A little trick to increase wisdom with long knowledge
Jinan Zhangqiu District Cao Fan School Xing Jiejin
The Mathematics Curriculum Standards clearly state: "Actively promote the 'autonomous, cooperative, inquiry' learning style"." Autonomy, Collaboration, Inquiry "Learning has been promoted to a very important position as a new educational concept. So, how do you transform the classroom teaching process into an "autonomous, cooperative, inquiry" learning process? The following author combines his own teaching practice to talk about some superficial views.
1. Interest — a source of autonomy, cooperation, and inquiry
Confucius said: "Those who know are not as good as those who are happy, and those who are happy to know are not as good as those who are good." Rousseau said in his educational treatise Emile: "I hope that students will treat learning as games, do everything with interest. "Psychology believes that learning interest is the most realistic and active component of learning motivation, and it is an intentional activity that promotes students to learn knowledge and explore knowledge with emotional colors. Therefore, in teaching, teachers should use excitement as a means to create active learning scenarios for students, causing students to be surprised, interested, doubtful, fresh, kind and other emotions, so that the teaching process always has an attraction to students, so that students can truly turn learning into their own needs, so as to actively explore problems and find problems. For example, when learning the "basic nature of fractions", at the beginning of the class, the teacher tells the story of "Dog King Splitting Cake" to the students. The puppies on Jingting Mountain love to eat the oil cakes made by the dog king, and one day the dog king made 3 oil cakes of the same size and distributed them to the puppies. It first divided the first oil cake into 4 pieces evenly and gave dog A 1 piece; dog B saw it and said: "Too little, I want to eat 2 pieces", so the dog king divided the second oil cake into 8 pieces evenly, and divided it into 2 pieces for dog B; dog C was more greedy, it said: "I want to eat 3 pieces", at this time, the dog king divided the third oil cake into 12 pieces evenly, and gave dog C 3 pieces. Students, do you know which dog gets the most? When the question is asked, the students give a variety of answers, and then let the students learn the process of the dog king's cake, and the students conclude through personal distribution, observation, and verification: the three dogs get the same amount of bread. What method does the clever dog king use to meet the requirements of the puppy and share it so fairly? Do students want to know? Learning the "basic nature of fractions" is clear. Such a funny little story closely attracts the attention of students, and students stimulate their desire to explore in vivid problem scenarios, mobilize students' enthusiasm for active learning, and change students' thinking from "I want to learn" to "I want to learn".
Discovery – the power of autonomy, cooperation, and inquiry
The German educator Tistowe said: "A bad teacher is to impart knowledge, and a good teacher is to let students discover the truth." "In teaching activities, teachers should create problem scenarios, stimulate the internal motivation of students, cultivate students' discovery skills, and let students understand, memorize, discover problems, and acquire knowledge on their own." For example, when teaching the lesson "Fractional Decimals", I let the students explore and discover the rules on their own, because the students have learned to count the decimals and mastered the relationship between fractions and divisions, so it is completely possible for students to divide the decimals themselves, and to convert 3/4, 7/25, 9/40, 2/9, 5/14 into decimals (inexhaustible retain three decimals). Through calculations, students have questions: Why can some fractions be reduced to finite decimals? What about fractions that can't be reduced to finite decimals? Whether a fraction can be reduced to a finite fraction depends on which part of it? What methods are used to study it? What laws are found in this? The emergence of the problem stimulates the students' strong desire to explore independently, and then the students take the initiative to observe, analyze, compare, and give examples, and strive to find out what laws exist in the denominator of fractions that can be reduced to finite decimals, and put forward the following conjecture: "If a fraction contains 2 and 5 in the denominator and does not contain other prime factors, then the fraction can be reduced to a finite decimal; if the denominator contains a prime factor other than 2 and 5, then the fraction cannot be reduced to a finite fraction." "Then, I'll ask the students to give their own examples, first using the above conjecture laws to judge whether they can be reduced to finite decimals, and then using the numerators divided by the denominator to see if these judgments are true. Through the test, it was found that there was a contradiction in the above conjectures, such as: 7/28 and 15/30, before asking students to compare these scores with the previous scores, discuss: (1) What is the difference between these two sets of scores? (2) How to modify the above laws so that there are no contradictions? (3) Change "one score" to "one simplest score" and then test to see if there will be any more contradictions. In this way, through repeated examples, verification, discovery, and finally a complete summary of the law of fractional finite decimals. In the whole teaching link, the teacher's control process of learning is reduced, and the students find and explore the "law of fractions into finite decimals" in a pleasant atmosphere, experience the fun of exploration, stimulate the students' thinking, and change "I want to know" to "I want to know".
3. Communication — a way of autonomy, cooperation, and inquiry
In the classroom, teachers should leave sufficient time and space for students, carefully create a democratic classroom communication atmosphere, respect and love the enthusiasm of students to participate, make appropriate evaluations of each step of students' thinking process, actively encourage students to express their own views, listen to the opinions of others, so that students have the opportunity to speak freely, so that their thinking is active, and they truly become the masters of learning. For example, in the teaching "round area" practice class, the teacher designed such a practice question: the range of the automatic rotary sprinkler irrigation device of a vegetable field is 12 meters, and its sprinkler area is how many square meters? Organize exchanges in a timely manner on the basis of students' independent thinking.
Raw 1: This 12 m, is actually the radius of the circle, so the sprinkler irrigation area is 3.14 × 122 = 425.16 (square meters).
Student 2: The answer to this question is not unique, because the question does not say clearly where the sprinkler irrigation device is installed in the vegetable field, if the vegetable field is rectangular, the sprinkler irrigation device is installed on the corner of the rectangle, the sprinkler irrigation area is only 1/4 round, if the sprinkler irrigation device is installed on one side of the vegetable field, the sprinkler irrigation area is only 1/2 round or less than 1/2... Therefore, the answer to this question is not unique.
Student 3: The question does not say that this vegetable field is rectangular, if it is an arbitrary figure, the answer to this question is more.
Student 4: The "largest" has been stated in the question, so various factors should be excluded and considered in the best direction, so the correct answer to this question is 452.16 square meters. In this way, students deepen their understanding of what they have learned and taste the joy of success. According to life experience and knowledge learned, students expound their own achievements, show the process of thinking, and promote the development of thinking to comprehensiveness and profundity through communication
In short, in classroom teaching, teachers should take students as the main body, devote themselves to cultivating students' autonomy and participation in the learning process, leading students to their "recent development area", so that their thinking is always in a positive and active state, so that they can grow knowledge and wisdom in the learning process of autonomy, cooperation and inquiry.
One Point Wisdom Jane Classroom
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