How do students explore mathematics with the support of technology?

To cultivate innovative talents, as front-line educators, we should first raise awareness, change ideas, correctly grasp the characteristics and profound contents of quality education, and strive to actively practice and explore. The following is my experience in implementing education with innovative ideas.

First, to stimulate students' desire to explore

The desire to explore is actually the desire to learn. The desire to explore is a potential thing, which solves the problem of "whether to explore". Sufficient desire to explore is the driving force to complete the inquiry task. In mathematics classroom teaching, a very important task of teachers is to cultivate and stimulate students' desire to explore, so that they are often in an impulse to explore. For example, when teaching statistics, according to the characteristics that primary school students remember birthdays very firmly, let students talk about how their birthdays were spent and which guests came to attract students' attention. Then he said, "Uncle Elephant is going to celebrate his birthday today. Please look at the children. How many guests have been to his house? " At this time, students' interest is high and they are scrambling to tell their findings. At this time, I seized the opportunity and asked, "What else do you want to know?" Because this scene is familiar to students, and students have raised many questions, the classroom atmosphere is particularly warm, which has played a good role in paving the way for teachers to continue to guide students to collect and sort out materials. The way to cultivate and stimulate students' desire to explore should be flexibly determined according to the characteristics of teaching content, so as to stimulate students' desire to explore "what" and "why". Stimulating the desire to explore is only the psychological preparation or initial stage before exploring, so we should pay attention to its timeliness and spend less time to stimulate students' enough desire or interest.

Second, create a cooperative situation to stimulate the desire to explore

Mathematics teaching process is a special cognitive process, and students' active participation in the learning process is the key to learn mathematics well. Piaget, a famous psychologist, said: "Children's thinking begins with action. If we cut off the connection between action and thinking, thinking cannot develop. " Primary school students mainly think in concrete images, and it is difficult to obtain mathematical thoughts and mathematical thinking methods only by teachers' explanations in the cognitive process. Therefore, in the teaching process, we should strive to make students feel in practice, give full play to their potential, and let students acquire knowledge through their own efforts, so as to truly achieve the goal of "I did it, I understood it". Because junior students' ability to work independently is still weak, they are more willing to do something with their peers. In this practical activity, I usually change "individual study" to "collective cooperation". For example, when teaching "circumference", when students understand the meaning of circumference, I first show a circle surrounded by iron wire, so that students can use their brains to find out the circumference of the circle. Students found that the circumference of a circle can be measured by cutting straight iron wires, that is, the calculation method of "turning curves into straight lines"; Then I asked the students to calculate the circumference of the cardboard circle in their hands. Some of them stick transparent tape along the circle, some use winding method, some roll the circle once and measure the circumference of the circle. Then he pointed to the circle drawn on the blackboard and asked, "Can you find its circumference?" I was inspired to say, "As early as more than 1000 years ago, Zu Chongzhi, a Chinese mathematician, worked out. I believe that students will definitely become contemporary Zu Chongzhi after research. " Students' interest in research was suddenly activated, and they devoted themselves to exploration and research.

Third, create a question space to explore.

In classroom teaching, teachers need to design and guide students to explore what and how. The theory of "zone of proximal development" put forward by Vygotsky, an educator in the former Soviet Union, holds that children have two levels, one is the level that children actually have, which is called the realistic level; One is the level that can be achieved under the guidance of teachers, which is the potential level. There is a certain space between children's actual level and potential level, and this space is the nearest development area. When designing inquiry questions, teachers must put the questions in the "nearest development area" of students. Such questions are the most valuable to explore. It is too difficult or too easy to achieve the purpose of inquiry. For example, when reading pictures and writing two addition formulas in teaching, I asked the students to divide into four groups, and then asked one of them to put the disc as required. Put three first, then two, and then ask the students to talk about the pictures they see and list the corresponding formulas. At this time, differences came. Some children said: Three circles on the left, two circles on the right, one * * *, how many circles are there? The formula is 3+2 = 5; Another child said: There are two circles on the left, three circles on the right and a * * *. How many circles are there? The formula is 2+3=5. Why do you get two different formulas from the same picture? This question caught the attention of the students at once, and some even stepped down from their seats, saying that they wanted to see if other children were wrong. Later, through their own observation, the students found that it was because of the different positions of the pictures that they got two different addition formulas. Students find out by themselves, and write two addition formulas according to a picture for the example to be taught by the teacher, so that they will not only stay in how to write, but also know why they can write two formulas and truly understand the formation process of knowledge.

When I was teaching, I asked students to explore the questionnaire, let them think while practicing, mobilized the enthusiasm of each student, let each student have a hands-on experience, promoted their imagination, and made it easy for each student to get the correct answer.

Fourthly, use historical figures, allusions, interesting stories of mathematicians' childhood and the appearance of a conclusion in mathematics to stimulate students' interest in innovation.

Students generally like listening to interesting people. Combining teaching with learning content, telling the history of mathematics development and the stories of mathematicians in history, such as the vicissitudes of mathematical theory, the deeds of mathematicians' growth, the contributions of mathematicians in scientific and technological progress, the origin of some conclusions in mathematics, etc., can not only make students understand the history of mathematics and enrich their knowledge, but also increase their interest in mathematics and learn innovative spirit.

Fifth, reasonably satisfy students' competitive psychology and cultivate students' interest in innovation.

Students have a strong competitive psychology. If they fail repeatedly in their studies, they will lose confidence in their studies. It is necessary for teachers to create suitable opportunities for students to feel the joy of success and cultivate their innovative ability. For example, triangle graphic design contest, math joke party and story speech are held for different groups, so that they can spread their imagination wings, give full play to their different specialties, fully display themselves in the activities, find the combination of life and mathematics, feel their winning psychology, experience the success opportunities and happiness brought by mathematics, and cultivate their interest in innovation.

Therefore, inquiry learning, if necessary, should also allow students to prepare enough inquiry materials for students to explore in practice.