How to interact effectively and promote the development of students' thinking

The proposition "how to promote students' thinking development through teaching" covers two systematic aspects: one is about teachers' teaching, and the other is about students' learning. Teaching and learning are dialectical and organic unity. Teaching and learning learn from each other. Only teaching can promote each other. Only the cooperation between teachers and students can better promote students' thinking development in teaching practice.

Second, the mechanism of teaching promoting students' thinking development

1. Teachers' "knowing how to teach" is the forerunner of promoting students' thinking development and the forerunner and catalyst of students' valuable thinking. Knowing how to teach means that teachers should think like a spring, follow the lead, guide with wonderful methods and guide at different levels; Or guidance, in order to stimulate the "emotional field", supplement the thinking energy, and inspire the thinking route and way; Or guide and find the "induction point" of thinking with scientific thinking methods; Or guidance, in order to cross the barriers of thinking; Or doubt that guidance causes students' cognitive conflicts. To achieve the goal of "knowing how to teach", teachers should not only have profound academic professionalism and extensive knowledge of educational psychology, but also be good at giving full play to the main role of students' thinking according to teaching objectives and teaching contents.

2. Cultivating problem consciousness is the premise of promoting students' thinking development.

Thinking begins with problems. The problem is the "inducer" of thinking, which can cause students' cognitive conflicts, stimulate students' interest in inquiry and open the floodgates of students' thinking. Keep your mind active. Therefore. Teachers should be good at activating students' collective doubts about the same proposition, guiding students to think together, question each other and argue with each other, so that each student can find various cognitive conflicts in his own subjective world, change his own ideas and viewpoints, and let each student enter a higher realm of "anger" and "sadness".

3. Paying attention to the training of thinking methods is the guarantee to promote the development of students' thinking.

Thinking method is the gateway for people to find and solve problems and the tool for people to understand things. It is the guarantee of "teaching promotes the development of students' thinking" to give students the guidance of scientific thinking methods, so that students can master effective thinking methods and transfer them to practical application.

Guiding thinking methods should not only attach importance to the guidance of abstract (rational) thinking methods, but also make full use of the left brain; We should also pay attention to the guidance of image (perceptual) thinking method and strive to develop the right brain; More attention should be paid to the guidance of practical (practical thinking) methods to cultivate students' interest, initiative and positive attitude in solving problems. The focus of guidance is to teach students the strategies and abilities to deal with problems. Secondly. Teachers should be good at grasping the thinking process and guiding. There should be process guidance for finding, analyzing and solving problems, so that students can master the basic thinking process of how to find, analyze and solve problems; There should also be guidance on the development of "intermediary" in the process of thinking, so that students can understand that it is the role of "intermediary" that links one thing, one process and one person's essence in the process of thinking, so that students can understand "intermediary", learn to use it, think effectively and improve their thinking ability.

4. The shaping of thinking quality is the breakthrough point to promote the development of students' thinking.

Thinking quality is the expression of the difference of people's thinking ability. It is also a manifestation of intellectual differences, mainly including agility, flexibility, profundity, originality and criticism. The shaping of thinking quality is a major breakthrough in the development of thinking and intelligence. Therefore, on the one hand, teachers should be good at grasping students' individual differences, age structure differences, gender differences and unbalanced development of thinking quality, and teach students in accordance with their aptitude; On the other hand, we should be good at creating problem situations and encourage students to train their agility, flexibility, profundity and criticism in analyzing and solving problems, so as to make students have innovative spirit.

Third, specific teaching strategies to promote the development of students' thinking

1. Create problem situations

The so-called creation of situations is to create real and daily situations closely related to students' real life as much as possible. Encourage students to integrate the knowledge of different subjects based on "real questions" in their study, so as to explore the broader and deeper significance of knowledge. Only in this way can we provide students with a certain stimulation mode, arouse their minds to understand and solve contradictions, and eliminate their psychological obstacles. Correct the "blind spot" of thinking. When creating problem situations, we should consider timeliness, pertinence and enlightenment. At the same time, we should consider the nature of the problem itself, students' acceptance ability and thinking characteristics, and inspire and prompt to solve the problem in time in the situation, so that students can get the greatest benefit from the problem situation and improve their ability to analyze, understand and deal with problems.

2. Cultivate the sense of inquiry

Cultivating students' inquiry consciousness is to provide students with a general thinking mode to solve problems, so that students can grasp the core of the problems they find or raise, make a comprehensive analysis, put forward assumptions to solve problems, determine the principles, ways and methods to solve problems, and test the assumptions in theory and practice. Specifically, it is to cultivate students' ability to observe, discover and question innovation. It is necessary to organize more targeted observation activities so that students can exercise their sensitivity, comprehensiveness and innovation in observation. First, we should pay attention to pertinence, second, we should pay attention to process, and third, we should pay attention to creativity. Teachers should teach them how to acquire, select, synthesize and analyze useful information and knowledge through guidance and teaching, so as to improve their innovative ability in the process of synthesizing, analyzing and solving problems.

3. Focus on case analysis

Case analysis is to select a typical case containing knowledge of thinking structure. Through the study of these cases, students can master the positive thinking structure from individual to general and the reverse thinking structure from general to individual, understand the thinking laws and methods with universal significance, and unify scientific thinking with teachers' dominance and students' subjectivity. The case analysis method needs to pay attention to three points: first, it is basic, that is, teachers should teach students the most basic thinking knowledge structure; Second, it is basic, that is, the teaching of thinking content should be suitable for students' current intellectual development level and should be the basis for the development of students' thinking ability; The third is typicality, that is, through the analysis of selected cases, students can master the general laws and methods of thinking, and through the typical analysis of cases, students can be prompted to classify and migrate their existing cognition, further explore the connections with universal regularity and strengthen their thinking consciousness.

4. Strengthen dialogue and interaction

Dialogue and interaction in class are equal exchanges between subjects. Constructivism believes that in the dialogue and interaction with others. Students actively construct knowledge and understanding of the world, and promote the continuous development and maturity of individual thinking. Through many dialogues and interactions between teachers and students, between students and students, and between teachers and students and the environment, participants explore their own views, and new meanings and new explanations emerge one after another, and their thinking is constantly trained and enriched in the process of constant collision. Teachers should pay attention to "real topics" in class, that is, topics that can arouse "parties" to have the same interest and think and solve together. Let students think freely and show their thinking process freely. In this process, teachers discover students' ways of thinking and give them timely guidance.

Dewey once said that "children (students) are the starting point, center and purpose. Their development and growth are ideal. " Therefore, teaching should be oriented to help students develop learning and thinking strategies suitable for various disciplines. Teachers and students become participants in the same cognitive process, that is, the process of constructing meaning in a specific situation, which determines how students construct and process knowledge, rather than how much they learn. In short, the current educational reform generally pays attention to the cultivation of students' thinking ability, from the study of previous book knowledge to the thinking of students' internal psychological mechanism, from the external incentive and reward and punishment system to the teaching of students' thinking quality, which is a necessary link to cultivate innovative talents.

Hu Bibo

Mathematics learning is essentially an activity process based on thinking. Although what students learn is the result of predecessors' thinking, it is not acceptable simply by listening and practicing. Instead, students should experience the thinking process of "mathematization" and "re-creation" through colorful mathematical activities, form their own understanding of mathematical knowledge, and thus realize the sublimation of mathematical thinking. Therefore, how to guide students to carry out subjective mathematics activities and change mathematics teaching from simple knowledge memory, reproduction and cognition to promoting students' thinking development will be an important topic for mathematics teaching to change from exam-oriented education to quality education.

After the practice of curriculum reform in recent years, I think mathematics teaching should promote the development of students' thinking from the following aspects.

First, carefully create problem situations-to induce students to think

Problems are the starting point of scientific research and the "source" of all thinking activities. Modern educational theory holds that the fundamental reason of learning is problems, and it is difficult to induce and arouse curiosity without problems. Therefore, in mathematics teaching, problems should be regarded as the driving force, starting point and main line running through the learning process of mathematics activities. Especially in the introduction of the new curriculum, we should carefully create problem situations, stimulate students' learning interest and thinking sparks by setting questions, stimulate students' thinking by organizing vivid, interesting and student-centered activities, and guide students to find problems.

For example, when learning the basic nature of the score, we can design an activity: each person has four pieces of paper with the same length, numbered A, B, C and D respectively. First, let the students do it by hand: ① Fold the note A into two parts on average, color one part of it, and indicate it by the score; (2) Divide the note B into four parts in half, color two of them and indicate them with scores; (3) Divide the C-note into 6 pieces in half, color 3 pieces and mark the score; (4) Divide the D note into 65,438+06 pieces, and color 8 pieces and express them in fractions. Then arrange four pieces of paper to guide the students to observe. As a result, it will be found that although several scores are different, the length of the paper represented by these scores is the same. Write the equation. At this time, students will definitely have questions: "The numerator and denominator of these fractions are different, why are they equal?" ? Is the denominator of a fraction changed at will, and their sizes remain the same? "At this time, students have a desire to get to the bottom of this phenomenon. Then the teacher introduced the topic: "Today we are going to learn the basic nature of fractions. After learning the nature of fractions, students will understand why these fractions are equal. "This has changed the traditional teaching mode of reviewing old knowledge before teaching new knowledge, but through students' hands-on operation and observation, problems are found and questions are raised. Starting from classroom teaching, let students actively participate in mathematics teaching activities, and let students turn to the exploration stage of new knowledge with strong interest. Students' attention is highly concentrated and their thinking is unprecedentedly active, which induces their creative thinking.

Second, to carry out independent inquiry activities-to activate students' thinking

In traditional mathematics teaching, teachers usually analyze and solve problems from the conditions and conclusions of the topic according to the inherent knowledge structure and one-way thinking mode of the textbook. If students think like this for a long time, they will form a mindset and restrict the development of students' creative thinking. Therefore, we should gradually cultivate students' divergent thinking in mathematics teaching. According to the characteristics of classroom teaching content, we can adopt subjective inquiry activities based on students' hands and brains, such as practical operation method and questioning inquiry method, to carry out new curriculum teaching. This is to provide all students with the conditions of hands-on activities and the information of brain activities, and guide students to think more. Let students think and explore ways to solve problems from different directions, activate thinking, cultivate divergent thinking ability and improve thinking level.

For example, after learning the area of parallelogram and triangle, students can use the following activities to teach the trapezoid area formula. Every four students are a group. Give each group two trapezoidal cardboard prepared in advance. The specifications are as follows. Through hands-on operation, cooperation, discussion, communication and exploration, students in each group are guided to discover the calculation method of trapezoidal area. Students can explore the following solutions according to the formula for calculating the area of geometric figures and the methods of cutting and repairing: