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There is no real learning without mathematical thinking. Questions are the key to stimulating students' thinking, and effective questions can stimulate students' interest in learning and inspire students' thinking.
In the classroom, teachers should pay attention to understanding students' thinking through effective questioning and promoting students' intelligent thinking. How can I ask questions effectively? We might as well practice and explore from the following three aspects.
In terms of classroom questioning, teachers should guide students in their confusion, which can better promote students' clarification of ambiguous understanding in the process of clarifying doubts and promote in-depth thinking.
When I teach the lesson "Years, Months and Days", I use the introduction of questions that focus on students' doubts. "Taotao is 8 years old, but he has only had 2 birthdays, what's going on? Through today's study, we will know the secret. Through this kind of questioning and guidance, students can enter the learning of the new lesson in a focused way.
In the lesson "Touch the Ball", a boy touched the yellow ball six times in a row (the box contains balls of the same shape, size, and equal mass, and each time he touched the ball, he shook it evenly and touched it again), and the students cheered, thinking that the yellow ball he must have touched again must also be the yellow ball.
At this point, I stopped the boy who was going to touch the ball for the seventh time and asked, "If you touch it again, do you think you will be able to touch the yellow ball?" Many students said in unison, "Definitely!" But there is also a faint voice that says, "Not necessarily." "Is it certain or not?" Under my questioning, a heated debate ensued. "If you touch it 6 times in a row, it will be a yellow ball, and the next time you touch it will be a yellow ball." "We don't know if there are only yellow balls in the box or if there are balls of other colors, so it's possible to find the yellow balls."
So, I guided the students to play a game of touching the ball in groups, summarized the data of the whole class, guessed the number of balls in the box based on the data of the whole class, and then opened the box, and found that there were 3 yellow balls and 7 white balls in the box. At this time, the student was puzzled, and I asked at the right time: "There are 3 yellow balls and 7 white balls in the box, why did this boy touch the yellow balls 6 times in a row?" ”
Through the students' thinking and arguments, we gradually felt that each touch of the ball was an independent event and would not be affected by the result of the previous touch. Small-probability events sometimes happen, and we need to make correct judgments based on enough data.
In classroom teaching, teachers should focus on the key points for guidance, so as to better promote students' intelligent learning on the basis of understanding and promote the development of students' thinking.
When I teach the lesson "Area of a Parallelogram", I let the students go through the method of guessing the area calculation formula of the parallelogram and the method of counting squares to find the area of the parallelogram, and then guide the students to use the method of cutting and spelling to derive the formula for calculating the area of the parallelogram.
I asked the following question to guide the students to explore: "How do we cut a parallelogram to fit it into a rectangle?" What is the relationship between the cut rectangle and the original parallelogram? ”
I also borrowed hand gestures to guide students to find that the base of the parallelogram corresponds to the length of the rectangle, and the height of the parallelogram corresponds to the width of the rectangle.
When the teacher asks questions at the key points, the students not only grasp the area calculation formula of the parallelogram, but also know the derivation process of the area calculation formula of the parallelogram, and deepen their understanding of what they have learned.
Thinking can promote students' understanding of knowledge, and teachers can ask questions in the thinking area to stimulate students' motivation to think and enhance students' curiosity.
When I teach "Written Multiplication of Three-Digit Numbers", I guide students to try to calculate based on what they have already learned, "Multiplication of multipliers with two-digit numbers". After the students did the calculations, I asked, "How do I write the result of multiplying by multiplying the hundreds of digits by the 2 multiplied by the multiplied vertical?" Why? ”
Focusing on students' thinking, teachers trigger students' deep thinking through questions, which not only helps students make full use of existing old knowledge to learn new knowledge, but also enables students to learn to learn, which is conducive to students' application in future mathematics learning.
The Western scholar Degamer pointed out: "Asking a good question is teaching well." This is a biased statement, but it points to the importance of asking questions effectively. When the questions point to the doubts, the key and the thinking places, it not only points out the direction of thinking for students, provides space for thinking, but also triggers students to think deeply and improve the depth and breadth of learning.
This article comes from the WeChat public account of "Henan Teacher", and some of the content has been deleted. The author is the vice principal of Jinqiao School, Jinshui District, Zhengzhou City, WeChat editor|leaxyi
Supervisor: Ministry of Education of the People's Republic of China Sponsored: Beijing Normal University Publishing: Beijing Normal University Publishing Group Editor: "Chinese Teacher" Editorial Department Submission E-mail: [email protected] Email Subject: Name + Author's Affiliation + Submission Column + Manuscript Title Domestic Unified Serial Number: CN 11-4801/Z International Standard Serial Number: ISSN 1672-2051▌ Cooperative Database