Psychological research shows that children are naturally curious, full of curiosity about the unknown world, and want to try everything in person and hope to succeed. The most basic feature of trying inquiry teaching is "practice before speaking". Therefore, I attach importance to it in teaching. In the teaching of mathematical problems such as knowledge construction, knowledge application and development, under the guidance of teachers, students try to learn and solve first, and then teachers and students sum up and explain together. This "first attempt" plays an important role in promoting the formation and cultivation of students' autonomous learning consciousness and ability. "Trying" is the psychological basis of students' innovative learning. Therefore, in teaching, I pay attention to the following points: ① According to the psychological needs of students, give full play to the leading role of teachers and attach importance to guiding students to try. At the same time, I encourage students to dare to try, give affirmation and praise to those who try to succeed in time, let teachers and students share the joy of "success", and let them have confidence in trying and dare to try; For those who have difficulties or fail to try, I will give timely inspiration and guidance to encourage them to try again. (2) I pay attention to paving and bridging. Grasp the connection between old and new knowledge, organize the review of old knowledge before trying, build a "bridge" for students to try, prepare for trying, and lay a good foundation for trying successfully. (3) I pay attention to the scientific design of examination questions, and try my best to make students "try" with a direction, a goal and something. Different teaching contents, different students' reality, the design form of test questions should be different. "Synchronous test problem", "variation test problem" and "development test problem" are the basic forms of pilot problem design in inquiry teaching. As long as the content is used flexibly according to the difficulty and the actual level of students, the examination questions that meet the actual situation of students can be designed.
2. Create scenarios to create a good atmosphere for students' innovative learning.
"The best stimulus to study is to be interested in what you have learned." Trying inquiry teaching focuses on stimulating students' interest in learning and making them willing to try and discuss. When in Rome, do as the Romans do can attract students' attention and stimulate their interest in learning; It can fully mobilize the enthusiasm and initiative of students' autonomous learning, create a learning atmosphere for students who are willing to try and explore discussions, and stimulate students' desire to explore knowledge.
When teaching "Comparison of Scores", I use the story of "the Monkey King Divides Watermelon" to create a "problem situation" to stimulate students' curiosity and explore the mystery. When teaching "surface area of cylinder", I pay attention to using computer media to show the surface of cylinder in different forms and create "dynamic situation" to increase students' interest in inquiry and cultivate their spatial thinking and innovative thinking. When teaching "Understanding the Circle", I use computer media to design the animation effect when the wheels are rectangle, ellipse, circle and triangle, and create an "application situation" to inspire students to understand the characteristics of the circle. When teaching the volume of a cone, organize students to carry out the experiment of "pouring water" between a cylinder and a conical measuring cup, create an "experimental situation", and guide students to actively discover the volume relationship between the cylinder and the cone, thus deducing the volume calculation method of the cone. Practice has proved that inspirational stories, closely related life cases, hands-on operations, etc. It can create an ideal learning situation for students, stimulate students' desire to solve problems, cultivate students' strong interest in learning, and thus encourage students to actively participate in it.
3. Guide classroom self-study and improve students' innovative learning ability.
Classroom teaching is the main channel to implement quality education.
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Mastering basic knowledge, learning innovative learning and cultivating learning ability need a certain "learning process" to ensure. In the process of trying to explore teaching, I pay attention to the learning process as an important part of innovative learning, and it runs through classroom teaching. By guiding classroom self-study of teaching materials, discussion and exchange, I can guide students to actively construct knowledge, actively understand and discover the generation and development of knowledge, and let students get opportunities for innovative learning in active participation, thus cultivating students' learning ability and improving learning quality and efficiency. Modern teaching research shows that observation, transfer, comparison, induction, reasoning, experiment and hands-on operation in classroom teaching are important forms for students to acquire learning process.
4. Organize students to discuss and develop their innovative thinking.
"Discussion" is an important method for students to participate in the teaching process and an important form for students to carry out innovative learning. Therefore, when trying to explore teaching, we should pay attention to guiding students to carry out discussion learning in the teaching process. Teaching practice has proved that on the one hand, classroom discussion can give full play to students' learning role as a group, give students more opportunities and space for autonomous learning, and at the same time let students inspire, help and evaluate each other in the discussion, so as to learn to cooperate and communicate; On the other hand, discussion can make students dare to question, ask difficult questions, and be brave in innovation, so as to develop their innovative thinking and cultivate their innovative consciousness and exploration spirit.
I am good at guiding and organizing students to carry out "discussions". In content, we should be targeted and give full play to democracy. I design discussion questions according to the teaching needs and the actual situation of students, so as to ensure that the discussion is focused, grasp the key points and have substance in words; And pay attention to guide students to discuss problems actively when asking questions and asking difficult questions, so as to cultivate students' confidence and ability to dare to find problems and ask questions. At the same time, in terms of organizational form, I stress practical results, create certain discussion time and space for students, and let students really enter the role; And scientifically grasp the discussion opportunity and control the discussion process, avoid randomness and formalization, and flexibly carry out the operation of group discussion and class discussion, so that students at different levels have the opportunity to participate, thus improving the efficiency and effect of discussion; At the same time, pay close attention to the feedback of discussion results, encourage students to innovate and express different opinions, so as to exercise students' thinking ability and oral expression ability and cultivate students' problem-solving ability.
5. Practice produces true knowledge, and students should integrate into social practice.
Mathematics is everywhere, everywhere, everywhere. In addition to reforming teaching contents, methods and means, students can also learn knowledge and improve their ability in class. At the same time, the phenomenon of "behind closed doors" should be avoided, and students must be integrated into social practice as much as possible to learn and improve from practice. To improve the ability of learning knowledge, we should also cultivate the consciousness and ability of applying knowledge, which is also an important link in cultivating innovative ability. Some students are eager to learn, while others will learn. In mathematics teaching, we should combine the actual production and life, and constantly cultivate students' learning and application abilities. For example, when teaching "volume", students sometimes see different data with their own eyes and actually calculate the volumes of containers with different shapes. Some containers of the same capacity look more, while others look less. Students are generally interested in such problems. I asked them to compare containers with different shapes but the same capacity in life and find out the mystery. If possible, students can also design their own container works to participate in the competition. You can also collect some problems encountered in life from students as materials, so that most students can participate in it, and everyone can think of ways, give ideas, conduct diffusion thinking training, and choose the best plan. In this way, practice leads to true knowledge, and likewise, practice leads to innovation. It not only exercises and tests the ability to acquire knowledge from practice, but also helps to cultivate students' ability to use knowledge. It is an effective way to cultivate innovative thinking and innovative ability.
We must work harder and make a hundredfold effort to carry out our mathematics teaching and extracurricular activities around the goal of cultivating innovative ability. Through these activities, we can stimulate students' enthusiasm and vitality, and then stimulate students' innovative thinking and ability in the process of completing the task. It is not easy to really do this, and it requires efforts from many aspects, especially the efforts of schools and teachers, which are directly related to the education and growth of students. Only when we fully realize this and make it a reality through joint efforts can the cultivation of national innovative talents be realized, and more talents with innovative spirit and ability will appear in our future.