Strategies and Research on Changing and Optimizing Mathematics Classroom Learning

"With the advent of information technology and the era of knowledge economy, the concept of talents in human society has undergone fundamental changes. The traditional teaching mode can no longer meet the demand for talents in today's society, which is a challenge to teachers. We should fundamentally change the traditional teaching methods, strive to optimize classroom teaching and cultivate a new generation of talents.

First, create a democratic and relaxed classroom atmosphere.

An educator once pointed out: "If teachers want to promote students' innovative ability, they must advocate a style of cooperation, democracy and social integration in the classroom, which is also conducive to the development of collective innovative ability. "A teacher's ability is not only to have profound knowledge, but also to respect students' dominant position and be good at creating a democratic, equal and harmonious teaching atmosphere for students, which is the premise of teacher-student interaction and the change of students' learning style.

1. Teachers must be clearly aware of the changes in teachers' status and role under the new curriculum concept. In the new teacher-student relationship, teachers should be responsible for the development of students. Starting from respecting students' individuality, we should treat students as a positive person and a cooperable object, so that their potential can be developed and their development goals can be realized in equal cooperation.

2. Teachers must understand, tolerate and treat students well to the maximum extent. Our students are not adults yet, and they are still in the stage of physical and mental development. The concept of right and wrong is not yet mature, and some problems and mistakes are inevitable. In teaching, we should always use encouraging comments to evaluate students' learning behavior in a timely and positive way, thus encouraging students to make progress.

3. Teachers should pursue the harmony of emotional communication between teachers and students in teaching. Education full of love is the greatest education. Only when teachers gain students' emotional recognition can education play a role in educating people. Therefore, teachers should be honest in their work and make education full of human feelings; The preaching to students should be strict and moderate, strict and affectionate; Treat every student equally and make friends with every student.

Second, let students explore independently and actively participate in the learning process.

Independent inquiry is a teaching activity based on students' existing knowledge and experience. Under the condition that teachers create the best cognitive activities, students actively ask questions, analyze and solve problems independently, and realize the re-creation of knowledge through their own emotional experience. It should be said that independent inquiry is one of the core elements of realistic mathematics classroom teaching, because the purpose of active inquiry is not only to acquire mathematical knowledge, but more importantly, to let students master some scientific methods in the process of inquiry, so as to enhance students' independent consciousness and cultivate students' inquiry spirit and innovation ability.

1. Create problem situations to stimulate students' desire to explore actively.

Tolstoy said: "Successful teaching needs not coercion, but arousing students' interest. "It is the key to the success of teaching to let students study in a pleasant atmosphere and stimulate their strong thirst for knowledge.

For example, when teaching the understanding of Yuan, computer pictures are demonstrated, and small animals ride bicycles with different wheels for bicycle races. Who can win the first prize? Why did the round wheel win the first place? Interesting pictures and interesting questions focus students' attention, promote students' active participation in learning new knowledge, and stimulate students' interest in thinking.

There are many ways to create situations, such as storytelling, physical models, computer animation, demonstration experiments, performance operations, etc., which can create vivid and interesting teaching situations, stimulate students' interest in learning, promote students' attention to actively carry out various activities in situations, and provide conditions for students to learn.

2. Give students time and space to explore freely.

In classroom teaching, teachers must change from authoritative lecturers to organizers, instructors and participants of teaching activities. Students are no longer recipients of knowledge, but builders of mathematical knowledge. Try to give students more time to think, more space for activities, and more joy of trying to succeed, so that classroom teaching can truly become a world of independent activities and exploration for students.

For example, the textbook divides the circle into 16, and then makes it into an approximate rectangle for derivation. Obviously, students' thinking process is limited by book methods. In my teaching, I first guide students to review the formula and derivation method of plane figure they have learned, then let students do it themselves and use their brains to transform "circle" into approximate plane figure by cutting, spelling and swinging, and then organize students to discuss in groups and communicate with the whole class. As a result, the students divided the circle into 8 parts or 16 parts on average, and made it into approximate rectangle, parallelogram, triangle and trapezoid respectively. In this way, the students derived the area formula of the circle by using the plane figure formula they had learned. Obviously, this kind of teaching is more exploratory, which can make students think flexibly from multiple angles, learn more actively and vividly, and promote students to pursue, explore and innovate constantly.

In classroom teaching, teachers must give students plenty of time and space, so that each student can make bold guesses, moves, guesses and attempts by using the existing knowledge, experience, ability level and learning methods, explore various methods to solve problems, and let students use their hands, brains and words to find solutions to problems and cultivate innovative consciousness.

Third, create time and opportunities for students to cooperate and exchange.

In cooperative learning, everyone participates in teaching, exploration, self-expression and initiative, so that students can learn to communicate, cooperate and innovate with others and form a good personality. Therefore, in the process of designing lesson plans and organizing teaching, teachers should often give students opportunities to organize cooperation and exchange, so that students can learn other people's methods and ideas and express their views on problems in the process of cooperation and exchange, so as to learn to understand mathematics from different angles and learn the good habit of listening to other people's opinions.

For example, when teaching "Calculation of Rectangular Perimeter", the teacher showed a rectangle with a length of 6 cm and a width of 4 cm, and asked the students to work in groups to calculate the perimeter of this rectangle. On the basis of the characteristics and concepts of rectangle, according to the students' existing skills, through full discussion, three methods for calculating the perimeter of rectangle are obtained:

(2)62+42=20 (cm), that is, the circumference of a rectangle = length 2+ width 2.

(3)(6+4)2=20 (cm), that is, the circumference of a rectangle = (length+width) 2.

Cooperative learning not only enables students to find three methods to calculate the perimeter of a rectangle, but also deepens their understanding and maintenance of knowledge in the process of exploring knowledge, enlightens and trains their thinking, and improves their language expression ability, self-study ability, problem analysis and solving ability, and unity and cooperation ability.

Fourth, pay attention to practical activities and comprehensive application.

The real meaning of learning knowledge is to use it to solve practical problems and reflect the due value of knowledge. Teachers should design according to the teaching objectives and teaching priorities, which is not only conducive to helping students consolidate what they have learned, but also conducive to cultivating students' application awareness and time ability; We should not only solve the knowledge in textbooks, but also solve practical problems in real production and life, especially open practical problems, so as to provide students with more space for thinking and exploration, give play to their creativity and cultivate their practical ability.

For example, after learning the circumference of a circle, students can be organized to actually measure the trunk circumference of a big tree on campus, and then calculate the radius and diameter of the trunk according to the obtained circumference. After learning the surface areas of cuboids and cubes, students can go home and measure for themselves.

The length, width and height of the bedroom, and calculate the area of the wall. After learning the knowledge of statistical charts, students can collect information by themselves, analyze and organize it into corresponding statistical charts, and so on.

Mathematics is developed in human practice and is a widely used subject. It is abstract and complex, but at the same time it is so vivid and concrete that it is full of charm to solve practical problems. Teachers should be good at guiding students to discover and solve mathematics in life and deeply feel the close relationship between mathematics and life.

Mathematics classroom teaching should be a lively, proactive and personalized learning process. We must renew our ideas, fundamentally change the single, boring, passive listening and practice-oriented learning style, and let students think, question, discriminate and dispel doubts in hands-on practice, independent exploration and cooperation and exchange until they are suddenly enlightened. Make mathematics learning truly become the process of students' subjectivity, initiative and independence growth, publicity, development and promotion.