-Reflection on possibility teaching
Yin Hui Jiangxia primary school
Possibility is a practical activity course. Modern teaching theory holds that mathematics teaching should start from learners' life experience and existing knowledge background, and provide students with sufficient opportunities for mathematical practice and communication, so that they can truly understand and master mathematical knowledge and thinking methods, and at the same time gain rich experience in mathematical activities. In mathematics teaching, we must attach importance to students' practical activities, give full play to students' subjectivity, let students experience the process of mathematics, feel the power of mathematics and promote mathematics learning.
First, let students find problems in practical activities.
In the teaching of possibility, in order to let students describe the possibility of something in life with certainty, impossibility and possibility. I designed a game for students to learn while playing.
Prepare three boxes in advance. 1 The box is full of black balls, the second box is full of yellow balls, and the third box has five black balls and five yellow balls.
In this teaching session, I first asked three children to help me with three boxes, and then asked three children to touch the ball on the podium to see which child touched the black ball the most and which child won. Here I emphasize the requirement of touching the ball, which is only six times. In the process of touching the ball, the following children actively participated in the game, among which the children in box 1 touched the black ball six times; The child in box 2 touched the yellow ball six times, but didn't touch a black ball; The children in box 3 touched the black ball 1 time and the yellow ball 5 times. And announced the winning children.
At this time, I asked my children why all black balls can be found in the box of 1 Please guess what color ball it will be. After the students guessed, I uncovered the answer, and most of the students got it right, and gave the reasons (because all the black balls are in the box, I can definitely find the black balls). At this time, I drew a conclusion: what is the result of taking any ball from the black box? To my surprise, a student answered this question and found a yellow ball. But I ignored the student and went on with my next step. At this time, I should seize this opportunity to let the student touch the box 1 and experience what kind of results he will find, so that his feelings may be more profound.
Similarly, when guiding the third box, because only 1 black ball and 5 yellow balls were touched, students can't better say that they may have touched the black ball or yellow ball in the third box. Or in this link, because only six touches are needed, there may be two situations: 1 all the black balls are touched and none of the yellow balls are touched; The second is to touch all the yellow balls and not touch any black balls. In both cases, it is also the most difficult for students to explain their reasons with "possibility". At this time, I will improvise and take out box 3 for students to touch, so that they can deepen their understanding in constant practice.
Through multi-level operation activities, students can experience that some things happen in life are certain and some things happen are uncertain, and have a preliminary understanding of the possibility of events.
Piaget, a Swiss child psychologist, pointed out that it is the most important principle of children's education to let students learn in activities. Practice is the best teacher, and the knowledge found in practice often exists in memory. Therefore, in mathematics teaching, teachers must create a situation of practical activities, so that students can participate in practice in person. Only in this way can students' thinking be unfolded and problems be discovered naturally by students. When teaching, students can find problems in practice, so that their mood is high and their thinking is active, and the whole learning process is in a state of independent participation.
Second, let students expand their thinking in practical activities.
In teaching, teachers should dig deep into teaching materials, combine students' cognitive level and existing experience, guide students to think from multiple angles with their own wisdom and ability, and solve practical problems in different ways, thus expanding students' thinking space. So as to better master knowledge and extend thinking. I designed a sticker game for students. Every four people in a group, each group sends out a white sticker, a red sticker and a green sticker. After pasting, there are three requirements for taking out the sticker from the inside: first, it must be a red sticker; Second, it can't be a red sticker; Third, it may be a red sticker. It creates a very good thinking space for students, and through cooperation and practical activities, it can better expand the thinking in the learning place. The second requirement has several situations: (1), all of which are green stickers; (2) all white stickers; (3) Attached with green and white stickers. Similarly, the third requirement also has several situations: (1) green and red stickers; (2) Sticking white and red stickers; (3) All green, red and white stickers. Through this practical activity, it not only deepened students' self-experience, but also developed students' thinking, laying a certain foundation for the cultivation of students' mathematical thinking.
Third, let students promote classroom communication between teachers and students in practical activities.
As we know, the syllabus clearly puts forward that teachers should actively interact with students and develop together in the teaching process. The Standard repeatedly emphasizes that "mathematics teaching is the teaching of mathematics activities, and it is the process of interactive development between teachers and students and between students". In practice, it not only shortens the distance between teachers and students, but also makes the relationship between teachers and students more harmonious, and it is easier to acquire new knowledge in a harmonious relationship. In the "touch-and-paste" activity, teachers can participate in teaching as listeners and confidants, learn about students' learning process, learning experience and what difficulties they encounter in the learning process at the first time, participate in their learning as organizers, guides and collaborators, cooperate with them, enjoy experience and knowledge, and realize self-transcendence and * * *. Therefore, in practice, teachers and students can develop together, promote the communication between teachers and students better in "common development", and make the relationship between teachers and students more natural and reasonable.
Fourth, let students solve problems in practical activities.
Knowledge comes from practical activities. Practice plays the role of "catalyst" and "inspector" in understanding, mastering and skillfully applying knowledge. Only when students have experienced this knowledge personally can they understand it more deeply and use it more skillfully. Therefore, in mathematics teaching, teachers should link the content of teaching materials with students' practical activities and the real life around students, so that students' thinking can enter the big space of society from the classroom and expand their cognitive scope, so that students can examine, analyze and solve practical problems in life with mathematical thinking methods. Based on this, when I teach possibility, after students can describe the uncertainty of events with words such as "sure", "possible" and "impossible", I design several exercises that are related to real life: 1 According to the specific situation given by the teacher, I will say a sentence with "certain", "possible" and "impossible" or answer first. 3. Talk about what happened in life with "certain", "possible" and "impossible" and let other students judge. Through these exercises, students not only learn to use what they have learned flexibly, but also enhance their awareness and ability to apply what they have learned to solve practical problems.
We all know that "learning is endless", and this teaching practice has made me more aware that "teaching" is endless. At the same time, it also made me deeply realize that only by paying attention to the original ecology of the classroom, the use of the teaching language, giving full play to the unique charm of the teaching language, and paying attention to students' learning, can classroom teaching be transformed from a single transmission to a two-way or even multi-directional interactive dialogue, from a focus on learning results to a focus on learning process, from a focus on teachers' role to a focus on people-oriented development, and the classroom can be truly endowed with the meaning and value of life.
Apply what you have learned flexibly, and enhance students' awareness and ability to solve practical problems.
We all know that "learning is endless", and this teaching practice has made me more aware that "teaching" is endless. At the same time, it also made me deeply realize that only by paying attention to the original ecology of the classroom, the use of the teaching language, giving full play to the unique charm of the teaching language, and paying attention to students' learning, can classroom teaching be transformed from a single transmission to a two-way or even multi-directional interactive dialogue, from a focus on learning results to a focus on learning process, from a focus on teachers' role to a focus on people-oriented development, and the classroom can be truly endowed with the meaning and value of life.