Though Mathematics being so important subject and occupying a central position. Teaching of mathematics is not only concerned with the computational knowhow of the subject but is also concerned with the selection of the mathematical content and communication leading to its understanding and application. So while teaching mathematics one should use the teaching methods, strategies and pedagogic resources that are much more fruitful in gaining adequate responses from the students then we have ever had in the past.
The teaching and learning of mathematics is a complex activity and many factors determine the success of this activity. The nature and quality of instructional material, the presentation of content, the pedagogic skills of the teacher, the learning environment, the motivation of the students are all important and must be kept in view in any effort to ensure quality in teaching-learning of mathematics.
Mathematics teachers to enhance teaching innovation, the key is to design innovative teaching, although teachers new ideas for teaching design provides a source of innovation, but to raise the level of Mathematics teaching effectiveness, must be under the foot in the instructional design effort in the classroom to attract full attention of students, stimulate creative thinking, to improve student learning initiative.
First, the instructional design of your life. The new curriculum standards so that each secondary school Mathematics teaching students to be useful in Mathematics, for students to learn mathematics from the mathematical necessities of life, so that different students in the learning process of mathematics to develop, so during instructional design, teachers should be as close to real life, so that students understand "the math from life, exists in life, and applied to life."
Second, the instructional design to new technology. A new instructional design can focus the attention of students allowed to maintain a high degree of interest, thus effectively improving their perception, memory, imagination, thinking and practical ability to effectively improve the effectiveness of classroom teaching in mathematics in the garden, fun questions abound, teachers in the instructional design of these interesting questions can be linked with the new knowledge, setting lively and interesting teaching situations, ask thought-provoking questions to stimulate students' curiosity.
Third, interest-based instructional design to Education promote "the rise of teaching", to enable students to confidently head high, with interest to the lectures and active learning, the interest is the key. Psychological research shows: people interested in a positive, proactive understanding of objective things, a kinds of mental tendencies. famous psychologist Jean Piaget has pointed out: "Interest is the energy regulator, has launched its affiliation stored in the inner power, enough to work with fun, thus making it look easy to do, and decrease fatigue. "Therefore, teachers should make good use of student interest to create a relaxed, happy and harmonious atmosphere of teaching, improve teaching quality.
Fourth, the instructional design to professional. Mathematics classes taught by teachers according to the professional, general understanding of the content of professional courses to make appropriate arrangements for specialized services for the progress of teaching, such as teaching professional classes die, their courses include basic mechanical measurement and content knowledge related to trigonometric functions However, the time conflict with the teaching of mathematics, mathematics, after a semester to explain the contents of trigonometric functions, to allow students to better learn the knowledge, I adjust the progress of teaching, taught in advance the contents of the trigonometric functions.
According to David Ferrero (2006), teachers are divided by traditionalism and innovation, but teaching that leads to achievement gains when one embraces standardized testing does not mean that teachers have to choose between one or the other. There is a concept of "innovative traditionalism" that is student-centered, yet has been shown to improve standardized achievement test scores. The following table illustrates the essential differences in education's ideological divide, which can be bridged.
Education's Ideological Divide | |
Traditional | Innovative |
Standardized tests | Authentic assessment |
Basic skills | Higher-order thinking |
Ability grouping | Heterogeneous grouping |
Essays/research papers | Hands-on projects |
Subject-matter disciplines | Interdisciplinary integration |
Chronology/history | Thematic integration |
Breadth | Depth |
Academic mastery | Cultivation of individual talents |
Eurocentrism | Multiculturalism |
Canonical curriculum | Inclusive curriculum |
Top-down curriculum | Teacher autonomy/creativity |
Required content | Student interest |
Source: Ferrero, D. (2006). Having it all. Educational Leadership, 63(8), 11. | |
The goals of differentiated instruction and innovative traditionalism are to ensure effective learning for all. Best practice learning adheres to 13 principles. Best practice is student-centered, experiential, holistic, authentic, expressive, reflective, social, collaborative, democratic, cognitive, developmental, constructivist, challenging with choices and students taking responsibility for their learning.
Some might not appreciate the true essence of cooperative learning. Learners are responsible for not just their own learning, but the learning of others. Shared learning leads to success for all, as each member of a learning group has a specific role to play in reaching a common goal. Successful groups include positive interdependence--if one fails, the entire group is affected. There is both individual and group accountability; although some work might be completed individually, some must be accomplished by group interactions. Typical cooperative learning strategies include think-pair-share, the three-step interview, the jigsaw, and numbered heads. Techniques might include focused listing to brainstorm or examine concepts and descriptions, structured problem solving, one-minute papers, paired annotations, guided reciprocal peer questioning, and send-a-problem.
In short, as long as the innovative, bold reform, designed to meet the students in the actual instructional design, the level of mathematics teaching effectiveness will be further improved, so as to achieve the teaching of specialized services for the purpose of truly reflect the grade mathematics outline the requirements.
Refference:
- Teaching and Math Methodology Instruction: Introduction to Teaching Challenges http://www.ct4me.net/math_methodology.htm
Tidak ada komentar:
Posting Komentar