基于学生主动学习意识培养的数学教学方法研究

1、当老师的可能都冇这样的体会，每到上音体美课时，学生总是欢呼徉跃，兴致勃勃，一 到上数学课就无精打采。作为一名数学教师，如何创设生动活泼的数学课堂，激发学生学习 兴趣，让数学课堂成为学生学习的乐园呢？一、让数学成为游戏，激发学生的兴趣教育家苏霍姆林斯基曾说过，如果教师不想方设法便学生进入情绪高昂的智力振奋状态, 就急于传授知识，那么这种知识只能使人产牛冷漠的态度，而不动情感的脑力劳动就会带來 疲倦。爱玩游戏是孩子们的大性，因此，在组织教学时，可适当地通过游戏來激发学牛的兴 趣。例如，在教学“数图形屮的学问”时，教学设计'懺鼠钻洞”的游戏，一排四个洞，一 只嚴鼠从任意一个洞钻进，然后只能从

2、前面的洞钻出，让学生猜冇儿种可能？动画课件中鏤 鼠一进一出，学生玩得兴致勃勃，在学生玩得开心吋，老师提出：嚴鼠从几个洞钻进，钻 出的结果最难猜？从笫几个洞钻进，钻出的结果最好猜？老师及时鼓励学生，将騒鼠钻洞的 可能用示意图画出來，有的学牛画实休锻鼠洞，有的学牛川点來表示洞，钻的路线人休都是 用连线来表示，教师用学生画的作站展示，讣学纶来评价哪种图形最简单。学纶都选了线段 图，很自然地导入木课重点。这样，避免了教师抽象而枯燥无味的讲解，学生在快乐中学习， 收到较好的学习效果。二、创造动手操作的机会，让学生参与具中教育家列赖登塔尔说，数学学习是一种活动，这种活动与游泳、骑自行车一样，不经过 亲身体

3、验，仅仅从看书本、听讲解、观察他人的演示是学不会的。学生是学习的主体，他们 更渴望在动手操作中学习知识，而不喜欢过于严肃的传统课堂。因此，在数学课堂中，教师 应该多为学生创造动手操作的机会，让学生有机会真正经历“数学化”的过程。例如，教学 “圆锥的体积计算”时，让学生分4组进行实验操作，其屮2个小组的实验材料：沙了、米、 等底等高的圆柱形和圆锥形容器各一个；另外2个小组的实验材料：沙子、米，等底不等高 和等高不等底的圆柱形和圆锥形容器各一个。经过一系列的实验操作，学生对圆锥体积的计 算方法，获得了清晰的认知和理解，而这一知识是通过自己动手操作后获得的，这种体 验是十分深刻的。三、让数学回归生活

4、，使学生感悟数学的价值数学源于牛活乂服务于牛活，生活中处处有数学。在教学中，教师应尽量把书本知识和 学牛的牛活实际联系起來，让数学贴近牛活，取白牛活，把枯燥的知识变得有趣、生动,易 于理解，让学生感悟到数学学习的价值所在，从而激发学牛学习兴趣。例如，教学“圆的周 长”时，教师可准备一个学生非常熟悉的玩具一一呼啦圈，并提问：“做一个这样的呼啦圈， 你知道要多长的删料管吗？你又是怎么知道的呢？ ”学生白主创造出“测绳”和“滚动”两 种测量方法，动手操作后，并进行反思，同时会感受到这两种方法的局限性。此时，教师便 引导学生去探索圆的周长计算公式，让学生猜想圆的周长对能与圆的什么有关，进一步激起 学生

5、主动探究的欲望。学生通过小组合作、探索、交流，很快地认识到圆的周长与宜径有关 系，并通过计算推导出周长计算公式。这一过程，让学牛体会到生活小处处有数学，数学就 在身边，便学生対数学产生亲切感，让学生感悟到数学的价值，从而培养学生主动学习的愿 望。四、让学生体验成功的喜悦，发展自我教师不仅要激发学生的探求欲望，还要让学牛在实践活动中体验成功的喜悦。只有这样， 学生才会有强大的动力去继续探索，以便争取新的成功。例如，学习“比和比例”后，让学 生来到操场上，测一测，算一算学校旗杆的高度。而对如何测量这一问题，多数学生都不知 道，有个别学住窃窃私语。此时我拿來一根i米长的竹竿，平行地插在旗杆旁边。在阳

6、光下， 竹竿的影子也平行地出现在旗杆影子旁边，学生量得影子的长0.5米。于是启发学生思考： “从竹竿与影子的比，同学们，你们能想出测量旗杆高的办法吗？ ”学生议论、不断猜想、 假设，终于得出：在同一时间同一地点，旗杆的高度与它的影长的比等于竹竿的长度与它影 长的比。学生很快算出了旗杆的高度。通过举一反三，学生们兴致勃勃，课余时间还测量了 学校周围的电线杆、篮球架等的高度。让学生运用已学握的思维方法，尝试解决新问题，通 过正确的推理、判断、概括，提高解决实际问题的能力，体验到成功的喜悦，增强学习的责 任感和主人翁意识，调动起学生学习的主动性。五、结束语总之，生动活泼的数学课堂，可以改变学生对待数

7、学学习的态度，培养学生的创新精神 和实践能力。作为一名数学教师，有责任也有义务让学牛爱上数学，学好数学。学生的童年 应当是快乐的，数学的学习应当是快乐的。教师要川心创建牛动活泼的数学课堂，让数学课 堂成为学生学习的乐园。when the teacher may have such experience, every sound body beauty class, students always cheered, enthusiastic, listless as soon as i get to have math as a mathematics teacher how to create

8、 a lively mathematics classroom, stimulate students interest in learning, mathematics classroom to become the student to study in the park?a, make mathematics game, stimulate students" interesteducators su huom linsky said that if teachers don't try to make students get into high emotion in

9、telligenee excited state, is eager to impart knowledge, so that knowledge can make the pers on produces, the indiffere nee is emoti onal men tai labour will bring tired love to play games is the n ature of children, therefore, in teachi ng organizati on, can be appropriately through the game to stim

10、ulate stude nts' i nterest for example, in teachi ng the kno wledge "in the11 several graphics, teachi ng desig n hdrill holes in the mole11 game, a row of four holes, a mole from any one hole drilling, and then only from the previous hole drilled, let the students guess there are several p

11、ossible? animation courseware in a into a mole, lets the student had a cheerful, when students have a good time, the teacher put forward: the mole from several hole drilling, drilling out the results of the most difficult to guess? from which a hole drilling, drilling out the results of the best gue

12、ss? teachers encourage students in time, will drill hole may use schematic drawing out the mole, some students draw entity mole holes, some students have to represent the hole, drill line gen erally is in the attachment, teachers with students pain ting of the show, let the student to evaluate: what

13、 is the most simple graphics. students chose a line segment, naturally into this class so, to avoid the teachers, the interpretation of abstract and dull students learning in the happiness, received good learning effect.second, create a hands-on opportunities for students to participateeducators, ly

14、den says, mathematics learning is an activity, the activity, like swimming, cycling, without experienee, just by reading books, listening to explain, observation of the presentation of others is not. the stud ent is the study main body, they are more eager to in hands-on lear ning knowledge, and don

15、't like too serious traditional classroom. therefore, in the mathematics classroom, www.hanyuloo.net the teacher should create hands-on opportunities for stude nts, let students have the opport unity to really experie nee hmathematization” process. teaching hfor example, the volume of a cone com

16、puting,/ let the students divided into four groups of experiments, two groups of experiment materials: sand, meters, such as bottom con tour of a cyli ndrical and con ical vessel; two other groups of experiment materials: sand, meters, such as high bottom range and high range at the end of a cylindr

17、ical and conical vessel. after a series of experiments, the student to the cone volume calculati on method, obtained the clear cog nition and understa nding, and this kno wledge is achieved through on eself start work after the operati on, the experie nee is very profo und.three, make mathematics re

18、gression life, make the students comprehend the value of mathematicsmathematics originates from life and serve life, everywhere in the life mathematics. in the teaching, teachers should try to put the book knowledge and students1 real life, make mathematics close to life, from life, the bori ng kno

19、wledge interesting, vivid, easy to un d erst a nd, let the students comprehend the value of mathematics learning to stimulate students interest in lear ning. teachi ng, for example, hthe circumfere nee of the circle1', the teacher may prepare a students are very familiar with the toy, hula hoop,

20、 and ask: "do a hula hoop, more long plastic tube, do you know? how do you know?h students" to create the nmeasuring line” and hrolling” two measurement methods, start work after operation, and to reflect on, at the same time, will feel the limitations of the two methods at this point, the

21、 teachers will lead students to explore the perimeter of a circle formula, let the students guess the circumferenee of the circle may be associated with what round, further stimulate students take the initiative to explore the desire. students through group cooperation, exploration, communication, q

22、uickly realized that the circumferenee of the circle with diameter; and circumferenee calculation formula is deduced by calculation. this process, let students experienee and learn about everything important in life with mathematics, mathematics is near, so that the students on the mathematics kindn

23、ess, let the students comprehend the value of mathematics, so as to cultivate students° active learning desire.fourth, let students experience the joy of success, the development of selfteachers should not only stimulate students to explore desire, let students experienee the joy of success in

24、practice only in this way, students will have a strong incentive to continue to explore, in order to strive for new success after learning "ratio and proportion", for example, lets the student come to the playground, test, work out the school the height of the flagpole faced with the probl

25、em of how to measure, most students don't know, a few students whispering. at this time i took a one-meter bamboo pole and put beside the flagpole in parallel. in the sun, the shadow of the bamboo also appear in parallel beside the flagpole shadow, students amount to 0,5 meters long shadow and i

26、nspire students to think about: hfrom a bamboo pole and shadow than, the classmates, you can come up with a measuring pole high way?11 stude nts talk, guess and suppose con tinuously, fin ally it is con eluded that: the same place at the same time, the height of the pole and its shadow long than equal to the gth of the bamboo shadow long than with it. students quickly calculate the height of the flagpole. through the lines, the students enthusiastic, spare time also measured schools around the height of the pole, basketball board