On how to embody democracy in mathematics classroom

The most important relationship in classroom teaching is the relationship between teachers and students. Traditional teaching regards students as containers for passively accepting knowledge. In the teaching process, the relationship between teachers and students is the relationship between speaking and listening, and the relationship between imparting knowledge and receiving knowledge. Under this relationship, students' initiative, initiative and creativity can not be well developed. Therefore, it is the essence of the new curriculum standard to change the traditional teacher-student relationship and replace it with the teacher-student relationship of equal dialogue and democratic consultation. Teachers should encourage students to challenge books, textbooks and teachers, and fully embody teaching democracy. Only in this environment can students' creative spirit be fully developed and their sense of autonomy be brought into full play. However, to truly abandon the traditional teaching methods and realize teaching democracy is not achieved overnight. In practice, deviations often occur. So how to avoid deviation and make teaching democracy move from phenomenon to essence?

I. Cases

Case 1: After a teacher finished "True and False Points", let the students observe the blackboard and talk about the findings. Health 1: "Not found." Health 2: "The teacher's blackboard writing today is very beautiful." Health 3: "The teacher's handwriting is very neat and worth learning." Later, the teacher pointed out the discovery on the blackboard. It turned out that the teacher wrote one line less about "truth".

Case 2: A teacher asked students to solve practical problems: "A bottle of bottled drinks is sold in 2 yuan, and there are activities on weekends. 15% off at a store, and 0/0 bottles at b store/kloc. There are 48 students in the school track and field team. To prepare a bottle of this drink for everyone, how to buy it is the most cost-effective? " Health 1: bought from the store, 2×0.95×48=9 1.2 yuan; Health 2: I only bought 44 bottles in Store B, but actually got 48 bottles, 2×(48-4)=88 yuan; Student 3: Store B buys 40 bottles, and Store A sends 4 bottles: 2×40+2×0.95×4=87.6 yuan. The teacher found so many good ways to buy and praised everyone. At this time, a child sitting in a row spoke: "You buy 50 bottles in store B, get 55 bottles, and then sell the extra 7 bottles to store A at a 15% discount: 50×2-2×0.95×7=86.7 yuan." The teacher didn't say anything either.

Case 3: After a class of "Conversion between Fractions and Decimals", a teacher gave the students a judgment question: "If the denominator of a fraction contains a prime factor of 3, the fraction cannot be converted into a finite decimal." The teacher asked two students to answer first, one was right and the other was wrong, and then the teacher asked the whole class to judge with gestures. Results 90% of the students agreed with the first one. It turns out that the first student is the top student in the class.

Second, analysis

With the promulgation of Curriculum Standard for Full-time Compulsory Education (Experimental Draft), teachers are required to be responsible for students' learning and establish a new relationship between teachers and students. Namely, equal relationship between teachers and students, dialogue system and partnership. Case 1 Middle school students never find the teacher's mistakes. What is the reason? After class, I visited several students who were asked. Student 1: "The teacher is so interesting. I just listened carefully and didn't pay attention to the typo at all." Health 2: "The teacher's blackboard writing never makes mistakes, so I don't care." Student 3: "The teacher asked us to observe, and it must be something that the teacher did well." It can be seen that students still obey the teacher. In case 2, the teacher seems to be providing students with an open problem-solving situation. However, the students' method of solving problems is beyond the teacher's preset method, and the teacher is noncommittal, and the admiring eyes disappear instantly. In case 3, the answer of the first top student is wrong, but other students follow blindly. The second middle school student's answer is right, but he doesn't agree. It shows that students have formed a herd mentality of not thinking and echoing voices in their long-term study. In teaching, there will be such a situation: "teacher, I did this problem right, and then I saw a classmate do it, so I corrected it." For another example, many students start to correct the wrong answers as soon as they get the test papers or homework corrected by the teacher, and rarely seriously think about whether they are really wrong.

Third, think about it.

In the process of designing teaching, teachers should always follow the basic laws of pedagogy and psychology and act according to the laws of education itself. When embodying teaching democracy, we should pay attention to the following aspects.

1. Renew the concept of education and establish a democratic relationship between teachers and students.

To realize the autonomy of mathematics classroom teaching in primary schools, we must truly establish a new educational concept, respect and trust students, and let them learn independently. Teacher-student democracy is not superficial, but actually the dignity of teachers. Teachers should firmly believe that such education can't be successful if students can't surpass the level of teachers. The development of society is always a process for the next generation to surpass themselves. In this process, equal dialogue and a democratic and harmonious relationship between teachers and students are very important. In this way, students' innovative spirit can be fully developed and their sense of autonomy can be brought into full play. On the one hand, teachers themselves should strive to be amiable, full of emotion and vivid in language; On the other hand, teachers should respect every student, especially the poor students, with an equal attitude.

2. Create a relaxed environment and guide students to actively participate.

Students' mathematics learning activities should be a lively, proactive and personalized process. To make students actively participate in this process, the main task of teachers is to create a relaxed learning environment for this process and implement open teaching. For example, when the teacher teaches "the meaning of fractions", let the students make a fraction with their own materials in groups, and then let each group choose a classmate to communicate in the class. A student demonstrates that six pencils are divided into three parts, and each part may or may not be. At this time, student B asks, "Why can I have both?" Student c immediately added, "Because the average number of copies is different, it is divided into three parts on average, each of which is two pencils;" Divide it into 6 parts on average, and each part is also 2 pencils. "During the communication, the students on the stage said that the students under the stage supplemented and corrected from time to time. In this way, students communicate in cooperation, learn to cooperate in communication, and be in a relaxed environment, thus enhancing their democratic consciousness.

3. Overcome herd mentality and promote students' independent exploration.

Mathematics learning is a special cognitive activity process, and the main body of cognition is students. If students can actively participate in learning, they can successfully and effectively complete their learning tasks and enhance their self-confidence in learning. For example, during lectures, students are allowed to interrupt, ask questions and evaluate; When students have unique and novel solutions that are superior to teachers, they should be praised immediately, especially for poor students. Sometimes, teachers can deliberately solve complex or wrong problems, so that students have the opportunity to help teachers correct them, so that students can eliminate herd mentality and enhance their self-confidence. Teachers and students can also communicate emotionally in homework and test papers, and new ideas appear in homework. The teacher can approve "Your solution is great!" ; If there is a new solution on the test paper, you can get extra points. We should also be good at guiding students, and teachers should give positive affirmation to the speeches of some middle school students; If a child with learning difficulties can speak on his own initiative, teachers and students should applaud spontaneously. In this way, the relationship between teachers and students and between students can be truly established.

In addition, while advocating teaching democracy, we should also pay attention to the cultivation of students' good habits and rigorous scientific thinking. For example, students are not required to sit in class, but they must be required to write correctly; Students are not required to press the same font, but to write neatly in the format; Do not solve the problem consistently, but advocate the optimization of the algorithm. In the new curriculum reform, we should not give up the strict requirements for students, but should pay more attention to methods in a humane way and truly realize democracy in mathematics classroom.