1. To achieve the established teaching goals during the experience

Primary school mathematics comprehensive practice activity classes, like other mathematics classes, each class has established teaching content and teaching Goal, when teachers design teaching, they must first conduct an in-depth analysis of the teaching content and formulate corresponding teaching goals; the primary school mathematics comprehensive practical activity class pays more attention to allowing students to learn in the process, guiding students to independently mobilize their existing knowledge and Learning experience, experiencing mathematical methods and ideas in the process, discovering mathematical rules, forming problem-solving strategies, and ultimately achieving the teaching goals of this lesson. However, the primary school mathematics comprehensive practical activity class is different from other mathematics classes. In a class, it does not have fixed knowledge points. Teachers cannot use their own models to fix the rules that students will discover through mathematics activities during teaching. It is required that Students should use a unified method to learn the same content, and students cannot be required to focus on a certain student's discovery as a knowledge point, requiring all students to master it.

2. Guiding students to carry out effective "mathematical thinking" is still the soul of practical activity classes

Forming the ability to solve problems through effective mathematical thinking is the ultimate goal of our learning mathematics, so We still need to grasp this soul when taking comprehensive practical activity classes in primary school mathematics. Compared with our daily mathematics classes, the comprehensive mathematics practical activity class leaves more thinking space for students and makes students more autonomous. This requires teachers to leave "a place for mathematical thinking" when designing teaching, so that mathematical activities and mathematical thinking can be effectively combined, and clever designs should be made at the junction between the two to make mathematical practice activities more practical. The course can reasonably organize and apply the mathematical knowledge learned, and truly improve students' mathematical ability. You must not do activities for the sake of activities. The situation is lively and everyone wants to actively participate, which makes the mathematics activity class lose its mathematical flavor, thus losing the real meaning of carrying out comprehensive mathematics practice activity classes.

In these four hierarchical activities, students actively apply the area knowledge and fraction knowledge learned this semester, and cultivate students' ability to sort out knowledge, allowing students to solve more difficult problems. At the same time, we have certain strategies to allow students to constantly think during activities, and to continuously improve their thinking level, achieving an effective combination of daily mathematics classes and mathematics comprehensive practical activity classes.

3. Primary school mathematics comprehensive practice activity class is an effective carrier of inheriting mathematics culture

Organically infiltrating mathematics culture into mathematics is also one of the tasks of mathematics teaching, and primary school mathematics comprehensive practice Activity classes are an effective carrier for inheriting mathematics culture. The teaching content of the comprehensive practical activity class is relatively broad, the extension space is relatively deep, the scope of student activities is relatively large, and it involves many mathematical ideas and methods. These factors provide us with an excellent way to penetrate mathematical culture into comprehensive practical activities. Opportunity. In the comprehensive practical activity class, students can learn about ancient mathematical masterpieces, famous mathematical conjectures, historical mathematical materials, etc. For example, when I was designing "Tamgram", I asked students to collect the origins of the tangram and communicate in class to understand the relationship between the banquet pictures and the tangram; when designing "Competition Sessions", I introduced the famous sayings of the mathematician Hua Luogeng to everyone in the last step:

"Retreat" a relatively complex problem to the simplest and most primitive problem. Once the simplest and most primitive problem is thought through and thought through, it will be easier to solve it. By purposefully infiltrating mathematics culture into the class, students can feel the joy of learning mathematics, and at the same time, it also enriches the connotation of the comprehensive mathematics practice activity class.

4. Innovative homework forms - designing practical homework before and after class

Mathematics comprehensive practical activity class has the characteristics of openness, research and activity, so we While carefully designing classroom teaching content and activity forms, we should also boldly innovate assignment forms—design pre- and post-class practical assignments. This assignment can effectively supplement and extend in-class activities, allowing students to practice and learn more independently. In the process of completing homework, students can accept some mathematical thinking methods, be influenced by more mathematical culture, and obtain more mathematical information, which can benefit students throughout their lives. Assignments can be in various forms, such as small surveys, small productions, small project studies, small research reports, etc.

5. Timely and pertinent teaching evaluation - the catalyst for a good comprehensive mathematics practical activity class

Students' mathematical thinking levels, problem-solving methods and strategies in comprehensive mathematics practical activity classes are different. Different forms of students' innovative thinking are also diverse, and students' learning is highly personalized. This requires teachers to be able to respond promptly in class and make targeted motivating evaluations, extended evaluations and collective evaluations. evaluate.

If your idea is the same as that of a mathematician, your discovery is of great research value. If you continue to explore your idea, you will make new discoveries. The division of labor in this group is very scientific and the research is in-depth. Waiting for the teaching evaluation, It can motivate students to learn happily, guide students to think deeply, stir up students' inner emotions, inspire students to learn from each other, and reflect teachers' teaching wisdom. Appropriate use of classroom teaching evaluation is a catalyst for good comprehensive mathematics practice activities.

6. Effectively integrate mathematics materials and continuously expand the scope of comprehensive mathematics practical activity classes

Each volume of the new curriculum standard textbooks arranges a certain number of comprehensive practical activity classes, which provides us with Provides a wealth of teaching materials. But there are still a lot of materials around us that can be integrated to become vivid materials for comprehensive mathematics practice activities. There are materials with local characteristics, materials with strong timeliness, and interesting problems in ancient mathematics, etc. For example, among the actual creative materials, our teachers have designed practical classes based on the pollution of the Huaihe River, practical classes designed on the themes of Shenzhou 7 launch, plastic restriction, and the Olympic Games, as well as "You Will" designed by teacher Hua Yinglong Use a calculator? ", "The Magical M?bius Strip", "Telephone and Almanac Card" designed by Mr. Liu Dewu, etc. The comprehensive mathematics practical activity classes integrated by these teachers are closer to students, more relevant to the times, and are very popular among students.

Mathematics comprehensive practical activity class is one of the important contents in the "Curriculum Standards", and there is a lot of room for exploration in the implementation process. The above ideas and practices are just some of our preliminary explorations in teaching reform. We will continue to think and make bold attempts in future teaching practices to continuously improve our understanding of comprehensive practical activity classes.