Experimental teaching in mathematics classroom

Experimental teaching in mathematics classroom

Paper keywords: mathematics; experimental activities; innovation

Paper abstract: Experimental activity teaching refers to the teaching process, With direct experience and comprehensive information as the main content, with educational, creative, and operational student activities as the main form, and with the basic characteristics of motivating students to actively participate, active thinking, active exploration, and active creation, to promote students' overall quality A new teaching concept and teaching form aimed at comprehensive improvement.

The new curriculum standards regard experimental activities as an important part of mathematics learning. When teaching, experiments and existing knowledge should be combined to design interesting and meaningful activities, so that students have more opportunities to learn and understand mathematics from familiar things around them, feel the close connection between mathematics and real life, and improve students' ability to use mathematics. knowledge and the ability to solve practical problems, thereby improving students' overall quality. Based on teaching practice, the author talks about his understanding and practice of mathematics experimental activity classes.

1. Update concepts and improve understanding of mathematics experimental activity classes

(1) Mathematics experimental activity classes are for cultivating A free world for students to actively explore and innovate

For example, when teaching the seventh grade volume, page 168 "Discount Sales", the teacher first asked the students to bring various used books and toys from home to conduct simulated sales. . Let students choose freely. During class, the teacher showed a store that marked a certain shoe at a 30% increase in cost price and sold it at a 15% discount. As a result, each pair still made a profit of 20 yuan. Let the students observe carefully. You see Understand what is called price, what is actual selling price, and what is profit.

(2) Experimental activities bring mathematics closer to life

In traditional mathematics teaching, teachers pay special attention to the teaching of knowledge, but pay little attention to the connection between this knowledge and students' actual life. . Students have learned mathematical knowledge, but they are not good at solving practical problems related to it, and they are not good at thinking about some problems in real life from a mathematical perspective, resulting in a disconnect between knowledge and life, knowledge and ability. As a result, some students diagnose mathematics as too abstract, not easy to understand, and are not interested in mathematics learning. The new mathematics curriculum standards require: Attention should be paid to learning and understanding mathematics from students' life experiences and situations, and students should be organized to visit nearby areas, investigate, and conduct actual measurements and other activities. For example, in the second volume of seventh grade, after learning to use triangle congruence to measure distance, the teacher divided the students into eight groups, gave each group a ruler and a hat, and asked the students to measure the pond in the school ( One side is against the wall and cannot be directly measured) length and width. It enables students to fully feel that mathematical knowledge is closely connected with real life. Mathematics comes from life. Mathematics is everywhere in life, which is conducive to cultivating students' ability and awareness to look at real problems from a mathematical perspective.

(3) The educational value of experimental activities focusing on the process

Previous teaching often required students to memorize existing knowledge, which intentionally or unintentionally compressed students’ understanding of new knowledge. , causing students to know what is happening but not know why it is happening. The experimental activities in the new curriculum standards advocate "let students experience", emphasizing the importance of student activities to learning mathematics, emphasizing students' practice, exploration and thinking as important conditions for students to understand mathematics. Students continue to discover in exploration, collide in communication, and accept each other in thinking. Students not only experience the joy of progress and success, but some also receive certain setbacks, achieving the simultaneous development of intelligence and ability.

2. Carefully design experimental activities to cultivate students’ practical abilities

Experimental activities in mathematics teaching are generally divided into There are two methods: in-class experimental activities and extra-curricular experimental activities. When teachers design experimental activities, they generally consider the close connection between the teaching material content and students' lives. Suhomlinsky said that there are inextricable connections between the hand and the brain. The hand develops the brain and makes it wiser; the brain develops the hand and turns it into a tool for thinking. Operation and production experimental activities are to combine students' hand movements with brain thinking, promote thinking through activities, and mobilize students' various senses to participate in learning activities.

For example, in the pattern design on page 144 of the first volume of seventh grade, the teacher designed a series of activities for students to take a look, fold, spell, cut, draw, and talk. A look enables students to further feel the characteristics of various graphics, experience the beauty of the puzzle shapes, and cultivate students' observation and imagination. Let students "draw a picture" so that students can further understand the characteristics of each surface of three-dimensional figures and the connection between plane and three-dimensional figures; "paint a picture", and let students paint their favorite colors after drawing to cultivate students' independent learning; "Cut and Cut", cut out the colored graphics to improve hands-on ability; "Put and Fight", enrich students' imagination and cultivate students' sense of accomplishment; "Talk and Talk", students' works are first displayed in groups of four communicate, and then the group selects representatives to display and communicate with the whole class. Through the display and communication, students and teachers and students can communicate with each other, inspire each other, complement each other, learn from each other's strengths, and improve together. In these teaching sessions, the teacher is just an organizer, guide and cooperative communicator. The teacher guides the students into an open situation, with fewer rules and more freedom and tolerance. The students gain more confidence and courage. It is this eclectic, harmonious and harmonious atmosphere that makes the students' hands flexible. Now, the gate of thinking has been opened, with imagination and creation.

3. Cleverly design experimental activities to stimulate students’ interest in learning

Mathematics is abstract and boring, and students find it boring to learn, which also affects students’ interest in learning. Teachers try their best to study the knowledge in books during teaching and turn it into active and interesting questions. For example, in the section about the addition of rational numbers, we can use playing cards to replace positive and negative numbers to play the game. Red represents positive numbers and black represents negative numbers. Let two students draw poker cards in a group. Each person draws two and then compare them. Add up, and whoever gets the bigger number wins. In this way, we transform abstract and boring knowledge into a game, and students learn the addition of rational numbers in the game. The entire teaching process proceeds from shallow to deep, from easy to difficult, step by step, forming a series of activities such as observation and analysis, cooperation and exchange, comparison and induction, etc., allowing students to experience the process of acquiring knowledge and stimulating students' interest.

IV. Guide students to design experimental activities and improve students’ comprehensive quality

Under the new curriculum standards, the role of teachers changes Nowadays, teachers have become organizers, guides and collaborators of classroom teaching activities. As the saying goes, "Practice makes true knowledge", and this is absolutely true. There is a slogan hanging on the wall of the Washington Library in the United States: "I hear it and forget it, I see it and I remember it, and I do it and I understand it." ?What does this philosophical slogan mean? This means that just listening is not enough. Even if you hear clearly at the time, you will forget it later; just watching is not enough. Although it is better than listening, you can remember it, but can you understand it? If you do it yourself, you will understand the principle and you will feel comfortable using it.

The new curriculum standards reflect the new teaching theory, and teachers must give full play to the advantages of teaching materials. In the teaching process, we pay close attention to the connection between mathematics and life, establish students' dominant position in learning, put students first, pay attention to students' development; take guidance as the core, pay attention to academic conditions, and firmly grasp the initiative of inspiration, guidance, and regulation. right. Classroom teaching under the new curriculum standards is diverse, and experimental teaching is only one type. Teachers must learn from multiple aspects, improve their professional level, and cultivate students' innovative consciousness and practical ability.

References:

[1]Interpretation of Mathematics Curriculum Standards. Beijing Normal University Press.

[2]Mathematics Seven Grade 1. Zhejiang Education Press.

[3] Mathematics for Grade 7, Volume 2. Zhejiang Education Press.

Related papers: graduation thesis model, computer graduation thesis, graduation thesis Format, administrative papers, graduation thesis;