A good teaching situation that adapts to students' psychological needs can make

Students' concentration, active thinking and wide participation make them abstract.

Mathematics is concretized, and the nervous mood is relaxed, "looming"

Realize the sense of number. Therefore, mathematics teaching should put students in real situations.

Experience and understand mathematics and existing knowledge and experience in the environment, and ask questions from specific questions.

When it comes to abstract concepts, get abstract knowledge and then put it back.

Use it in real situations.

For example, in the teaching process of "number recognition" in grade one, teachers can create

Set a childlike situation: "Students remember when they were in kindergarten.

Scene in activity class. Let's go sliding and swinging in autumn.

Thousands, riding a wooden horse to ... "Students' fond memories of children's lives.

Gradually awakened, when the teacher showed a multimedia in time.

Cheerful and warm picture of children's activities: "Everyone is willing to talk to the teacher.

Shall we count the sports equipment in this kindergarten together? "So,

Pupils began to count with interest: 1 slide, 2 autumn.

Thousands, three wooden horses ... so I experienced an abstraction from everyday life.

The process of counting, understanding the meaning of numbers. It can be seen that situational teaching is

The basis of cultivating students' sense of numbers, if we make good use of it and create situations,

Experience and feel the practical significance of mathematics, and students will not only know it more easily.

Knowledge and life experience are constructed, and rich appearances and life are obtained.

The vitality of mathematics knowledge makes students fully feel the ubiquity of mathematics.

Absence makes students' sense of numbers sprout.

Second, experience life and enlighten the sense of numbers in life cases.

The formation of number sense is a subtle process, which needs long-term use.

Time is gradually cultivated and accumulated in life. So we are

Mathematics teaching must be closely linked with students' real life and fully explored.

Excavate students' living resources and construct abstract mathematics of students' life.

Let the students feel and explore on the dynamic and rich life background.

Investigate, observe and understand things around you with mathematical eyes, and use numbers.

Learn language to express and communicate. To improve students' logarithmic acuity.

Degree, form a good logarithmic intuition, inspire students' sense of number.

1. Connect with the surrounding things and establish a new cognitive structure.

There is mathematics everywhere in life, and there are mathematical thoughts and self-cultivation studies everywhere.

Students' sense of number is to let students feel the quantification of the world around them.

Meaning of. For example, inspire students to say that they are in Japan when they know "0"

Where have you seen "0" in your daily life? Let's show the enthusiasm of the students.

It is soaring: "I have seen it in the results of sports competitions"; "in

What I saw on the thermometer. There is 0';' on the phone. I put it on the ruler.

0 "... make students understand" 0 "intuitively, even understand that 0 is a division table.

In addition to indicating no, the demarcation point can also be indicated on the thermometer; in a

Indicates the starting point; Use other numbers on the phone to form a number.

Passwords ... in this way, by guiding students to understand some specific things around them.

Perception and experience, let students deepen their understanding of the meaning of numbers, for the establishment of

A sense of numbers laid the foundation.

2. Feel the examples in life and form a good logarithmic intuition.

Guide students to feel life examples and deeply understand mathematics knowledge from them.

Knowledge can not only help students deepen their understanding of the relationship between mathematics and life,

More importantly, make students form a good logarithmic intuition. teacher

In the usual teaching, we should be good at capturing life phenomena and choosing mathematics-related studies.

Life examples of classroom teaching. Such as the recognition of "0" in teaching.

When I know, some students don't understand 5-0 = □, so I ask them to combine life.

A living example to illustrate why 5-0 = 5? Students' existing life

Experience was fully mobilized, and people raised their hands: health 1: my thoughts.

Yes: for example, there are five apples, and you eat zero, which means there is none.

Eat, so there are five left, 5-0 = 5. Health 2: My mother gave it to me today.

5 yuan money, I am useless now, and 5 yuan money, in the form of 5-0.

= 5 ... These examples are all things around us in life, which are easy for students.

Understand and accept, and make it clear that no matter 5 apples, 5 yuan money or others.

Items, as long as you subtract 0, you also remove 0 from 5 items.

It just hasn't been removed, so 5 MINUS 0 is still equal to 5. So here.

In some life examples, I realized the meaning of numbers and initially established a sense of numbers.

Third, activities stimulate wisdom and develop a sense of numbers in activities.

Mathematics teaching is the teaching of mathematics activities, and mathematics activities are students.

Human beings experience the process of mathematization and self-construction of mathematical knowledge.

Autonomy, initiative and creativity and people's cognition, emotion and ability.

All the forces are integrated in the activity. Teachers should provide students with

Dedicated to the platform of mathematics activities, always regard children's activities as

The foundation and carrier of subject development provide open time and space for activities, thus

Students have the ability of independent exploration, cooperation and communication, positive thinking and operation.

Dynamic space can really develop students' sense of numbers.

1. Build an activity platform to let students know where the numbers are.

Teachers should provide a platform for students to fully participate in mathematics activities and help them.

Help them learn through hands-on practice, independent exploration and cooperation.

Grasp the relative relationship of numbers in motion, such as size and order, and express them with numbers.

And exchange information, let students feel that numbers are everywhere and experience numbers.

Existence. For example, in order to digitize students' inductive information, teachers have constructed a

An activity platform: let students put their parents' ID numbers.

Write it down and interpret it. When you understand the ID number, what does each number stand for?

After the information, ask the students to be the assistant of the principal and imitate the ID number.

Code setting, design the student numbers of all students for the school. Regular execution

Such activities make students feel that numbers can express and exchange information.

And numbers are in life.

2. Open the time and space for activities and let students feel what mathematics can do.

Students are generally bored and mysterious about mathematics. for

Therefore, teachers should open the time and space of activities in teaching and guide students to go out.

Classroom, to the society, let it feel that mathematics is human life and labor.

An indispensable tool for exercise and study. For example, understanding centimeters and meters.

After that, I took the students out of the classroom and asked them to use 5-meter-long poles together.

Long rope combined estimation is actually to measure the length of a place on campus.

Degree, further deepen the understanding of meters and other length units. In the future, I will.

A homework activity was designed at random, and students were asked to use ropes as fences.

Go to enclose a piece of land and carry out the operation of "see which group is enclosed more"

The students creatively came up with all kinds of sealing methods.

Some are in a rectangle on the playground, some are on one side of the fence, and some are on the playground.

Find a student whose corner is surrounded by two walls ... by comparing with each other,

Finally, choose the operation method. So that students can study.

Learn to teach the original boring unit concept while playing.

"Lively" up, students also like math more, it should be better.

Using mathematics to further cultivate students' sense of numbers.

Fourth, "people-oriented" to enhance the digital consciousness in estimation.

Many times in life, we need to use estimation, but we don't need accurate meters.

Count. The new curriculum standard also points out that estimation is relative to accurate calculation in daily life.

It has a wider practical application, especially in developing students' digital consciousness.

One of the effective methods. So we should be good at grasping all kinds of teaching.

Favorable opportunity, change students' understanding of estimation and use it creatively.

Teaching materials, let students often estimate and communicate more, so as to feel the charm of estimation.

Force, enhance the awareness of estimation, form a strong quantitative ability, and gradually improve.

Form a good habit of estimation, so as to develop students' sense of number.

5. Comprehensive application to improve the sense of number in solving problems.

1980, the United States put forward the slogan of "solving problems", which

It has been widely accepted by people, and it is still a kind of mathematics education.

The core issue. Mathematics teaching should be realistic, interesting or relevant to students.

Starting with the materials related to the existing knowledge, guide students to ask questions and guide them.

Discuss, learn new knowledge in the process of solving problems, and form

New skills in turn solve the original problems. In the comprehensive application of mathematics

Develop students' sense of numbers in the process of solving problems.

For example, in the teaching of "continuous increase and continuous decrease", when students pass

After exploring and understanding the meaning and calculation method of continuous addition and subtraction,

I will prepare one for each group, and there are various (priced) ones.

The small bag of food pictures sets a shopping scene: "School.

To organize an autumn outing, please use 15 yuan to buy what you like.

Food. "Let students design their own shopping plans and have an autumn outing as required.

It is enough to make children happy, and students' thinking is very good.

Proactive, came up with a variety of shopping programs. In this process, students

Students make use of their original knowledge base and life experience to continue to complete.

Be good at understanding and understanding the original knowledge, and constantly build a sense of social life

The new meaning of life and knowledge itself makes learners have real practice.

Effectively linked, and on this basis to form their own problem-solving ideas.

Basic strategies to improve the sense of numbers.

To sum up, the formation of number sense is a gradual, precipitation and product.

Tired, delicate process, it takes a long time to fully feel.

Knowledge, experience and feelings are gradually established. Teachers should teach math.

Learning activities, in-depth study of teaching materials, creative use of teaching materials, and create

There are scenes that help to cultivate students' sense of numbers and explore suitable ones.

Teaching methods, put the task of cultivating number sense into concrete teaching.

Cheng. Let the students fully perceive, perceive and feel the logarithm, one-to-one correspondence.

Steps form problem-solving strategies, form a good sense of numbers and improve mathematics.

Literacy.