Moved students to learn mathematics on the implementation of open teaching strategies.docVIP

Moved students to learn mathematics on the implementation of open teaching strategies Papers network: It has been asked: why students more study, the more the aura and vitality? Why students in mathematics learning process can not experience happiness? Root of the problem is a lack of care for students “living world”, it is difficult to embody a whole new meaning in life and the value of life, not the pleasant experience of real life, can not meet the needs of the students perfect spiritual life. educator in ancient Rome: the soul of the children “is not a need to fill the jar, but a need to ignite the fire Lu Take This means that, only ignite the the students soul of fire, can be touched by the students’ learning mathematics beyond the scientific world only in the mathematics curriculum, concerned about the “life world”, can be touched by the students learn math. Then, in the specific teaching of mathematics, how moved students to learn mathematics it? , Open teaching objectives to the people-oriented focus future development of the students “To promote students’ all-round, sustained and harmonious development” mathematics curriculum basic starting point for guidance teachers in the classroom teaching should strive to achieve, turned to the manifestation of the knowledge and skills from the past emphasis on the knowledge and skills to implement a single target, 3D classroom teaching function of the process and methods, emotional attitudes and values, so that the knowledge, skills, mathematical thinking, problem-solving, the integration of multiple emotional attitude and values, the mathematics classroom teaching is no longer just allow students to obtain the necessary mathematical knowledge and skills, but also Looking to the future, focus on training students the mathematical sense of the spirit of innovation, practical ability, so that students in mathematical thinking skills, problem-solving ability, emotion, attitude and other aspects of the full de