students' homework, and always talks about students' homework data. There are pictures and facts, so he is particularly grounded. In class, we should also have such a sense and habit of testing, and evaluate the teaching effect and students' learning effect through data, instead of being greedy and quick, learning a little and making it clear.
There are many ideas behind Mr. Wu, such as the idea of learning before teaching, especially the idea of hierarchical teaching. She makes full use of the development differences of students at different levels as resources (instead of treating students with learning difficulties as a burden and maliciously teaching), and shows students' typical homework at all times through teacher-student dialogue, so that students can consciously reflect on their own shortcomings or mistakes, so as to understand the true meaning of what they have learned.
Don't do exercises and exercises blindly, let students discover and understand something special through a problem or a group of problems. ...
For those problems that can't be killed, you can also use teacher Wu's method.
Starting with students' works, it is a feasible way to study teaching and students from students' incorrect and imperfect works, so that our research will not float in the clouds and have a solid foundation, which also proves the connotation of Mr. Wu's view on children from another side.
The following is the "broken line statistical chart" taught by Wu Zhengxian himself:
The concept of data analysis includes: to understand that there are many problems in real life, we must first do investigation and research, collect data, make judgments through analysis, and realize that the data contains information; Understand that there are many analysis methods for the same data, and choose the appropriate method according to the background of the problem; Experiencing randomness through data analysis, on the one hand, the data collected for the same thing may be different every time, on the other hand, it shows that as long as there is enough data, it is possible to find patterns from it.
Analysis of Wu Zhengxian's Teaching Thought