In mathematics teaching, the setting of inquiry questions is to awaken students to solve problems, stimulate students' interest in inquiry, and let students try, guess, experiment, analogy, reason and cooperate with each other, so that under the guidance of teachers, they can personally experience the formation process of knowledge, acquire necessary mathematical knowledge and solve problems. In teaching practice, the author sets up inquiry learning problems from the following aspects.
First of all, use inquiry learning to adapt examples, theorems and exercises in textbooks into problems.
The new curriculum requires teachers to learn to "use textbooks" rather than "teach textbooks". Therefore, when designing teaching plans, teachers should not only take the perception of teaching materials as the starting point, but also transform the knowledge of examples, formulas, theorems and exercises in teaching materials into problems that need students to explore and solve independently, so as to guide students to analyze and solve problems.
For example, learning "denominator rational number", the textbook is arranged like this: you can write 3 ÷ 2 first, and then multiply the numerator and denominator by 2 at the same time, which becomes, that is, the division operation is completed. Finally, it is pointed out that if the radical sign in the denominator is changed, the denominator is reasonable. But if we set the question in a different way, the situation will be very different. Can you get an approximate value of 3 ÷ 2? Students can get 1.2249 by looking up the table. At this time, students feel that multi-digit division is very troublesome. The teachers lost no time in enlightening their students. Can you avoid this trouble? The students' desire to explore was awakened by this open question and they tried one after another. After students think and discuss, it is not difficult to find that in order to avoid trouble, the denominator must not contain the root sign. How to remove the root sign from the denominator? Students may think of the square, or they may think of multiplying the denominator of the numerator by 2, so that the radical sign in the denominator can be moved to the numerator, and the same answer can be obtained by looking up the table.
Second, create inquiry learning problems with real life as the background.
Mathematics is life, mathematics comes from life, and in turn, mathematics guides and solves problems in life. The purpose of learning mathematics is to solve problems that may arise in life. Therefore, in teaching, setting some questions closely related to students' life can stimulate students' interest in learning mathematics.
For example, I set up telephone billing for teaching in Learning Series Algebra (3). Do you often call? Do you know how to charge by phone? When you get 0.22 yuan in 3 minutes, and 0. 1 1 yuan per minute for more than 3 minutes, can you complete the following table?
After the students finished speaking, the teacher asked how to express the charge for playing x minutes (X ≥ 3). As soon as the students discussed it, various answers came out, 0. 1 1 x? 0.22x？ 0.22+? X-3× 0. 1 1 etc. At this time, there is no hurry to affirm or deny the students' answers. Students can substitute digital calculations and let them judge right or wrong for themselves. After inspection, it is 0.22+0. 1 1 (x-3). This issue can be further explored. If you call your classmates to discuss math problems for more than 5 minutes, do you know how to save the phone bill?
Third, take the questions raised by students as inquiry learning questions.
The new curriculum standard of mathematics emphasizes that students generate problems, and regards the learning process as the process of discovering, putting forward and solving problems. Therefore, in teaching, we should not only emphasize the cultivation of students' ability to explore and solve problems in the learning process, but also emphasize that students should ask questions in the learning process. Collect and sort out students' questions as inquiry learning questions? This is an important way to affirm and encourage students' positive thinking, thus promoting students to ask more questions in their studies.
For example, when learning the lesson of "Merger of Similar Items", students ask: How to arrange 4x2y+x3y2-x2y+x- 1 in descending order of X? 4x2y is the same as the x index in -x2y. Should we arrange the one with large coefficient or the one with small coefficient? This problem shows that students have conflicts between old and new knowledge. At this time, teachers can guide students to explore and discuss things like 4x2y and -x2y. After discussion, the students found that these groups of questions all have the same letters and the same letter index, but the coefficients are different. Then ask the students to write several groups of projects with this feature. If we classify things with the same characteristics into one category, similar items will naturally occur, and similar items can further lead to the merger of similar items. It turns out that merging one item can solve the problem. In this way, the contradiction between new knowledge and old knowledge is solved, and students' horizons are suddenly enlightened. Students' own problems are solved through their own inquiry, and students' happiness can be imagined.
Fourth, based on ancient arithmetic problems, set up inquiry learning exercises.
The Chinese nation has a splendid cultural background, and there are many interesting arithmetic problems in teaching. Using them to set inquiry exercises can not only stimulate students' love for mathematics, but also stimulate their patriotic enthusiasm.
For example, learn to "list a linear equation". I set such a question: a woman shakes a cup by the river. Jinshi asked, "Why are there so many cups?" The woman said, "There are guests at home." "Guest geometry?" The woman said, "Two people have rice, three people have soup and four people have meat. How about a glass of 65? " After clarifying the problem of writing, the students explored ways to solve the problem, pointed out the intelligence of the ancient working people in China, and made up a math problem at random.