First, let mathematics combine with life organically.

Mr Tao Xingzhi, a great educator, pointed out that "life is education", "teaching and learning are integrated" and "education is life". In his view, education originates from life, and life is the center of education, that is, it advocates that every child enjoys the education to prepare for life fairly, and education should cultivate people who can adapt to social life, which is the fundamental purpose of education. Education originates from life and adapts to the needs of life, so teaching cannot be divorced from life. Teaching without life loses the psychological foundation of children's active learning. In the teaching process of Location, I fully quoted the exercises and scenes in the book, and thus extended and excavated a large number of life examples. No matter the introduction of new courses, the selection of examples, the design of exercises and the arrangement of homework, students are put in the background of life to feel, discover and compare the differences between the left and right, and based on the life scenes that students are most familiar with, a "which group is which group" is established. Determine the position of things in the plane from two dimensions, and then extend back to real life. Finally, through association, the effective connection between classroom mathematics knowledge learning and real life can be realized, and students can really learn and use mathematics in their lives. Only by grasping the relationship of "life-mathematics-life" can we understand what it means to use life-oriented teaching materials and the depth and connotation of the materials provided by the situation map.

Jump out of textbooks, learn mathematics in life, and make mathematics come alive. In the process of teaching "thinking" exercises, I fully combine "playing" with "learning", so that students can feel the numbers within 100 in hands-on operation, brain thinking and language description, and understand and know the relevant basic knowledge. How can students swing without chess pieces? Pebbles by the river, soybeans and corn kernels at home ... are good teaching tools. Students can also learn interesting things by taking out their favorite "learning tools". The connection between mathematics in life and mathematics in class is communicated, which makes it possible for the contents of geometry, algebra, statistics and probability to appear in an interwoven form, and also makes it necessary to cultivate students' comprehensive application ability.

Second, boldly cut and add teaching materials to create teaching materials.

"Teaching with textbooks" should not be an oral slogan, but a practical teaching guiding ideology for teachers. Teachers should be good at finding and selecting learning materials that are beneficial to students' development in daily life and promoting students' active learning. For the content that is not suitable for students and far from the actual content of students, it is necessary to completely change it. For example, when teaching "More and Less", I found that the teaching effect of directly using the teaching material resources (goldfish map) was not ideal, because rural students were unfamiliar with goldfish, or even had never seen it, so they used the "jumping ball" operation experiment that students liked to play after class to attract children's attention, stimulate students' desire to participate and communicate, and make the classroom full. Based on life, I changed the teaching materials and achieved good teaching results. Those that hinder students' development should be deleted mercilessly; It is necessary to increase exploratory materials, develop students' thinking and cultivate innovative consciousness, so there is no worries. For example, after finding the rules in teaching, I showed the students the "Yang Hui Triangle" diagram to let them observe the rules, and the students were very curious about it and enthusiastic about learning. For the factors that can cultivate students' autonomous learning and broaden their thinking, we should dig deep and not waste any resources that can make students develop. In the teaching of Discovery Law, I cited many examples from my life, starting with students. I rank boys and girls together, one boy and one girl. I rank them from the color of clothes, and then from the repeated arrangement of different numbers of boys and girls. In this way, students can learn easily.

In the teaching of statistics, I don't start with the pictures in the textbook, but let the students count a stick in the teacher's hand. There are many colors. In order to count the number of sticks of each color, students know that it is necessary to classify them before counting. Isn't it just a statistical table to fill in the counted numbers in the table, and then express them in figures (squares), which is called a statistical chart? After class, students will make their own statistics, such as how many boys and girls there are in my class. There are endless educational resources in life. Once teachers integrate educational resources in life with book knowledge, students may feel the significance and function of learning book knowledge, and may deeply realize the value of learning, making learning an activity they enjoy.

Third, find the source to stimulate students' interest in learning mathematics

Tolstoy once said: "Successful teaching needs not coercion, but stimulating students' interest in learning. "Interest is the best teacher. In the teaching of "Understanding RMB", rural primary schools lack multimedia courseware for classroom-aided teaching, and teachers can't stimulate students' interest in learning with vivid pictures and beautiful voices. So I asked my classmates to carry out shopping activities in groups. One student in the group is a shop assistant, and the other students take out one yuan to buy stationery. I also asked a student to be the supervisor to supervise whether the sewing operation of the shop assistant is correct. By simulating the real and interesting life experience situation of "buying stationery", students' interest in learning is stimulated, so that students can naturally master the relationship between yuan, jiao and fen, and realize the value and application value of yuan. After class, I also got in touch with the school canteen. I personally help to sell things, so that students in my class can buy their favorite items, so that students can feel the fun of shopping and learning math. Educator Rousseau believes that teaching should make students learn from various activities and gain direct experience by connecting with real life. Active learning, against letting children passively accept adult lectures or simply learn from books. He believes that the teacher's duty is not to teach children all kinds of knowledge and instill all kinds of ideas, but to guide students to learn directly from external things and the surrounding environment, and to combine them with students' real life, so as to obtain useful knowledge. Psychologists in the former Soviet Union put forward the theory of internalization of activities, and Piaget's construction theory pointed out that students should construct their own cognitive structure on the basis of their basic life experience and active activities.

Suggestions on mathematics teaching methods;

If primary school teachers want to train students into a group of promising talents in the future, they can't ignore the teaching of the first grade of primary school. No matter what courses are taken in the first grade of primary school, the knowledge learned in the first grade is like an engineer building a tall building. You must lay a solid foundation in advance, otherwise all the work will be in vain. As a mathematics subject, if we want to lay a good foundation, we must consolidate the calculation teaching in the first grade.

First, the new curriculum standard clearly points out in the curriculum implementation plan: "Let students learn mathematics in vivid and concrete situations". Clever creation of situations is conducive to improving students' enthusiasm for participating in the teaching and learning process and stimulating their desire to explore the mysteries of mathematics; It is beneficial for students to face challenges, accept exercise and experience success; It is conducive to the transfer and expansion of old knowledge to new knowledge, and makes students realize the value of learning mathematics.

(1) Create operational situations to help students understand arithmetic and make the transition from concrete to abstract.

Because of the abstraction of mathematics knowledge itself, it is not easy for junior students to understand. It is necessary to deepen students' understanding of knowledge, form a knowledge system and construct a new knowledge structure. We can use practical operation and establish representations to inspire students, so that students can understand arithmetic through practical operation and break through difficulties. For example, fill in the teaching of unknown addend in the first volume of primary school mathematics, and fill in the teaching of unknown addend in the sixth unit (page 70 of the textbook), for example: 7+( )= 10 6 +( )=8. Although there are deduction formulas for doing this kind of problems-one addend = and the other addend, for junior students, because the thinking of first-grade children is mainly figurative thinking. Their generalization is mainly on the level of intuitive image. First-grade pupils must rely on physical objects, teaching AIDS and snapping their fingers to master the concept of numbers within 10; Without intuitive conditions, the operation becomes difficult or even interrupted. The prompt in the textbook is: (1)7 plus how much is equal to 10? This kind of fill-in-the-blank is done by counting physical objects and using the composition of numbers. (2) How many more flags do you draw to make eight flags? This is to fill in the blanks by drawing the next step. The first method: students must first count 10 sticks or other objects, and then divide 10 sticks into two parts. Count seven sticks and put them together. Look at how many sticks are left and fill them in brackets. The second method: let the students draw small flags. When they count to 8, they draw a few flags and fill them in brackets. Of course, the first two methods have physical operations, and students can basically do them, but students are required to complete the second question of exercise 10 independently, and the correct rate of students doing the questions is not high, and the calculation speed of students is also very slow. Counting has developed from recording things with knots in primitive society and counting on bamboo, wood, tortoise shells and animal bones with lettering to counting with numbers now. Judging from this historical evolution, creating situations for students to operate is not an end, but a means to help students understand arithmetic. I think we can change the method of drawing before counting into the method of drawing before counting, which can not only make students operate, but also save time, and the correct rate can reach 100%. (1), 7+( )= 10 I asked the students to count to 7, and when they counted to one, they held out a finger. When they count to 10, they stretch out a few fingers to indicate how many to put in brackets.

(2) The algorithm should be optimized.

Algorithm diversification is a viewpoint of mathematics curriculum standard, which embodies a brand-new teaching concept and is an effective platform for cultivating students' innovative consciousness and thinking. However, in teaching, there are often two behaviors: first, teachers think that the more algorithms, the better, and only understand the diversity of algorithms as "more" in quantity, ignoring the improvement of quality; Second, I dare not say "no" to algorithms with low thinking level and complicated thinking process. In essence, the ability of junior students to analyze, compare and choose the best algorithm independently is not strong, and it is difficult to understand the algorithms proposed by their peers. Therefore, teachers must pay attention to optimizing various algorithms and choose the one that can be best understood and liked by junior students to improve the calculation efficiency. For example, the abdication subtraction within 20 in the second unit of mathematics in the first grade of primary school (page 12 of the textbook) is relatively simple because the numbers in this part are relatively small, but if the numbers become larger, students will delay a lot of time when counting physical objects, which will affect the speed of doing problems.