(A) the method of obtaining indirect experience in the form of language.
This teaching method refers to the teaching method mainly through oral language activities of teachers and students and students' independent reading of written language. It mainly includes: teaching method, talking method, discussion method and reading guide method.
1 teaching method
Teaching method is a teaching method in which teachers describe situations, facts, concepts, principles and laws to students in oral language.
2 Conversation method
Talk method, also known as answer method. It is a way to spread and learn knowledge through the conversation between teachers and students. Its characteristic is that teachers guide students to use existing experience and knowledge to answer teachers' questions, so as to acquire new knowledge or consolidate and check what they have learned.
3 discussion method
Discussion method is a way for the whole class or group to express their opinions, discuss together, inspire each other and brainstorm around a central issue under the guidance of teachers.
4. Demonstration method
Demonstration is a teaching method in which teachers show physical objects or physical models to students for observation, or through demonstration experiments and modern teaching methods, so that students can acquire knowledge updates. It is an auxiliary teaching method, which is often used together with lectures, conversations and discussions.
Step 5 Practice methods
Exercise method is a basic method for students to consolidate knowledge and cultivate various learning skills under the guidance of teachers, and it is also an important practical activity in the process of students' learning.
6. Experimental method
Experimental method is a teaching method in which students use certain equipment and materials under the guidance of teachers to control the operation of experimental objects to cause some changes, and gain new knowledge or verify knowledge from observing these changes. It is also a common method in natural science.
7. Practice method (or practice method)
Practice method is a teaching method in which students take part in certain practical work in a certain practice place in order to master certain skills and related direct knowledge, or verify indirect knowledge, and comprehensively apply what they have learned.
The development trend of mathematics teaching methods in primary schools
First, to develop students' intelligence as the starting point, and strive for the best combination of knowledge imparting and ability training.
Thinking ability is the core of intelligence, and primary school mathematics is the most basic subject to develop students' thinking ability. Therefore, developing students' intelligence will naturally become the characteristics of the times and the development trend of the reform of mathematics teaching methods in primary schools.
In recent years, China emphasized the importance of developing students' intelligence and cultivating students' ability in teaching. While emphasizing the importance of developing intelligence, we do not deny the necessity of imparting knowledge. For example, after advocating the use of guided discovery method in primary school mathematics teaching, Andrew Hill in the United States pointed out that teachers also need to teach students the names of concepts, how to make equations, how to solve problems vertically, and so on. After students discover the concept and summarize it, they should also point out its characteristics by means of explanation and discuss its details appropriately. Morrow and others in the former Soviet Union emphasized in the Teaching Method of Primary Mathematics: "We should pay more attention to those teaching methods that can promote and mobilize the enthusiasm of students' cognitive activities, and at the same time, we should reasonably evaluate the role of those methods (oral explanations, etc.). ) It is related to teachers imparting knowledge in the form of formation. " The author also reformed the explanation method to stimulate students' enthusiasm for thinking. In particular, we have made many useful explorations in how to tap the internal intelligence factors in textbooks, organically combine the teaching of basic mathematics knowledge in daily teaching, and carry out systematic thinking training, and are striving to establish orderly training of mathematical thinking in primary schools.
Second, emphasize that students are the main body of learning, give play to the leading role of teachers, and strive for the best combination of teaching and learning.
Traditional teaching theory emphasizes the leading role of teachers and ignores the main role of students in learning. In line with this, we advocate teaching methods. For example, in Pedagogy edited by Kailov, it is clearly stated: "Teaching plays a leading role in the teaching process." Modern teaching theory emphasizes that students are the main body of learning. For example, Bruner regards children as "people who actively participate in knowledge acquisition" and teachers as "main tutors". The leading role of a teacher mainly depends on how he gives full play to the initiative and enthusiasm of students in the teaching process. Studying teaching methods is no longer just about studying the methods taught by teachers, but more importantly, it is about studying the methods to stimulate students' learning enthusiasm and guide them to study and explore.
The above-mentioned basic viewpoints are embodied in primary school mathematics teaching, and two points need special attention: First, we should pay attention to inspiring students to actively participate in the process of exploring mathematical knowledge and establishing calculation methods, so as to cultivate students' habit of independent thinking. The second is to guide students to learn mathematics through various activities.
To form a new intellectual activity, children need their various sensory cooperation activities to understand and study things by themselves, rather than simply listening to others' observation and narration of things. As early as 1976, at the third international conference on mathematics education, it was proposed that teaching should be carried out through various activities, such as drawing, operating, making, investigating, and collecting surrounding mathematical data. 1984, UNESCO held a seminar on developing teaching research in the Asia-Pacific region. The meeting held that the use of operational teaching materials is convenient for children to imagine the real situation of mathematics they have learned, so that children can obtain ways and opportunities to explore concepts and seek solutions to problems. Therefore, it is an effective method to learn the concepts and principles of mathematics with the help of concrete and semi-concrete textbooks, which also provides conditions for the development of mathematics education from teaching mathematics to learning mathematics.
Third, develop non-intellectual factors and strive for the coordinated development of intellectual factors and non-intellectual factors.
In the teaching process, in order to develop students' intelligence (including observation, memory, imagination, thinking and attention) and non-intellectual factors (emotion, will, habits, etc.). ) must be fully mobilized and developed. Zankov, an educator in the former Soviet Union, said: "To grasp knowledge in a down-to-earth manner depends not so much on repetition as on understanding, internal motivation and students' emotional state. He also asserted: "Once teaching touches students' emotional and will fields and their spiritual needs, this teaching method can play a highly effective role."
Teachers deeply understand the spirit of teaching reform and pay more and more attention to this problem in teaching. They hold teaching activities such as hands-on operation, clever solution of interesting questions, math games and competition exercises, so that students can learn with interest. In particular, some teachers pay attention to guidance and guidance, so that students can explore and discover the results of the teaching process themselves, experience the joy of success and produce positive emotional experience, which has become their motivation to study hard. It can be said that the reform of mathematics teaching methods in primary schools is developing along the road of "study hard-enjoy learning-learn well".
Fourth, strive to optimize the teaching process and strive for high teaching efficiency.
The progress of society and the rapid development of science, technology and productivity inevitably require all walks of life to pay attention to efficiency. Similarly, teaching must emphasize efficiency, which is the requirement of modern society for teaching, and also the need to reduce students' learning burden and improve teaching quality in an all-round way.
Due to the introduction of system theory, information theory and cybernetics into the study of teaching theory. Some people regard the teaching process as an information transmission and exchange system composed of teachers and students, and study the best control of the teaching process to achieve good teaching results.
In recent years, the problem of heavy learning burden of primary school students in China has been a topic of discussion. To this end, the State Education Commission has made special provisions to reduce the burden on students. Leaders of education administrative departments and primary school teachers all over the country have paid full attention to this and taken some measures, which have achieved some results. However, the problem of excessive learning burden of primary school students has not been fundamentally solved. Its root lies in the inefficient and high-consumption teaching process, in which all the time in class is occupied by teachers, and students have no time to practice. After class, teachers leave homework, which is simply repeated, making learning a boring activity and students lose interest. Once students lose interest, learning this subject will become their burden. Therefore, in reality, to alleviate the problem of students' heavy learning burden, we should mainly understand it from improving teaching methods and improving teaching effects. The main potential of improving teaching effect should be found from improving the quality of each class.
Fifth, emphasize the intersection and cooperation of various methods and attach importance to the application of modern teaching methods.
Traditional teaching often adopts fixed teaching methods and forms a model. Great changes have taken place in modern teaching theory. Due to the increase of teaching methods, the research on the nature of teaching methods is more and more in-depth, and the majority of educators realize that teaching methods are diverse. There is no universal teaching method. 1983 the report of the Asia-Pacific seminar on educational planning pointed out: "There is no teaching method that can teach all students and all the teaching contents." Babanski said: "The concept of optimal comprehensive application of various methods is always specific (not all-inclusive). Those methods that are successful and effective in some cases may not be applicable to another topic or another form of learning. " American C. Rideser also emphasized in the book "Mathematics Teaching in Primary Schools" that teaching methods vary with mathematics topics, children taught and teachers' styles. Teaching methods are not single, and there can be different combinations.
Educators in China emphasize that "there are laws in teaching, but there is no fixed law" and adopt different methods according to different situations. At present, some teachers in China are carrying out comparative research on multiple methods in the same subject. Accumulating teaching experience in this field is conducive to fully understanding the diversity and flexibility of teaching methods and to selecting teaching methods reasonably from reality.
In addition, it emphasizes the cooperation of various teaching methods, especially the application of modern teaching methods. Modern teaching methods combine form, sound and light to visualize, animate and visualize abstract mathematical concepts and principles, which is full of appeal. Through vivid picture explanation, we can better attract students' attention, improve their interest in learning and deepen their understanding and memory of teaching materials. This is in line with the cognitive characteristics of primary school students.
Adopting modern teaching methods can combine audio-visual and greatly improve the efficiency of classroom teaching. It can break through the limitation of time and space and present things and phenomena that students can't directly perceive in a short time. This can enrich the teaching content, broaden the cognitive field and broaden students' horizons.
What needs special attention is that modern teaching methods can adapt to the modernization of teaching content. Modern mathematical ideas such as set, function and statistics should penetrate into primary school mathematics textbooks, and it is difficult for students to accept them only by teachers' explanations. Therefore, with the help of modern teaching methods and intuitive images, students must understand modern mathematical ideas from the development and change scenes.
Practice has proved that reforming teaching methods is an important content to improve the quality of mathematics teaching in primary schools. To do this work well, we must correctly handle the relationship between reform, inheritance and reference, contact the reality of primary school mathematics teaching in China, give full play to teachers' initiative and creativity, constantly experiment and sum up experience, and strive to establish a primary school mathematics teaching method system with China characteristics.