What are the teaching methods in math teaching

What are the teaching methods in math teaching

"Melon silly" teaching method ---- reduces the strict logical deductive process of math to a lively process of knowledge generation. By allowing students to understand the real background of the mathematical knowledge learned, perceive the process of knowledge generation. Master the idea of problem solving, know the process of formation of ideas, this method, can greatly stimulate the children's desire for knowledge and creativity. Make the boring and dry interpretation of mathematical concepts become vivid.

Directed Exploratory Learning ---- focuses on students' personal experience of the learning process, the value of which is not so much the discovery of conclusions by students, but more on the process of student exploration. Self-discovery learning attaches importance to let each student according to their own experience, through observation, experimentation, conjecture, verification, reasoning, etc. free and open to explore, to discover, to "re-create" the mouth of the relevant mathematical problems in the process, the students not only gained the necessary mathematical knowledge and skills, but also the process of formation of mathematical knowledge, especially experience and learning. In this process, students not only acquire the necessary mathematical knowledge and skills, but also the process of forming mathematical knowledge, especially the experience and learning of mathematical thinking and the value of mathematics.

Cooperative learning ---- is often used in the form of elementary school mathematics teaching. However, at present, there are fewer group cooperative learning is highly effective, and some of them are just a formality. Some researchers believe that there are several types of group learning, including independent, competitive, dependent, and interdependent. At present, we use more students to communicate with each other after independent study, the real meaning of cooperation a interdependent to study or *** with a problem is still too little.

"Practical activities" teaching method ---- through practical activities, to cultivate students' innovative spirit and practical ability, to explore the potential of students, so that students learn useful mathematical knowledge.

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Whether it is "preferred" or "innovative", generally should pay attention to the following four points: First, the selection or innovation of teaching methods must be in line with the teaching rules and principles; second, it must be in line with the teaching rules and principles; second, it must be in line with the teaching rules and principles. Teaching rules and principles; secondly, it must be based on the content and characteristics of teaching to ensure that the completion of the teaching task; thirdly, it must be consistent with the age of the students, psychological changes in the characteristics of the teacher's own teaching style; fourthly, it must be in line with the existing teaching conditions and the required teaching time. In addition, in the guiding ideology, teachers should pay attention to the dialectical point of view to examine the various teaching methods.

As the saying goes, "There is no definite way to teach.

Commonly used teaching methods

Since the 1980s, along with the in-depth reform of the entire teaching field, the teaching methods of elementary school mathematics has also shown a momentum of vigorous development. The majority of elementary school mathematics teachers and teaching researchers, on the one hand, the traditional teaching methods of elementary school mathematics in China to boldly improve and transform, on the one hand, actively introduce advanced teaching methods from abroad, so that China's new teaching methods, such as spring, competing to emerge.

I. Introduction of new teaching methods for elementary school mathematics

(I) Discovery Method

Discovery Method is a teaching method advocated by Bruner, a famous contemporary American educator and cognitive psychologist, from the 1950s to the early 1960s.

1, the basic meaning and characteristics of the discovery method

The discovery method refers to a teaching method in which the teacher does not directly impart ready-made knowledge to the students but guides the students to think actively and independently to discover the corresponding problems and laws according to the topics and materials provided by the teacher and textbooks.

The discovery method, compared with other teaching methods, has the following characteristics:

(1) The discovery method emphasizes that the student is the discoverer, and lets the student independently find out, realize, and seek the answer to the problem by himself, instead of the teacher providing the ready-made conclusions to the student, making the student a passive absorber.

(2) The discovery method emphasizes the role of students' intrinsic motivation to learn. Students are no better motivated to learn than when they have an intrinsic interest in the lessons they are learning. The discovery method is in line with the psychological characteristics of children who are playful, active, inquisitive and like to search for the root cause, and they will actively explore when they encounter novel and complex problems. Teachers in teaching to take full advantage of this feature, the use of novelty, difficulty and contradiction, such as triggering the conflict of students' thinking, prompting them to produce a strong desire to know, take the initiative to explore and solve the problem, changing the traditional teaching method of the past only the use of external stimuli to promote the practice of student learning.

(3) The discovery method makes the teacher's leading role manifest as potential, indirect. Because the method is to allow students to use existing knowledge and teachers to provide a variety of learning materials, visual aids, etc., to observe themselves, with the mind to analyze, synthesize, judge, reasoning, and personally discover the essence of the law of the matter, so the leading role of the teacher in this process is potential, indirect.

2, the main advantages of the discovery method and its limitations

The discovery method has the following main advantages.

(1) It can make students' external motivation for learning transformed into internal motivation and enhance the confidence of learning.

(2) It helps to develop students' problem-solving ability. Since the discovery method often practices how to solve problems, it enables students to learn the method of inquiry and develop their ability to ask questions and solve problems, as well as their attitude of willingness to create and invent.

(3) The use of the discovery method helps to improve students' intelligence, realize their potential, and cultivate their excellent thinking qualities.

(4) It is conducive to students' memorization and consolidation of knowledge. In the process of discovery learning, students can be internal reorganization of the existing knowledge structure, this reorganization, can make the existing knowledge structure and to learn new knowledge to better link, this systematic and structured knowledge, it will be more helpful to students' understanding, consolidation and application.

The discovery method also has some limitations.

(1) In terms of teaching efficiency, it takes more time to use the discovery method. Because the process of students acquiring knowledge is the process of rediscovery, all truths have to be acquired by students themselves, or rediscovered, rather than simply told by the teacher, so the teaching process is bound to go through a longer process of figuring out.

(2) As far as the content of teaching is concerned, it is adapted to a certain range. The method of discovery is more applicable to subjects such as mathematics, science and chemistry with strict logic, and is less applicable to the humanities. As far as the applicable disciplines are concerned, it is also applicable only to the teaching of concepts and generalized knowledge that is connected before and after, such as finding the average, the laws of arithmetic, and so on. The names, symbols, and representations of concepts still need to be explained by the teacher.

(3) As far as the object of teaching is concerned, it is more suitable for students in middle and high grades. Because discovery learning must be based on a certain amount of basic knowledge and experience as a prerequisite for discovery, the higher the grade level, the more students will be able to explore independently. Therefore, it is not necessary and possible to use the discovery method of teaching for all teaching contents and teaching objects.

3, the discovery method of teaching examples (one-digit divided by two-digit teaching)

Given a question such as 39 ÷ 3. Students can first take 39 items, one for each 3, and divide them into 13 parts. After doing a few of these problems, they can be asked to form groups of 10 of the items. For example, give this question, "Harry bought 4 candy bars with 10 pieces each. He ate 1 piece and wrapped each of the remaining 3 pieces into a bag and distributed it to his classmates; how many classmates did he distribute it to?"

Students may have several solutions:

(1) Divide each 3 into a pile and count the number of piles divided.

(2) Take 1 from each of the 3 10s first, divide the rest into 3 students for every 9, and then divide the rest into piles for every 3 as well.

9+9+9+3+3+3+3+3=39 (blocks)

↓↓↓↓↓↓↓

3+3+3+3+1+1+1+1+1=13 (people)

(3) is similar to (2), but they see that there are 4 9s.

9+9+9+9+9+3=39 (blocks)

↓↓↓↓↓

3+3+3+3+3+1=13 (people)

(4) They see that 3 10s are divided into exactly 10 people, and the rest are divided into groups of every 3.

30+3+3+3+3=39 (blocks)

↓ ↓↓↓↓

10+1+1+1=13 (people)

(5) is similar to (4), but they see that the remaining 9 are divided into exactly 3 people.

30+9=39 (pieces)

↓ ↓

10+3=13 (people)

After the students have arrived at a solution, the class discusses it. The teacher does not give an evaluation of the different algorithms. Ask another question and many students will choose a simpler method than the one he used the first time. The teacher asks further guiding questions to motivate the students to find a more efficient way of calculating the general vertical formula.

(2) Try Teaching Method

The try teaching method is one of the more influential teaching methods in elementary school mathematics. It is a teaching method with Chinese characteristics. The attempt teaching method was first designed and put forward by Mr. Qiu Xuehua of Changzhou Institute of Educational Science, and after being gradually promoted in some regions and the whole country, it has been more than ten years now, and it has achieved very good teaching effect, and it even has a certain influence in the international arena.

1, try the basic content of the teaching method

What is try the teaching method? Try the basic idea of teaching method is: the teaching process, not first by the teacher, but let the students on the basis of knowledge first to try to practice, in the process of trying to guide the students to self-study textbooks, guide the students to discuss the students to try to practice on the basis of the teacher and then targeted explanations. The basic procedure of trying teaching method is divided into five steps: presenting trying questions; self-study textbook; trying practice; student discussion; teacher explanation.

The fundamental difference between the attempt teaching method and the common teaching method is that it changes the way of teaching process of "speaking first and practicing later" and takes the way of "practicing first and speaking later" as the main form of teaching.

The background of trying teaching method is: in the early 1980s, China's teaching reform has been on the right track, there are many experimental research on teaching reform. At the same time, there are also many foreign experiences of teaching reform introduced in large quantities. Under these circumstances, people began to think about how to research and create teaching methods with Chinese characteristics that meet the needs of modern education reform and are also highly operational, based on the experiments of teaching reform in China. Mr. Qiu Xuehua has been conducting research on elementary school mathematics teaching for many years. He conducted many investigations and experiments on elementary school mathematics teaching reform before and after the Cultural Revolution, and was y convinced of the necessity of researching a new elementary school mathematics teaching method. Therefore, on the basis of analyzing and comparing the experiences of teaching reforms at home and abroad, he put forward the idea of trying the teaching method. He drew on the ancient Chinese principle of "heuristic teaching", the discovery method and self-study tutorial teaching ideas, comprehensively analyze and study the strengths and weaknesses of these teaching methods, trying to form a unique, operational and feasible teaching methods.