How to make self directed learning and cooperative learning organic in primary school mathematic

1. Create situations to cultivate students' interest in self-directed learning.

The famous psychologist Jean Piaget pointed out: "The child is an active person, whose activities are governed by interests and needs. All productive activities must be premised on a certain interest.

Using intuitive images and specific materials to set up teaching scenarios such as questions and stories in the classroom can stimulate students' curiosity about knowledge and increase their interest in learning. In traditional mathematics classes, the knowledge taught by teachers is all examples, concepts, laws and calculation formulas in books, which are detached from the reality of students' lives, making them feel bored, abstract and difficult to understand. Therefore, teachers should create life situations based on students' observations of life phenomena and existing life experiences, and provide students with opportunities to engage in mathematical activities and communicate mathematical life.

It bridges the connection between real life and mathematics learning, concrete problems and abstract generalizations, so that students can actively think in the background of new knowledge created by teachers, arouse students' interest in learning, and generate the desire to explore, think, discuss and solve problems independently.

2. Change the way you learn and guide students to be autonomous**.

Darwin had a maxim: "The most valuable knowledge is the knowledge of methods." "To develop students' self-directed learning ability, it is also necessary to improve teaching methods and guide learning methods in teaching.

It is better to give them fish than to give them fish". In order for students to take the initiative to learn knowledge, the key is to teach students learning methods and strategies, so that students can gradually master the correct thinking methods, cultivate students' mathematical abilities such as induction, comparison, analysis, synthesis, abstraction, and generalization, and gradually master learning methods, so that students can truly become masters of learning.

1. The implementation of effective self-directed and cooperative** learning methods in primary school mathematics classrooms should be achieved:

1. Let students do hands-on work to help them understand mathematics.

Hands-on operation is an effective means of mathematics learning, which can promote students' understanding of mathematics, help students use the language symbols of mathematics to communicate, and develop students' number sense.

2. Encourage students to think independently and be autonomous.

It is necessary to provide students with opportunities for independent exploration, so that students can discover and solve problems on the basis of discussion. Doing so will not only help students further their grasp of basic calculations, but also help them develop a sense of cooperation and cooperation.

To guide students to think independently and be independent in teaching, we need to do the following:

1) It is necessary to create a vivid and specific teaching situation, so that students can be diligent in thinking and willing to be happy.

2) It is necessary to arrange some appropriate questions with certain exploratory significance and openness.

3. Encourage students to cooperate and communicate, and cultivate students' sense of cooperation.

In order to promote students' cooperation and communication, it is necessary to change the teaching organization form and teaching methods, and gradually shift from a single class teaching system to a diversified organizational form with rich connotation and conducive to students' active participation, and group learning is one of the effective teaching organization forms.

In the process of guiding students to cooperate and communicate, the following requirements should be noted:

1) It is necessary to create a situation of cooperation and exchange to cultivate students' sense of cooperation.

2) Be grouped reasonably. When grouping, the differences in students' abilities, interests, gender, background, etc., should be considered, and the principle of "heterogeneity within the group and homogeneity between groups" should be followed, so as to ensure that each group learns cooperatively at roughly the same level.

3) Clarify the goals of group cooperation. Cooperative learning is initiated by the teacher, and the teacher is not a party to the group work, and this "externally initiated" characteristic determines that the student's understanding of the cooperative goal is important. Organize and fill in the obtained data into the simple statistical table issued, which is very conducive to the operation of the student group.

4) Reasonable division of labor, clear responsibilities, and teach students the skills of communication and cooperation.

2. The requirements of the "New Curriculum Standard" for the learning mode of independent cooperation**:

The Mathematics Curriculum Standards for Full-time Compulsory Education (Experimental Draft) (hereinafter referred to as the "New Curriculum Standards") points out that "effective mathematics learning activities cannot rely solely on imitation and memorization, and hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics." ”

Primary school students' learning style should not rely solely on imitation and memorization, but should be hands-on and actively explored.

Cooperation and communication are important ways for students to learn. As far as mathematics teachers are concerned, they are accepted and gradually changed, but due to the influence of long-term examination-oriented education and the restrictions of educational administration on the content of teachers' evaluation, there is still a disconnect between concepts, concepts and practice in the teaching process. In order to adapt to the new curriculum concept, this paper mainly aims at the fact that many teachers have only done a little bit of tricks in guiding students to explore efficiently and independently, but have not fundamentally changed the status quo of the teaching mode.