As a teacher of Yuxin School affiliated to Capital Normal University, Wang Wenyi has always paid attention to the development of students' thinking and focused on cultivating students' higher-level thinking . She firmly upholds her educational ideals and builds a thinking-based classroom around thinking-based teaching theory.
At the same time, as the leader of the school’s mathematics teaching and research group, Wang Wenyi was able to reasonably assign tasks based on the characteristics of the group, lead the entire teaching and research group to carry out thinking-based teaching practices, and overall improve teachers’ teaching ability.
This article is the "Teacher of Seeking Thinking-Talking" series of reports , the fortieth chapter.
▲Yuxin School Affiliated to Capital Normal University Wang Wenyi
This article has a total of 4020 words. It takes 11 minutes to read carefully
Read this article, you will get the following content:
※ How to build a thinking classroom based on five principles?
※ How to implement self-monitoring and realize students’ self-reflection?
※ How to effectively organize teaching and research activities?
In 2000, Wang Wenyi, who had just left the campus, upholds his love for the education industry and chose to become a mathematics teacher without hesitation. After more than 20 years of teaching, Wang Wenyi has always maintained his original aspiration and firmly cultivated his fertile soil of education with a sense of responsibility and mission for the education cause.
As a teacher, you must not only teach but also learn. Wang Wenyi always pays attention to the changes of the times, constantly supplements and updates his knowledge, keeps pace with the times, and improves his teaching level. The current new college entrance examination reform is becoming more and more focuses on the essence of the subject , emphasizes the value of rational thinking, pays attention to the basic nature of the subject, and highlights the examination of key abilities . Faced with the new college entrance examination reform, Wang Wenyi believes that only when students improve their thinking ability and master the inherent and essential connections of the subject can they combine knowledge to solve deeper problems .
▲Wang Wenyi and students
Wang Wenyi focuses on cultivating students' thinking ability , and improves students' logical reasoning and mathematical computing ability. She believes that cultivating students' logical reasoning skills can help students do questions or do things more organizedly and rigorously; while mathematical operations are not just simple calculations. Students need to first understand the form and structure of the question, and then contact multiple algorithms for calculations. is also a reflection of thinking ability.
Not only did she deeply implement the thinking-based teaching theory in teaching, but she also acted as the leader of the teaching and research group for the new mathematics education, organized teaching and research activities to improve the overall teaching ability of the mathematics group. Under her leadership, the teachers of have made significant improvements and gains in daily teaching, project research, school curriculum group construction and teaching competitions at all levels through three years of study.
applies five principles to create a thinking-based classroom
When they first came into contact with thinking-based teaching, teachers still designed teaching in the traditional way, only compared the teaching process with thinking-based teaching theory after teaching, and optimized teaching, and did not use theory as the foundation of teaching design.
Wang Wenyi led the mathematics teaching and research group to deeply learn theory and implement practical thinking teaching. After a period of time, the teachers broke through their inherent habits and began to to pre-emphasize the theory of thinking-based teaching and carry out teaching design based on the theory.
Thinking-based teaching theory has five basic principles : : Motivational stimulation, cognitive conflict, independent construction, self-monitoring, and application migration. By using these five basic principles, teachers have transformed the traditional classroom that focuses on students' understanding and memory into a thinking classroom that emphasizes the cultivation of thinking ability and the transfer of knowledge application.
▲Mathematics Group Teaching and Research Activities
Without motivation, there is no motivation, and without motivation, students will not think. The thinking-based teaching theory emphasizes that . The motivation of should internalize external motivation into internal motivation to mobilize students' enthusiasm for learning, and can create a strong desire for knowledge and maintain a positive learning emotion and attitude.
In the unit study of "Circle", An Yuning aroused students' learning motivation and stimulated their interest in learning by creating the following teaching situation.
Tai Chi diagram has far-reaching significance and contains rich philosophical implications. Many of the contents of the unit of "Circle" also reflect the dialectical materialism viewpoint. In the process of using the geometric drawing board to make Tai Chi diagrams, students vividly and intuitively understand the symmetry of the circle, and at the same time, stimulates interest in learning and desire for knowledge. The Tai Chi diagram leads to the learning content of this lesson - re-understanding the circle from the perspective of symmetry.
In the learning process, When the original knowledge cannot solve new problems, students will have cognitive conflicts and form an internal driving force to explore new knowledge.
When Wang Wenyi guided students to learn high school function , he first reviewed the function knowledge about circles. If the radius of the circle is x, the perimeter function of the circle can be expressed as y=2πx, and the area function of the circle can be expressed as y=πx². She asked the students: Can two functions be added or subtracted?
students have created contradictions based on their existing cognitive experience: the two cannot be added or subtracted, because the perimeter and area belong to different dimensions; the two can be added or subtracted, because this constitutes the form of an quadratic function . At this time, she guided the student: if x is regarded as a general real number, two functions can be added or subtracted.
teacher triggers cognitive conflicts among students by creating situations that are contradictory to students' existing cognitive experience, allowing students to understand that high school functions are abstracted from the reality of life, paying attention to the correspondence between the two variables, which is more general.
Thinking-based teaching theory points out that the purpose of independent construction of is to promote the continuous development and improvement of learners' cognitive structure and realize the meaning of the knowledge learned. In the classroom, students actively learn under the guidance of teachers, think and explore actively, not only learn knowledge, but also master learning methods, forming the ability of independent learning and cooperative learning.
Hong Bin designed the following five questions in the "Plane Vector" unit design to guide students to think about the questions and give graphical answers.
Question 1. Given the non-zero vector e in the plane, can the vector e be used to represent all vectors parallel to e in the plane?
Question 2. Given a non-zero vector e in the plane, can vector e be used to represent any vector in the plane?
Question 3. A set of vectors e1 and e2, and arbitrarily give a vector a, study whether vector a can be represented by vectors e1 and e2?
Question 4. What conditions do vectors e1 and e2 in the plane need to meet? Can vector a be represented by vectors e1 and e2?
Question 5. When vector a is given, is a1 and a2 uniquely certain?
The teacher guides students to go through the drawing process, decomposes the vectors a in the plane, along the direction of e
Self-monitoring has the characteristics of autonomy, feedback and transferability. Students' self-monitoring ability is their ability to plan, implement and reflect on learning. Therefore, when students complete their learning goals, they should self-examine, self-evaluate and independently adjust their learning activities.
Wang Wenyi designed the teaching content of teaching reflections based on the actual situation of the teaching, guided students to analyze wrong questions and explore various problem-solving methods.
High school mathematics is difficult, and students often experience calculation errors and lack of ideas. In order to improve students' learning efficiency, Wang Wenyi guided students to strengthen the management of wrong questions. requires students to classify wrong questions and review them continuously, repeatedly grasp the knowledge points behind the wrong questions, and draw experience from the mistakes.
Good application migration should be related to the content students have learned, can inspire students to think positively, guide students to connect with reality and solve problems independently.
application migration ability is ultimately reflected in whether students can use the knowledge and methods they have learned to solve complex problems in real situations , and real situation problems are often poor structure problems. Therefore, when teachers guide students to apply for migration, they should also focus on designing poor structure problems. In this process, improves students' flexibility and originality in thinking. In the teaching of related knowledge of "Circle" in the third year of junior high school, An Yuning designed the following teaching activities:
Through the study of this lesson, students have learned that the problem of circles can be transformed into straight-line problems to be dealt with. In the application and transfer of knowledge, understanding the problem of straight lines can also be solved by using the relevant experience of circles. The way to add circles in the activity design is not unique, and there are many questions that can be studied, which meets the different needs of students and allows students to develop creative thinking in the answers to open-ended questions.
implements self-monitoring and cultivates reflection ability
When Wang Wenyi creates a thinking-oriented classroom, focuses on implementing the self-monitoring link, focusing on cultivating students' self-monitoring ability, and guiding students to reflect on themselves. The self-monitoring ability of students is their ability to plan, implement and reflect on learning. Reflection has very important significance and role in improving students' learning efficiency, forming self-study ability, transfer of learning strategies, etc.
Through reflection, we can deepen our understanding of problems, optimize the thinking process, reveal the essence of problems, and explore general laws; through reflection, we can make knowledge interconnected, thereby promoting the assimilation and migration of knowledge and obtaining new discoveries. Wang Wenyi adopts different strategies for new teaching and review course teaching, and implements the cultivation of reflection ability. When teaching the new lesson of
, Wang Wenyi summarized through chapter knowledge and methods, helping students to clarify the deep logical relationship between knowledge points , allowing students to form a chapter knowledge network in their minds, cultivates students' holistic and structural thinking, and can better realize the transfer and application of knowledge. The most core function of
review is to systematically organize knowledge and methods, form a subject structure, and on this basis, through training on certain questions, improve students' various thinking qualities, and ultimately form a ability structure. In the review class of the senior year of high school, while Wang Wenyi systematically sorted out the knowledge structure, presented the wrong questions cases in the classroom, guiding students to collectively analyze the causes of the errors and reasonably solve the wrong questions. On this basis, we further explored various solutions, and guided students to analyze problems from multiple angles.
In daily study, Wang Wenyi guides students to reflect on their learning methods, learning status and way of thinking , and further improve their reflection and summary.
For example, after a student summarizing and reflecting his or her learning state and exam mentality, he worked hard to adjust his or her status and stimulate his or her confidence in learning. "Before going to the exam, the more mistakes before the exam, the more confident you should make. Before the exam, you have finished the wrong questions and the questions you should not be wrong, and the rest is only moving forward. The pattern of the college entrance examination question is the same as when practicing, so your attitude should be consistent with the usual, and you should be more calm and confident."
A student summarized the experience and lessons of the exam, clarified his or her learning goals and learning plans, and the next learning of is more targeted. The following figure is his reflection experience:
Improve teaching and research activities and improve overall teaching ability
While in-depth practice of thinking-based teaching, Wang Wenyi, as the leader of the Yuxin Mathematics Teaching and Research Group, focuses on improving the overall teaching ability of the teaching and research group.
When carrying out teaching and research activities, different schools and different groups should base themselves on the existing faculty of their schools and their group to carry out teaching and research activities, analyze the strengths and weaknesses of the members of the teaching and research group, learn from their strengths and weaknesses, and clarify the characteristics of the group to carry out teaching and research activities suitable for the group. After Wang Wenyi learned in detail about the situation of the group members, he clarified the characteristics of the group "Old, Chinese and Young" .
She combined the characteristics of the group to reasonably allocate teaching and research tasks to each member. The old teacher has rich teaching experience in and is very familiar with the knowledge content. Therefore, the old teacher is responsible for leading the lesson preparation group to sort out the large unit. young and middle-aged teachers have strong learning and application abilities and are creative, so young and middle-aged teachers are responsible for the teaching and research group to provide teaching materials. clarifies the reasonable division of labor and the mutual cooperation of group members, which greatly improves the overall teaching and research efficiency and teaching ability.
▲Mathematics Group Teaching and Research Activities
Teachers are the ones who teach and answer questions. Teachers are guides on the road to student growth and shoulder important missions and responsibilities.
Thinking determines the height of future life development. Wang Wenyi knows that thinking ability is crucial to students. Therefore, after she came into contact with the theory of thinking-based teaching, she practiced, practiced mechanics and practiced, and constantly used theories to improve her classroom teaching, hoping to lead students to achieve comprehensive development and lay the foundation for the future life.
Author | Yang Zijun
Edit | Yang Zijun
Coordination | Sun Xihan
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