Experimental report on the study of effective learning methods of "independence, cooperation and inquiry"

First, the question is raised

The new curriculum standard states that "effective mathematics learning activities cannot rely solely on imitation and memory. Hands-on practice, independent learning and inquiry innovation are important ways for students to learn mathematics." In the past, I paid more attention to the learning outcomes. Paying too little attention to students' learning strategies and learning methods, attaching importance to imparting mathematics knowledge, ignoring the cultivation of students' learning mathematics knowledge and skills, students' learning methods are too dead, and the quality of teaching is not high. Based on the consideration of the above reasons, from the reality of self-teaching, actively intervening in the "study on the effective strategy of independent research on mathematics of small and medium-sized mathematics" is intended to lead the way of learning in the classroom where the learning style of "independence, cooperation and inquiry" is deep. The transformation will promote the all-round development of students and improve the quality of teaching in an all-round way.

Second, the objectives and assumptions of the research

1. Through research and experiment, further improve your teaching level and experimental research ability.

2. Through research and experiment, cultivate students' interest in learning mathematics, improve students' active participation in learning, and form good quality, innovative spirit and practical ability for mutual cooperation and learning.

3. Through research experiments, explore the teaching methods of guiding students to "active learning, willing to explore, and be good at cooperation" in mathematics teaching.

Third, the experimental process:

In the course of the experiment, I did it from the following aspects.

In the process of learning activities, let students master the method of cooperative learning. 1. Learn to collect materials. The problem of cooperative learning is difficult. Sometimes it is necessary to collect some materials, and let students learn what tools to use, what channels to use, and what kind of materials to collect. 2. Learn how to express your own opinions. Cooperative learning requires each team member to clearly express their own ideas and understand each other's views. On this basis, they can cooperate to explore the issues. Teachers should consciously provide opportunities for students to express their opinions and find problems in time. 3. Learn to discuss issues. Discussion is the key to working together to solve problems. After each group member expresses his or her own ideas, there may be inconsistencies, which requires discussion to form a strategy to solve the problem. Teachers should give guidance at key points and let students gradually master the steps and methods of discussing the problem. 4. Establish a relationship of mutual trust, solidarity and mutual assistance. Only mutual trust can be established between the members of the group, and the relationship of solidarity and mutual assistance can work for a common goal, which is also good for cultivating students' good thinking quality.

In the process of learning activities, let students master the methods of cooperation skills.

If students lack the necessary cooperation skills, they will not be able to cooperate effectively and even learn cooperatively. I am doing this by guiding students to the necessary collaborative skills: to guide the cooperative learning group on how to assign learning tasks: to ensure that team members can undertake certain learning tasks on their own;

1 Guide the cooperative learning group on how to assign the learning role: embody the principle of voluntary and measurable;

2 How to guide the group members to ask their peers: to achieve the purpose of activating each other's thinking;

3 how the team members can help their peers: pay attention to the development of students' sense of synergy;

4 The steering group members learn to communicate with each other and jointly explore the problem: focus on the cultivation of cooperation awareness and thinking ability;

Guide the collaborative learning group on how to summarize the views of the team members: Let students share the effect of collaborative learning.

In the process of learning activities, grasp the opportunity of cooperative learning.

Now or never. In teaching, we should be good at grasping the most favorable timing and organizing effective group cooperation. When students think about difficulties, when opinions differ, when the methods for solving problems are diverse, they only need to be broadened, the problems involve large areas; when the students answer is not comprehensive When students take the initiative to ask questions about value, it is best to arrange group cooperation in a timely manner. For example, when you begin to learn two lengths. Since the student did not align the ruler “0 scale” with one end of the object to be measured and the other students' answers were different, this was a group discussion and finally the correct measurement method. This is a difficult cooperation opportunity for students.

Guide students to explore and learn independently during the learning activities. I did this: 1. Strengthen the guidance on learning methods. A good learning method is to guide students to observe, learn to think, learn to remember, and learn to operate in classroom teaching. Teachers should consciously guide students' learning methods and problem-solving strategies, and let students experience the process of “rediscovery” and “re-creation”, and then cultivate students' desires and abilities for lifelong learning. 2. Actively create teaching scenarios that are conducive to student self-activity. Teachers must create “realistic, meaningful” teaching scenarios for students. For example, the formula for teaching the rectangular area formula, before the class, each student cut six squares with a side length of 1 cm. At the beginning of class, ask the students to bring out the 12 squares brought. At this time, the students face each other, the clever students immediately discovered the secrets, and the same table cooperated. 3. Keep up with the time and space of students' independent activities. In teaching, I often let students collect extra-curricular materials before class, such as: the large number of common life, store shopping labels, three-dimensional graphics, etc. This kind of teaching helps students to tap the potential and make full use of it.

Fourth, the experimental results

Teacher aspect

1. Updated concepts and improved theoretical level

The three-year project experiment has changed my concept, mainly in the re-recognition and orientation of classroom teaching methods--from the simple transfer of knowledge in the past to the comprehensive development of students, and also to the respect and respect for students' learning status. Students' re-recognition - from the past, the test scores are usually used to divide the difference between the students and the students into different developments. I have seen the potential and talents of the students, so that I can re-examine myself and understand the students.

Establish a harmonious, democratic and equal teacher-student relationship.

2. In the classroom teaching, promote the development of students with "three weights"

Emotions: In teaching, I try to use rich and childlike life situations, use the interesting and interesting teaching language, and use modern teaching methods to stimulate students' interest in learning.

Heavy personality: Each child has different individual differences, different inner worlds, and different ways of exploring and learning. "Course Standard" points out: "Mathematics teaching should be people-oriented", we must pay attention to each student's unique feelings and respect the students' own unique learning style. Therefore, in teaching, I often use story situations, game situations, riddle situations, etc. to be creative. The teaching allows each child to have different developments, such as creating a seven-female peach-picking situation that allows students to learn zero multiplication without knowing it.

Practice: "Course Standards" Advocacy: Let students experience the generation of knowledge and form the application process. That is to say, learning mathematics is inseparable from the students' personal experience, perception and internalization. Therefore, in the classroom teaching, I often encourage students to go out. Textbooks, observe and collect relevant mathematics materials in life, so as to stimulate students' strong desire to learn, let students experience experiencing mathematics knowledge in collection, and then collect and process mathematical information materials, and let students use what they have learned through extracurricular expansion of homework assignments. The method solves the practical problems in life, and mathematics returns to life and is used in life.

3. The classroom teaching ability has been improved.

In teaching, I seriously study textbooks and study teaching methods. When preparing for classes, I often want to create a situation that closely follows the content of this lesson. Is this part of the link reasonable in design, can students answer this question? Can't answer how to guide? Is the design of the exercise layered, and the specific requirements of the cooperation are clear to the students? When reporting, how should the students' language guide be standardized, whether they pay attention to each student, etc. At the same time, for each class, I also worship the teaching expert Shen Hui as a teacher. When the teaching design encounters confusion, please ask the teacher, for the good. In one lesson, I often listen to the master's lesson to guide the teaching. For the last section of the quality class, I will take the class---speaking class---chat---and then, through several years of experimental exploration, my teaching ability is better. It has been greatly improved in the past, and it has initially formed its own teaching style. This lesson is to use the interesting orientation, try self-study, inquiry, feedback, expansion, and post-class practice.

Process

Teacher activity

Student Activities

plan for design

Excited

interest

set

to

Teachers create situations, create suspense, arouse the students' intentional attention, and arouse students' curiosity about the content of the study.

Do, observe, compare, think, answer, or operate.

Create situations, stimulate students' interest, and punish students' desire to learn.

Taste

Trial

Self-solution

Doubt

Teachers can provide some thinking questions for students.

1 Students collect information on textbooks. Solve the problem

2 Do not solve the problem yourself and make a record.

Develop students' ability to learn independently.

Deep

Enter

Detective

Flow

1 Guide students to discuss and exchange opinions and opinions;

2 Participate in the discussion of the students.

1 exchange opinions and views;

2 correct, supplement and improve self-study results;

3 In-depth study and thinking.

The students collide with different viewpoints, and the students conduct more in-depth research and thinking on the problems in the collision.

Inverse release

Suspicious

Point from

Call knot

1 elaborate dialing;

2 Guide students to self-contain.

1 raise the problem that is unclear;

2 express opinions;

3 self-knotting.

Broaden the thinking space of students and cultivate innovative ability.

Yandang

Stand out

Extension training

Practice

Design a certain level of practice questions.

Complete the exercise

Master the basic knowledge, form basic skills, develop students' ability to use knowledge flexibly, and form skills.

4. The experimental ability of the subject has been improved.

Since the beginning of the experiment, I have carried out a lot of theoretical study, the knowledge has been greatly expanded, and the ability to analyze and process information has been greatly increased.