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Maths Teaching With the deepening of the curriculum reform, the traditional teacher talk, students listen, teachers ask students to answer as the center of the classroom teaching by the relentless impact, the impact of the efforts of a large, under the new curriculum, can not find feeling of teaching. To change this embarrassing situation, in order to develop students ability to explore the awareness and practice of classroom teaching model as the goal came into being. First, the &quot;problem-centered&quot; theory based on mathematics teaching 1, in the &quot;teaching&quot; and &quot;learning&quot; this contradiction, the contradiction lies the main aspects of &quot;learning&quot; that learners take the lead role in internal, which is the basis for studying behavior change. Behavioral changes caused by the starting point for students in the learning process is a &quot;problem&quot;, said Mr. renowned educator Tao, &quot;thousands and thousands of inventions, starting in asking&quot; the question is the starting point of thinking, the problem is the heart of thinking , teaching Consciousness ignore the problem, ignore student learning along the &quot;problem&quot; to begin thinking of wings, also ignored the contradiction between the main aspects of teaching and learning. 2, the mathematics learning as a dynamic and creative human activities, mainly as a kind of exploration activities, which include &quot;Try - Explore - Improvement&quot; dynamic process, the new curriculum standards is based on the view , advocated the mathematical activities &quot;self-exploration and cooperation in the exchange process to truly understand and master the basic mathematical knowledge and skills, mathematical ideas and methods, access to a wide range of mathematical activities in experience.&quot; Student thinking in mathematics is sometimes aware of the existence of mathematical problem started, the start, the students explore the discovery, autonomous learning, cooperation and exchange, and the beginning of critical acceptance. 3, depending on the learning for learners in their own way, take the initiative to construct an internal mental representation of the process of learning so much emphasis initiative, social and situational; we have stressed from the context to find math problems, posing problems, but also to the self- explore solutions to problems and to solve problems to find new problems. Second, the &quot;problem-centered&quot; classroom teaching students math problem awareness and behavior Problem awareness-raising activities that students felt in some of the problems difficult to resolve the doubts generated when a doubt, confusion, explore the psychological state, this state of mind positive thinking will inspire students to continue to raise questions, solve problems. So, yes, the problem is the starting point of thinking, there is no question of thinking is superficial and passive. Activities in primary schools, only to make students aware of the existence of a felt need to ask &quot;why&quot;? &quot;What?&quot; &quot;How?&quot; To arouse students thinking of spark, and this sense of the more intense, more active student thinking on the more profound cause of the more wealthy. Awareness of the behavior of the performance issues: Curiosity. Curiosity is the source of the problem is a typical example of problem awareness. Teaching, curiosity will drive students to the emerging situation and respond to new changes, identify problems, the root, stir the desire to explore and promote innovation. Doubt. Another suspected problem awareness an important behavior. No doubt can not see the truth, only those with critical and skeptical attitude to have queried further requesting different, will have to ask questions of desire and impulse to raise new questions about the concept of breaking and innovative. Confusion. Sense of confusion is also a manifestation of the problem. Students appeared in a confused situation in the state, showing heart and not want to pass, I express freely their opinion, but less than, in fact, a kind of &quot;outrage&quot;, &quot;but can not speak,&quot; the state, a little coaching, they suddenly see the light under can ask or answer a question. To train students in problem awareness, teachers should delve into cognitive, scientific organization teaching content as far as possible the problem Wei Yi Shi nurtured students create a supportive environment, some of Tansuo Jinkenengji students, guess space to permit students to be problem consciousness Zhubu culture. Third, the &quot;problem-centered&quot; objectives of mathematics teaching model features In the &quot;problem-centered&quot; classroom teaching role and influence, students in the study to reflect the thinking of active, able to challenge boldly and actively ask questions, and can seriously question themselves, conscious of the problem; Mathematics increased interest in learning, studying and living in the mathematical perspective is good at observing and analysis; better training in mathematics learning. Careful attention to the views of others; After pondering express their views and interact with others; to cooperate with students to cultivate the spirit of cooperation; to integrate into the collective being, to share with others the joy of success. Fourth, the &quot;problem-centered&quot; process of teaching mathematics Students: challenge questions, the whole process of self-study and implement Mathematical context set Mathematical problem To solve mathematical problems Focus on math application Teachers guide: stimulate interest and reflection throughout the whole process of correction Fifth, the &quot;problem-centered&quot; model of the implementation of the mathematics classroom strategies Seriously study related to teaching theory and the &quot;Primary Mathematics Curriculum Standards&quot; (trial version), and firmly establish under the guidance of the theory of &quot;problem-centered&quot; classroom organization awareness, understanding model requirements and strive to implement the purpose of &quot;to problem-centered &quot;teaching mathematics classroom theory into concrete reality of the behavior of teaching process. (A), set the mathematical context Student learning environment, can be interpreted as students to engage in learning activities, create learning behavior of the environment or background, it can provide students to think of space and the background to produce a feeling of experience, which induces students to submit Wen Ti and final resolution of a kind of stimulus events and information materials, context is also passed the information carrier. Students explore the initiative often comes from a good problem situation, a good problem situation, they often have &quot;a ripple&quot; effect, so that students feel excited heart, can actively participate, independently explore. 1, with practice and the creation of life problem situation Although people often say: &quot;Mathematics comes from life, but also applies to life.&quot; However, because the content of the traditional teaching seriously divorced from reality, the students already had on the mathematics of the dull, mysterious, difficult to understand, tired of the impression. The new standards emphasize learning mathematics curriculum to student life to understanding the basis of background, emphasizing the learning of mathematics close contact with real life, so give teachers made it clear that teaching should be good at life from a familiar background of the students to create situations so that students feel that math on your side, inspire self-exploration. 2, contact the creation of knowledge known to extend the problem situation Teaching on the student&#39;s knowledge as the basis of the original, create 知 识 develop and extend, for students to explore the problem situation, Ze primary mathematics teaching in the main line, Ji Tong Guo situation properly to provide incentives to shock the suspect, cited thinking, Yinfazizhu exploration, Let each student learning in the process of experience &quot;perceived problem, independent thinking, problem-solving&quot; process, enabling students to study math self-experience, self-discovery, self-perception. 3, contact the creation of an open physical problem situation Open mathematical problem is clearly opposed to those conditions, the conclusion to determine the purposes of the closed nature of the problem, it can give students a broader space of thinking. As the teaching process is a special understanding of the process, that process of discovery and practice. Teachers should pay attention to design and open mathematical problems, and carefully arrange the development of students and structure-based level. Cognitive activity of students basically have to depend on the specific physical or pictures, or tour of duty in life to start as a cognitive activity. 4, contact the development of the creation of innovative problem situation for students Innovation is an inexhaustible motive force of a nation. Middle School Mathematics Learning Innovation Awareness not only in the process in the quest for new knowledge and, more widely present in the new knowledge development and comprehensive use of the process. Therefore, pay special attention to teaching students with new learning to overcome the end, that is, developing awareness of innovation awareness end. Take on new knowledge of different methods and knowledge to explore the comprehensive use of students awareness of innovation as another new level, in order to achieve the innovative sense of students in the classroom is always through. The same time students still need to carefully create innovative problem situation. (B), mathematical problem ?&quot;Creating context&quot; aims to enable students to function in situations under the proposed mathematical problems, teachers and traditional teaching speaking, listening, teachers ask students to answer, teachers standing &quot;to teach&quot; point of view of teaching to the default, then let the students thinking along the pre-set direction, finish the new knowledge from old knowledge to the whole process, which is precisely to curb the problem courses. Therefore, a mathematical problem, in the classroom teaching students through the learning process is particularly important. First of all, to raise awareness and give students the opportunity of posing problems. Sense from a perspective that people engage in an activity automated psychological tendency, in the primary school mathematics teaching, teachers should determine the objectives of teaching, teaching programs, creating teaching situation and a series of teaching behavior consciously posing problems for students provide time and space. Second, to guide the observation, students raised close to mathematical problems. The new curriculum emphasizes course content, teaching design should and social progress, technological development, the students with real life contact, stress everywhere in life have a maths, mathematics on the student side, stressed the Ba mathematics of life issues, from life Zouxiang Mathematics , the mathematical problems of everyday life back to life from the mathematics. For example, a Year &quot;study mathematics, mathematical,&quot; the teaching, guide students to observe the classroom environment that &quot;classroom of students and more teachers,&quot; or classroom on the left three potted plant on the right with two potted plant, &quot;together a number of potted plant? &quot;and other mathematical problems, and to better train students in mathematical perspective to observe our environment, found that mathematical problem, posing problems. Third, a clear requirement for students to make good mathematical problem. Teaching, although teaching is often stimulating situations, but teachers still need to explicitly ask students to make mathematical problems. For example, in the first year, &quot;recognize objects&quot; in the teaching of teachers require students to come up with a cuboid: &quot;ask someone to come up with a bag from a school with such an object shaped like a look, feel, find anything, can be make the mathematical problem? &quot; Students through observation and operation, the proposed &quot;that the object has 6 faces, the shape is long; every two Egyptian side there is a straight line with; shape they looked very square&quot; and other valuable mathematical problems . Summarized the issues raised by the students arrive, like this &quot;object is called a long rectangular square.&quot; Because of the clear requirements of teachers, students not only posing problems, but also vividly reflected the student&#39;s self-inquiry learning, new learning methods, embodied in the classroom teaching colors. (C), solve the problem. Learning methods are accepted and found two: the acceptance of learning, the learning content is based on findings presented in the form directly to the students and is the recipient of knowledge; in discovery learning, the learning content is a problem or indirectly the presentation of the students are discoverers of knowledge, both learning methods has its own value, is a complementary relationship to each other. However, too much emphasis on traditional ways of learning to accept and master the neglect of discovery and inquiry learning into mere passive acceptance, memory process. Transforming learning method is to change the status of this study, the learning process of speculation, discovery, exploration and other activities emerged in the learning process as students found more problems, ask questions, problem-solving process. (D), focus on math application When teaching the students experienced in the situation in question, under the control of the problem to solve the problem and in order to promote student mastery of knowledge and the formation of skills, teaching students to attach great importance to the application of mathematical knowledge to design new knowledge in the learning process stage after the end of practice and a comprehensive new lesson exercises. The design should not only pay attention to practice the form of colorful, but also pay attention to the stairs to the degree of difficulty so that students master the knowledge into a line of vertical, horizontal piece, and establish a new cognitive structure. ?

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Mathematics Teaching, Mathematics Education, teaching mathematics, Maths Teaching, mathematics teachers, problem solving, how to, history of mathematics, United States, TEACHING RESOURCES

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posted: | 8/16/2010 |

language: | English |

pages: | 5 |

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