First, Yang Qing-a vibrant classroom "soul"
Lenin said: "Without human feelings, there will never be, and no one can pursue the truth." Emotion is an internal driving force, and positive emotions can stimulate students' passion. The new curriculum standard holds that mathematics teaching is a process of communication, interaction and common development between teachers and students, and teachers are the regulators of classroom atmosphere. In classroom teaching, in order to create a classroom atmosphere for students' independent development, teachers should love, trust and respect every student with an equal attitude, satisfy students' desire for expression, and encourage students to make bold innovations.
In class, teachers should be liberated from "teaching" and appear as organizers, guides and participants. To change "teacher-student relationship" into "friend relationship", teachers must respect and love students, be kind in attitude and language, bring smiles into the classroom, bring expectations to students, leave love to students, treat students equally, respect, understand and tolerate students sincerely, so as to stimulate students' positive emotions, ignite the fire of hope in students' hearts with true feelings and love, and continuously strengthen emotional exchanges between teachers and students. As the saying goes, "you can only believe if you kiss the teacher." For example, when teaching "Understanding RMB", the teacher asked, "My child, your pencil box cost 9.60 yuan. How can I pay my assistant aunt? " This time, the students and their partners picked it up with their learning tools. When students answered different methods, the teacher showed the methods and asked, "There are so many methods for students, which method is the easiest for you?" The students answered quickly. It can be seen that this class introduces students into life situations and makes them learn knowledge easily in a peaceful and relaxed atmosphere.
Second, inquiry-the "root" of classroom vitality
Piaget believes: "The most fundamental way for children to learn should be activities. Activity is a bridge between subject and object and a direct source of cognitive development. " Modern teaching theory also believes that mathematics teaching should start from students' life experience and existing knowledge background, and provide students with opportunities to fully carry out mathematical practice activities and exchanges, so that they can truly understand and master mathematical knowledge, thinking and methods in the process of free exploration, and at the same time gain rich experience in mathematical activities. Therefore, classroom teaching should be rooted in exploration activities, fully mobilize the participation of students' eyes, mouth, hands and brain, and promote students' development.
For example, when teaching 8 plus several examples of "8+9", the teacher didn't give any hints and asked the students to try it first. Ordinary students think according to the calculation method of adding a few to eight. When 9 is divided by 2 and 7, 8 plus 2 is 10, and 10 plus 7 is 17. However, some active students break the mindset of "seeing 8 and thinking 2" and think that 8 is smaller than 9, so 8 is easier to be divided, so divide 8 into 1 and 7,9 plus 2 to get 10,10,7 to get 17. In this way, in the process of learning, students are not limited by teachers' preconceived ideas, have enough thinking time and broad thinking space, and occasionally generate sparks of innovation. For example, do the first question in this lesson. I showed the students a card and asked them to calculate the numbers separately, and then observed the similarities and differences. In the following formula, the sum of 2 and 4 in the top row is 6, so the students know that 6 should be divided by 2 and 4 when calculating 8+6. Then I ask the students to guess what the formula under the card is. Through guessing, guide students to discover learning and inquiry learning, seize students' curiosity, and actively guide students to participate in the exploration of laws. In the teaching activities of this course, I seize the opportunity to cultivate students' innovative consciousness and practical ability and appreciate students' unique and personalized understanding and expression. Through such study, students have ample room for development.
Third, evaluation-a dynamic classroom environment
Teachers are no longer the only evaluation subjects in the open classroom, and students have also become the evaluation subjects. In the process of evaluating the success of others and being evaluated as success by others, students satisfy their curiosity and gain the motivation to explore new knowledge. Teachers should give full play to the incentive function of praise and make students willing to innovate. As a teacher, we should not only pay attention to the evaluation of learning results, but also pay attention to the evaluation of students' learning process. In particular, we should encourage students to show creative sparks in the learning process in time, give full affirmation to students who actively participate in learning, and make a comprehensive evaluation of knowledge, emotion, will and action. For example, when a child comes up with a creative solution, he calls it "XX solution" with his surname, and calls on the whole class to applaud him and say "XX, you are great!" ; For example, in the lower grades, I often cut some colored paper into apples, write a formula on each apple, and then invite children to "pick apples". If the child answers correctly, the whole class will say to him, "Yes, yes, this apple is yours." If the answer is wrong, tell him: "Wrong, wrong, please continue to work hard." Open classroom teaching no longer takes teachers as the only evaluation subject, but also students as the evaluation subject. For example, "I think what he said ..." "I have something to add to what he said." In the process of evaluating the success of others and being evaluated by others, curiosity is satisfied. Therefore, when evaluating students' learning, teachers should try their best to make students feel successful, and should adopt inspiring language and actions to make the classroom full of vitality. In this way, it will help to mobilize students' enthusiasm for learning and further stimulate their thirst for knowledge.
Fourth, practice-a classroom "garden" full of vitality
Openness is the condition of creation, and the core of open practice is open thinking. In classroom practice, open practice can create an unrestrained learning atmosphere for students, encourage students to practice actively, and cultivate students' agility, flexibility, innovation and practicality of thinking. (1) for flexible operation. Let those students who study well and learn enough avoid doing homework, so as to free up more time to explore what they don't know yet; For some students with learning difficulties who really don't digest new knowledge, teachers can give them a small stove to do less homework, or appropriately reduce the difficulty of homework, so that they have a chance to experience success. (2) Introduce some practical work flexibly. For example, after learning the Preliminary Understanding of Cuboid and Cube, students can make their own models after learning and master the characteristics of cuboid and cube in practice.
In a word, in mathematics teaching, we should pay attention to the life of growing and growing people. By constructing an open teaching space, students can truly become spiritual people and become the main body of surging life, which is also the poetic pursuit of the new curriculum for the vitality of primary school students' mathematics classroom learning.