Mathematics curriculum standard clearly points out: "Let students learn to listen." No matter what learning method is adopted, listening is a necessary prerequisite. Developing good classroom listening habits is an important guarantee for learning mathematics well. With the deepening of curriculum reform, great changes have taken place in teaching methods and learning methods. In student-oriented classroom practice, we pay attention to classroom details. Children's learning style has really changed a lot, and they dare to express their opinions. Under the guidance of group cooperative learning, even children who were timid and afraid to answer questions can express their opinions under the influence of everyone in the group discussion, and the classroom atmosphere is unprecedentedly active. However, an efficient classroom only has lively communication, and lack of listening is not enough. In our classroom teaching, we often encounter such a situation: when the teacher throws out questions and asks the students to discuss and solve them in groups, suddenly the classroom is full of buzzing sounds. Some groups hold each other, everyone is opening their mouths, and no one listens to what anyone is saying; In some groups, only the team leader sings a monologue, but no one listens and adds anything. After a few minutes of discussion, the whole class exchanged feedback. Every time the teacher calls up a classmate, other students will sit there depressed and disappointed. Accustomed to being self-centered, they no longer listen to other students' speeches, let alone think seriously. On the surface, the whole communication and reporting process is full of excitement, but in fact, behind the excitement is more randomness and inefficiency. Communication is just an expression process without listening, and such communication is invalid. In today's math class, it is not enough for students to express themselves, but also to learn to listen to others' opinions. Student-oriented classroom requires students to "speak what they learn", but the learning process does not stop with "speaking what they say", which is a cyclical process. Speaking out is a process of consolidation and internalization for yourself, but it is also a process of learning for other students. Only by constantly listening can we gain something and think. Therefore, our teachers must pay attention to cultivating children's listening habits and abilities in the usual classroom teaching.

, is the core of efficient classroom. So how to cultivate children's listening habits? I usually do this:

First, listening training before class, so that students can listen.

In order to train children's listening ability, I insist on doing one thing, that is, practicing "listening calculation" five minutes before class every day. Sometimes the teacher says the formula, the students write it down and calculate it, and sometimes the results are calculated directly with their mouths according to the formula said by the teacher, paying attention to the speed of increase. At the beginning, there are always some children who can't keep up and often miss many questions. After several times, they realized that if they want to keep up with the rhythm of everyone, they must first calm down and listen. Children who don't pay attention can't keep up with the speed. After long-term training, children's "listening and calculating" ability has been improved, and inadvertently, children's listening habits have been formed bit by bit.

Second, the cultivation of listening habits in cooperative learning enables students to listen well.

Group cooperative learning is the core of student-oriented classroom. In order to strengthen the effectiveness of group cooperation and class report exchange this semester, we focus on cultivating students' listening habits.

1, make clear the listening method before group communication.

Before each preparation for group communication, I put forward a clear requirement: the communication must be quiet and orderly, and the third student in each group, that is, the voice controller, should strictly control the communication volume of the group and inform them of the harm that noise brings to the human body. When the speaker is speaking, other children should look at him, listen to other people's useful opinions, judge whether what others say is reasonable, and correct their own ideas while listening. With clear requirements and division of labor, people will not blindly listen to and capture the main points of others' speeches when communicating.

2. When the whole class reports, listen first, and then express their opinions.

One of the great benefits of cooperative learning is that peers brainstorm and learn from each other's strengths. Nowadays, many children are more self-centered, and their desire to speak is greater than their desire to listen. They always want to express their views before others finish. I often tell children to listen to others patiently. Maybe their opinions are really reasonable and show respect for others.

3. Learn to repeat or relay other people's speeches.

In my class, I often say, "Who can repeat what he just said?" "Who has different opinions?" "Do you need to add anything to what he said?" These words always remind children to pay attention to listening, so that they can be relayed, supplemented and understood by others.

4, multi-purpose incentive evaluation, reward listening.

In classroom teaching, the use of incentive evaluation methods, not stingy with their own praise, can greatly mobilize the enthusiasm of students to learn. It is also important in cultivating listening habits. Every time I attend class, I catch the students who listen carefully in time and give them sincere praise and encouragement. In an exercise class, we discussed a true and false question: all integers are greater than decimals. In the discussion and exchange, in order to cultivate the habit of listening to lectures, I asked the whole class to have a debate. Those who think right and those who judge wrong are divided into two groups, and both sides should explain the reasons. Before the debate, I inspired everyone to realize that only by listening carefully to others' opinions can we judge whether others' ideas are reasonable or not and correct our own ideas. During the debate, I set an example, participated in listening to the children's answers with the whole class, and praised the students who listened carefully in time, and the learning atmosphere reached an unprecedented climax. In order to convince everyone, Liu Xuancheng gave an example with universal significance in combination with other children's speeches. "Teacher, I can name an integer, all decimals are bigger than it, and that is 0." The students all felt reasonable and nodded frequently. At this time, Tintin, the naughty boy in the class, retorted, "You are wrong. According to my mother, there are still negative numbers, so there must be negative decimals. Isn't that less than 0? " Tintin has always been a restless child. It's great that he can listen so carefully today and add his own opinions. I really admire him. That's what I do. I guide children to be good at listening in a quiet way, so that the long-term influence and the importance of listening will be deeply imprinted in their minds.

Whenever a student grasps the information in someone else's speech and gives him an evaluation, I will give him an appreciative look and praise: "You listened most carefully", "You heard something unreasonable in his answer, and we really want to thank you", "You can supplement it after listening carefully, and everyone should learn from you". These brief comments even inspired other students' listening awareness.

In our classroom, to truly implement the student-centered educational concept and show the vitality of life in the classroom, we must let students develop the habit of being good at listening. Only through the "bridge" of "listening" can we better mobilize the internal driving force of learning, effectively realize the communication and interaction between students, and let children's thoughts collide with each other in the process of listening, communicating, supplementing, asking questions and speculating.