1. How to organize classroom teaching and what kind of situations to create to cultivate students’ learning motivation.

The learning motivation of first-year students is at the first level of the entire motivation hierarchy. The second stage of learning is to get good scores, not to fall behind, to get praise from parents and teachers, to get rewards, etc. wait. Therefore, we can take some targeted measures, based on the information provided by the teaching materials, link the teaching materials with the relevant information that can be obtained from students' lives, compile stories that students like, and introduce them in the form of storytelling. Some problems occurred.

Case 1: To identify the location in the first volume, you can do this - help children divide things, help small animals find homes, send lost children home, etc. For similar problems, for children of this age, teachers can use many methods to guide students. The fourth volume determines the location. The title is: The puppies, monkeys, rabbits, and squirrels in the playground have been playing on the rotating chairs for too long and cannot tell the direction. Which child can help them? Compete to see who is the best guide. It is from such little things to satisfy children's psychological needs. They are eager to be praised, to do many things like adults, and to experience a sense of accomplishment. As long as they are motivated, sometimes adults are unable to do so.

2. Cultivate interest in learning

"Interest is the best teacher" is a wise saying. Our students are innocent and lively, but they are not a blank slate. They also have rich lives. Children growing up in different families have different experiences and rich lives.

Teaching should stimulate students’ interest, integrate students’ life experiences into learning content, create a lively, interesting and informative classroom environment, so that students can experience the fun of mathematics, so that they can learn independently In the process of exploration, you can truly enter the role, understand and master knowledge and skills, and enlighten mathematical ideas and methods of learning mathematics.

1. There is some intellectual content in the textbook that requires mathematical ideas and methods to be understood, and to be able to master some replacement skills.

Equal points: When designing, where do you first think of using equal points in students’ lives? How can we understand the meaning of average score?

Case 2: Students are divided into six groups, each group has 4 people, and are given a number of small cards in varying quantities. Each child is required to get the same amount. The distribution situation: each group gets 3, 4, 6, and some have leftovers. Let students realize that "average score" means that each portion gets the same amount.

Case 3: Examples of average scores can often be encountered in life. "There are 6 oranges. You and your brother eat them separately. How do you usually divide them?" "Yes" He has 3, so does he. "What is this called a score?" "Average score." "Yes, very well said." Can the children also give some examples of average scores that are commonly used in life? It connects life experience and mathematical concepts naturally and easily.

2. Some of the teaching materials are purely intellectual, and certain skills are formed through the learning and mastering of this knowledge.

Most students often see this part of "Recognizing Figures" in their daily lives. Here is how I do it:

Case 4: ⑴ Each person prepares three pieces of paper. ⑵ Teacher: Take out three pieces of paper and start folding speculative and hexagonal shapes. ⑶After all preparations are complete, find a rectangular or square piece of paper and show everyone how many sides (four sides) this figure has. Find an object with four sides in the classroom and touch it with your hands. How do you feel? The teacher performs two actions: drawing an arc and drawing a straight line. While drawing, he said what kind of sides the quadrilateral has, and the students quickly judged it correctly. ⑷ Ask everyone to give a name to these four-sided graphics, "Call it a quadrilateral." "Please fold out a quadrilateral that is different from others, and the teacher will help you paste it on the blackboard." As a result, different quadrilaterals are lined up in a long strip. ⑸ Use the same method to fold pentagons and hexagons. The class feels very messy, but every student participates in it and gains different levels of experience. ⑹ In the second lesson, I did the exercises in the book and judged which ones were quadrilaterals and which ones were pentagons. I did a good job. Teachers should grasp the characteristics of primary school students and carefully design novel and unique classroom teaching. This is what they are really interested in and what they can learn and use well.

3. Use teaching materials to carry out practical activities

In teaching, teaching materials are the foundation, and practical activities without teaching materials can only be a piece of paper, so the two must be closely linked.

Case 5: Statistics in the third volume of the book. This part of the content often appears in life, but statistics is a completely unfamiliar term to lower-level students. This is what I do. : Invite 12 students and divide them into 4 groups. Every 3 students will be divided into a group to play the rock, scissors, and paper game.