Mathematics is a highly ideological and practical science, which essentially determines that attaching importance to students' comprehensive practical ability is the need to improve teaching quality, as well as the need to improve teaching quality. The combination of theory and practice has proved and will continue to prove that paying attention to students' comprehensive practice is the source of improving students' understanding ability and the way to improve teaching quality.
Primary school mathematics teaching activity is an important and key part of students' whole mathematics activity, and it is the foundation of foundation. Mathematics activities must be suitable for students' cognitive level, and must be based on students' subjective wishes and knowledge and experience, create all conditions for activities, provide students with opportunities to engage in mathematics activities and exchanges, and help them truly understand and master basic mathematics knowledge and skills, mathematics ideas and methods in the process of independent exploration, so as to gain rich experience in mathematics activities.
First, how to organize classroom teaching and create what kind of scenes to cultivate students' learning motivation.
The first-year students' learning motivation is the first in the whole motivation level, and the second-stage learning is to get good grades, not to fall behind, to be praised by parents and teachers, to be rewarded and so on. Therefore, we can take some targeted measures, according to the information provided by the textbook, link the textbook with the relevant information available in students' lives, compile a story that students like, and introduce it in the form of storytelling. There are some problems in the story.
Case 1: The location of the first book can be recognized as follows: helping children divide things, helping small animals find homes, sending lost children home, and so on. Similar problems, for children of this age, teachers have many ways to guide students. The fourth book determines the location, and the title is: the puppies, monkeys, rabbits and squirrels on the playground have been playing in the swivel chair for too long and can't tell the direction. Who can help them? Compare who is the best guide. It is from such a small matter that the psychological needs of children are met. They are eager to be praised, eager to do many things like adults and experience a sense of accomplishment. As long as their enthusiasm is raised, sometimes adults can't reach it.
Second, cultivate interest in learning.
"Interest is the best teacher" is a famous saying. Our students are naive and lively, but they are not a blank sheet of paper. They also have a rich life. Children who grow up in different families have different experiences and rich lives.
Teaching should stimulate students' interest, integrate students' life experience into learning content, create a lively, interesting and knowledgeable classroom environment, and let students experience the fun of mathematics. Only in this way can they really enter the role, understand and master knowledge and skills in the process of independent exploration, and enlighten mathematical thoughts and ways and means of learning mathematics.
1. There are some knowledge contents in the textbook, which need to be understood by mathematical ideas and methods, and some replacement skills can also be mastered.
Average score: When designing, which places in students' life should be used first? How can we understand the meaning of average score?
Case 2: Divide the students into six groups, with 4 people in each group, and give some small cards. Ask each child to take the same amount, three, four, six in each group, and some in the rest. Let students realize that "average score" means that each share gets the same amount.
Case 3: Average scores are often encountered in life. "There are six oranges. You and your brother eat separately. How do you usually divide it? " Yes, he has three, and he has three. "How do you divide this?" "Average score" Yes, very good. Can children give some examples of average scores commonly used in life? It is natural and easy to connect life experience with mathematical concepts.
There are some pure intellectual things in the textbook, and certain skills can be formed by learning and mastering these knowledge.
Most students often see the content of "knowing graphics" in their lives. Here's how I operate:
Case 4: (1) Each person prepares three pieces of paper. ⑵ Teacher: Take out three pieces of paper and start to stack conjectures and hexagons. (3) After the preparation is completed, find a rectangular or square piece of paper to show you how many sides (four sides) this figure has. We find an object with four sides in the classroom and touch it with our hands. How do you feel? The teacher does two actions: draw an arc and draw a straight line. Draw and tell which side the quadrilateral is. Students can quickly judge correctly. (4) Please give these quadrilateral figures a name, "called quadrilateral", "Please fold out the quadrilateral that is different from others and the teacher will help you paste it on the blackboard". As a result, different quadrangles are arranged in a long strip. 5. Folding pentagons and hexagons in the same way makes a class feel chaotic, but every student participates in it and gets different degrees of experience. [6] In the second class, do exercises in books to judge which ones are quadrangles and which ones are pentagons. That's good. Teachers should grasp the characteristics of primary school students and carefully design novel and innovative classroom teaching, which is really interesting and well used.
Third, the use of teaching materials to carry out practical activities
In teaching, teaching materials are fundamental, and practical activities without teaching materials can only be a dead letter, so the two must be closely linked.
Case 5: Statistics in the third book often appears in life, but statistics is a completely strange term for junior students. In this regard, I did this: I invited 12 students to be divided into 4 groups, and every 3 students were divided into one group to play games with rock, paper and scissors. Children often play this game and know how to do it without being taught by a teacher. ) Rules: Take the group as a unit, and each group has two activities to count the results of this group. The result after ten minutes is:
Group number stone scissors cloth
One, three, two, three 1
2 3 1 2 3
332222
Four three zero two four
Total 5 9 10
After this activity, I choose a student from each group in my class, count the number of boys and girls in my group, write it on the blackboard, and then ask the students to count the number of boys and girls in the class. In this way, students will soon understand what statistics are, and it will be handy to complete the homework in the textbook.
In short, I create as many opportunities as possible for students to experience, feel and communicate, to integrate mathematics into life, and to solve mathematical problems in life by mathematical methods, so as to cultivate good learning motivation, stimulate students' interest in learning mathematics and turn mathematics learning activities into an artistic activity.