Tan the Primary Mathematics inquiry classroom implementation strategy

Abstract: The new curriculum "hands-on practice, independent Exploration and cooperation exchange inquiry teaching us to implement the active search for knowledge, and hands-on practice, cooperation and exchange, identify problems, problem-solving approach to learning, to develop the ability of students in independent study.

Keywords: explore, practice, evaluation, thesis Download the Primary Mathematics inquiry learning students under the guidance of teachers, around a need to explore to solve the problem, with a similar "scientific way" autonomously to identify problems, explore issues, access to knowledge of the basic model: create situations --- practical application of self-inquiry --- Cooperation --- --- evaluation summaries.

First, the creation of situational student inquiry learning enthusiasm, initiative often comes from situations full of doubts and questions of the learners. Creation of problem situations, is introducing the students to a problem related to situational process through the creation of problem scenarios clear goal to explore, to thinking to direction, at the same time have a strong desire to explore, to the power of thinking to enable students, teaching, teachers must dig teaching materials, contact the student's existing knowledge and experience through visual materials and real-life examples, induced thinking, guiding ideas to explore the internal driving force such as teaching, "sub-sub", the teacher guides the students start from finishing stationery and school with questions: "those things on the learning tools in the box? what is on the writing case ? "This design is more in line with the curiosity of newly enrolled students of the lower grades, they are willing hands fiddling classification. Another example is teaching" the interior angles of a triangle and "teachers let students express the degree of any two angles of the triangle, the teacher immediately accurate correct to say the third angle in degrees, the teacher even look did not see my triangle, how to know the third angle in degrees? students hearts full of curiosity and questions, the teacher wants to know what "magic weapon" This inspired the student's desire to explore, take the initiative to participate in the exploration activities.

Second, the self-exploration of the so-called self-inquiry, is to make each student based on their own experience with their own way of thinking freely open to explore. Classroom to give students the freedom to explore time and space, encourage students to boldly conjecture questioned, to create a a new mathematical knowledge, so that students from "dare to ask" to "good question", so that the students questioned, eliminating doubt the process inquisitiveness ability teaching recognize cm cm amount "of teachers so that students with a ruler to the amount of the length of a pencil, pencil at one end with a ruler zero-scale alignment other end refers to a few, the length of the pencil is a few centimeters when a student asked: "Teacher, when measuring the length of the object, must object one end of the scale of zero scale aligned it? "when the teachers did not answer right away, but this problem of these students to give recognition to encourage, then said:" If you are in the hands of the ruler a broken there is no zero-scale ruler you grouping studies look at, the ability to measure out the length of a pencil? "At this point, students explore the interest is very high, to actively participate in an inquiry. discussion they find it broken no zero-scale ruler can also measure the length of a pencil. settlement of this issue, I believe we will leave a deep imprint in the minds of students. posted in the free papers Download Center http://eng.hi138.com
Third, cooperation, exchanges and cooperation is an important driving force for human survival and development. cooperation and exchange students on the basis of self-inquiry learning group as a unit fully demonstrate their thinking to communicate and learn from each other to achieve the purpose, such as learning the multiplication later, the teachers presented this question: rewrite the following formula into a multiplication equation 7 +7 +7 +7 +4, listed in the students to think about the three different formulas: ① 7 × 4 +4 ② 7 × 5-3 ③ 8 × 4 then, teachers let students discuss sub-group for these three cases, compared exchanges, to enable students to understand the first two formulas containing addition and subtraction, can not be considered as a multiplication equation can only be considered as a simple formula, only the third kinds of formula is consistent with the requirements of this process students discover, from the passive acceptance of knowledge into active cooperation in the exploration and improve the students' skills and the ability to cooperate with others.

Fourth, the practical application

<< Math curriculum standards >> pointed out: "the integrated use of the knowledge and skills to solve the problem, the development and application awareness" inquiry learning focus on learned knowledge to solve problems in practice, the practical application is not practice question of skill drills, but a "problem-solving" process is still a process of inquiry. teachers design practice to design open topic, students solve problems through the application of knowledge to consolidate the mastery of knowledge, improve the awareness and practice of mathematical applications ability. example: students independently explore the area of ​​a circle S = πr this formula, the teachers let students calculate the school's circular flower bed, the surface area of ​​a round clock ... round object in these real life is not the center of the circle marked diameter, radius and not readily available to get, how to do? the students experienced independent inquiry and cooperation process again, come up with a much better way to measure out the circumference of the week with a wire-wound clock face, and then calculate the diameter or radius ...... etc. Through this Exercise, training students the ability to apply the knowledge to solve practical problems.

The main purpose of the evaluation summary evaluation is to promote the development of the student body to enhance students' active driving force for development, and to improve the ability of active development. Therefore, attention should be paid to teachers in the classroom: students to conduct independent research, cooperation and exchange, practice autonomy, initiative, originality, demonstrated in the use of learning activities, evaluation, to guide students to reflect on the process of inquiry learning activities, students gain a positive emotional experience to master the methods and strategies of inquiry learning some perception and mathematical thinking and learning strategies consciously thinking point mathematical thinking and learning strategies to improve the initiative to acquire knowledge and problem-solving abilities. posted in the free papers Download Center http://www.hi138 . com

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