How to make math class math flavor ?

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Last week, Mr. Liu Shuo of our school provided an open class on mathematics at the "Five-Four System" junior high school mathematics information technology assisted classroom teaching seminar in Shandong Province, and was fortunate to invite Mr. Zhao Shuixiang, a mathematics teacher and researcher in Tai'an City, to give on-site guidance during the trial lecture in the school. After listening to Mr. Zhao and the comments of the teachers, I have been thinking about Mr. Zhao's proposal to make the math class "math flavor".

1. Be rigorous in teaching mathematical knowledge. Rigor is one of the basic characteristics of mathematics, mainly the rigor of exponential logic and the accuracy of conclusions. The topic of this open class is "Determining the Expression of a Function", which involves that the image of a function is a straight line, and the expression of this expression in high school is clearly a straight line equation, and the "Curriculum Standards" at different stages have different requirements for this part of the content, so Mr. Zhao proposed that students should be made clear that a straight line is an image of a function in junior high school, and only let students feel the idea of equations.

Second, before class, we should carefully preset and be good at blank space. "All things are foreseen, and those who are not prepared are wasted. "Without a careful preset before class, it is difficult to achieve wonderful generation in mathematics classroom teaching.

For the first example in this section, which is to determine the expression of a proportional function, it is possible for students to list v=kt independently. Teacher Zhao pointed out that if the students can write this formula, the teacher should ask: Why do you list the formula like this?

How did you come up with the idea of Jean?On what basis?）；If the students can't write, the teacher should guide the students to think through questions.

In this process, it is necessary to capture students' questions, ideas and other wonderful moments at any time, incorporate valuable new information and new problems into the teaching process, and eliminate information of little value in time to ensure the correct direction of teaching.

3. Squeeze out the "non-mathematical" water. In the open class and the competition class, the teacher often sets up the situation for the situation in order to pursue a good classroom atmosphere, and the activity becomes a formality, which directly leads to the imbalance of mathematics learning. From the performance of the students, it can be seen from the performance of the students that the game session before this lesson has little effect on the learning of this lesson, and it is better to save time by removing it.

In the summary session after class, when students say "non-mathematical" content, they should be guided to summarize the mathematical knowledge learned in this lesson in time, and it is best for teachers to sort out and strengthen the mathematical knowledge points after the students have summarized. The above are all suggestions for modification and improvement clearly pointed out by Mr. Zhao in his comments. Without "varied activities", mathematics is a little more "boring".

Let students love mathematics, not with the help of external forces, but with the charm of mathematics, go through the process of patient exploration, and experience the real "taste of mathematics".

I think the math classroom should think about how to let students go through a "mathematical" process in the learning of math, so that our classroom is full of mathematical!

There should be a taste of thinking. Professor Zheng Yumin pointed out in the article "Core Literacy from the Perspective of Digital and Empty Learning Education": "From the perspective of mathematics core literacy, the basic criteria for the success of a mathematics class are:

No matter what kind of teaching methods or models are adopted in teaching, we should pay more attention to whether our teaching really promotes students to think more actively, and gradually learn to think more clearly, more comprehensively, more profoundly, and more reasonably. ”

When I designed the lesson plan of "Understanding Area", I thought about what aspects should I use to teach? How do you combine the perimeter with the area? After thinking about it for a long time, I designed Uncle Wang, there is a piece of land that needs to be fenced and paved with lawn, how to enclose it?

How to shop? What questions should children think about in class? How do I highlight the key points and break through the difficulties?

In the end, I decided to choose which unit of area is the most suitable for students to think about and discuss. Through the above thinking, find out the core questions and problem strings to promote the learning process, lead the learning of mathematics to depth, and make the classroom have the flavor of thinking!

There should be a taste of thought. Thought is the soul of mathematics, and mathematical thought is the essence of classroom teaching, which will play an irreplaceable and important role in students' subsequent learning, future development and social life. In mathematical calculations, he often uses transformation ideas, and often transforms new knowledge into old knowledge.

When learning to solve problems, students are often trained to optimize their thinking, and they have a variety of optimization methods. There are also many ideas, such as: inductive thoughts, analogical thoughts.

Different people may taste it differently, so what do you think is the taste of mathematics?

I am a math teacher, and I often reflect on my teaching during class, what is always missing in our classroom? Yesterday I listened to a Chinese class, and every review class can be so vivid, why can't the math class? I used to prepare a lot of materials in class, made exquisite courseware, and supplemented a lot of real-life examples to enrich the class, and students were very interested in learning, but after a long time, they found that students were not interested in mathematical knowledge, but supplementary content.

If this teaching method is used too much, it will definitely have an impact on the teaching efficiency, so I have to give up and return to the original teaching method.

Today, I read an article on "What is the cultural value of mathematics class", and it dawned on me that my current teaching method is the taste of mathematics class. When I go to a Chinese class, I am often moved by the teaching atmosphere in the classroom. In teaching, teachers fully explore the hidden emotional factors in the teaching materials and learn knowledge under emotional experience, that is, "Chinese class is emotionally driven knowledge learning".

Although the mathematics class is not completely emotionless, and the mathematics teaching also pays great attention to the creation of the classroom atmosphere, it reflects a completely different emotion from the Chinese, "the mathematics class is to learn knowledge to produce emotions".

The emotional experience in Chinese lessons is innate, and as long as the underlying emotional factors are explored, people can resonate. This is why when we go to listen to Chinese classes, we often feel that it is a kind of enjoyment, and we feel that we have gained a lot after listening to it. And the emotional experience of math class is generated, it is not innate.

In math class, our goal is to develop a rational spirit in our students; A new way of knowing: objective research; A new pursuit: to transcend phenomena to understand the essence behind them; A different kind of aesthetic :

Mathematical beauty; A deep level of happiness: the happiness brought about by intellectual satisfaction, the happiness after success; A new emotion: peace beyond the mundane; A new character:

Good at independent thinking, not afraid of failure, and have the courage to persevere. And all of this is based on the mastery of knowledge, so what we need to do is to fully mobilize students' enthusiasm for learning, so that they can concentrate and go all out.