"Let students learn mathematics in vivid and concrete situations" is one of the important ideas advocated by the new curriculum standards, and it is also the direction of teachers' efforts in the current curriculum reform. The first volume of the textbook for senior one has designed interesting learning materials and activity scenarios, such as 6-7 pages of pigs helping rabbits build houses, 14- 15 pages of wildlife parks, 18 pages of queuing to buy tickets, and 29 pages of monkeys eating peaches ... These are all familiar and approachable for children. In teaching, static text resources should be processed into dynamic mathematics learning resources in combination with reality. For example, in the teaching of "how much to compare", we should make full use of the theme map to tell students the fairy tale of "Piglets help rabbits build houses". Let the students walk into the situation, carefully observe and compare, and realize "more", "less" and "as much". Another example is the teaching of "Understanding of 0". Teachers can write multimedia animation courseware according to the theme map on page 29: little monkeys play, little monkeys go home, little monkeys eat peaches, and stimulate students' interest in learning with vivid and interesting situations. Then, by observing the little monkey eating peaches: there are two peaches on the plate, the little monkey eats one after another, and there is none on the plate ... experience the change from scratch and perceive the meaning of 0. The situation carefully created by teachers can integrate life with mathematics and make students' mathematics learning process lively and interesting.
Second, let students actively acquire knowledge and promote development.
The essence of mathematics learning is students' re-creation. The new curriculum standard emphasizes: "Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience … to provide students with opportunities to fully engage in mathematics activities." "Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics … Mathematics learning activities should be a lively, proactive and personalized process".
According to this idea, this textbook starts from students' life experience and knowledge experience, and tries to provide students with time and space to fully participate in mathematics activities according to children's cognitive characteristics and interest needs. For example, illustrations such as examples and "doing one thing" mostly show the learning methods of group activities and cooperative learning. It aims to remind teachers to constantly create meaningful problem situations or mathematical activities, encourage each student to explore mathematics and actively communicate with their peers, so as to acquire knowledge and develop their abilities. The textbook also carefully designed realistic and open learning activities for students. For example, on page 33, two open learning activities are arranged for students to feel and experience the characteristics of various three-dimensional graphics through practical activities such as "rolling, pushing, building and guessing" ... In teaching, students should be taught in the classroom in the spirit of "students are the masters of mathematics learning"
(A) let students acquire mathematical knowledge through their own exploration.
For example, when teaching "Preliminary Understanding of Stereo Graphics", students are prepared with objects of various shapes before class, so that students can observe and communicate the shapes of objects with the experience of shape perception and put objects with the same shapes together. Then discuss "what are the similarities between these objects" and understand the characteristics of object shapes ... Students explore according to the accumulated experience in daily life and the feelings of real situations, further abstract perceptual experience and develop the concept of space.
(B) Let students gain mathematical knowledge through hands-on operation.
The thinking of first-year students is inseparable from images and movements, and hands-on operation is an important way and method for students to learn mathematics. For example, when teaching "9 plus several", on the basis of students exchanging different algorithms, let students introduce their ideas to students through the operation activity of "putting 1 box doing 10", so that students can intuitively understand the process of doing 10. Then, organize activities such as "pendulum, calculation", "circle, calculation", and calculate while doing practical operations. The concrete image operation process corresponds to the abstract calculation process one by one. Explicit actions drive internal thinking activities, and students feel and understand new calculation methods in hands-on operation.
(3) Let students acquire mathematical knowledge through cooperation and communication.
This textbook has designed a lot of cooperative communication contents, such as letting students cooperate to complete relatively long and short activities, discussing the shape characteristics of objects and figures, and letting students exchange their own calculation methods, classification standards and scores. In teaching, we should organize students to cooperate and communicate in time, put forward specific goals and requirements, encourage each student to explore mathematics and actively communicate with peers. Let students acquire knowledge, develop their abilities and gradually form innovative consciousness in mutually inspiring and complementary learning activities.
For example, when mathematics is "9 plus a few", after putting forward the math problem in the specific situation of "school sports meeting", the "task" of exploring the problem-solving method is handed over to each group to complete. Let the students think independently first, and discuss and exchange solutions to problems in groups. Every student thinks in his own way according to his own life experience, which will produce many calculation methods such as "score", "next number" and "add up to 10". Then, please introduce and show the research results of each group to the class. Let students know the different methods found by others and themselves, and realize that there are different methods to solve the same problem. At the same time, in communication, students appreciate their own discoveries, the achievements of the group, the various methods discovered by the whole class, and constantly experience the happiness of success. It is helpful to cultivate students' awareness and interest in exploration and enhance their awareness of cooperative learning.
Third, elaborate mathematical activities, so that students can experience the formation process of knowledge.
The new curriculum standard especially emphasizes: "Let students personally experience the process of abstracting practical problems into mathematical models and explaining and applying them", and attaching importance to the formation process of mathematical knowledge is an important concept of current mathematical discipline reform.
In order to let students walk into learning activities with their original knowledge and experience, actively construct and understand mathematical concepts, acquire mathematical methods, gain experience in exploring mathematics, and enhance their confidence in learning mathematics well, this textbook attaches great importance to the formation process of knowledge. For example, "Understanding of 1 ~ 5", the textbook first reflects the abstraction of numbers from the real world, and then lets students further understand the cardinal meaning of numbers by putting a stick; To understand objects and figures, the textbook first promotes students' intuitive understanding of object shapes by "putting the same shapes together", and then presents three-dimensional figures, which leads to the names of object shapes. Then let students try to describe their living space with what they have learned ... In teaching, we need to design mathematical activities such as observation, operation, thinking and communication for students with the help of basic materials and clues of learning activities provided by textbooks, so that students can experience the process of knowledge formation.
For example, when teaching "Understanding of 1 ~ 5", let students go to parks or zoos to create a situation of "going to wild zoos". First, let the students observe and know which lovely animals there are. Then, let the students tell their friends in the group and the whole class the results of observation and counting. Students abstract 65438+ from the real world through observation, calculation and conversation. Next, let the students put out sticks according to the numbers, or choose their favorite school cards. Students concretize abstract numbers in hands-on operation and deepen their understanding of the cardinal meaning of 1 ~ 5 numbers. Students know the number 1 ~ 5 by watching, counting, speaking and doing various activities, and they have experienced the formation of the number concept. Students not only experienced the generation and function of numbers, but also deepened their understanding of the concept of logarithm. They also tried to look at things around them from a mathematical perspective and gained a successful experience, which enhanced their confidence in learning mathematics well.
Fourth, carefully organize practical activities.
Every lesson in primary school mathematics is inseparable from practice, which plays an important role in mathematics teaching. This textbook provides rich practical resources for teachers and students, and teachers should constantly explore how to organize practical activities.
In teaching, teachers should start from students' learning and development needs, organize rich and interesting practical activities and pay attention to students' emotional experience in practical activities.
For example, when teaching "Knowing Half the Time", the teacher asked students to participate in different practice activities after exploring the characteristics of the hour hand and the minute hand pointing to half the time. (1) said. Tell the children's activities on the way to school, class, sports and reading, and talk about what they are doing in daily life. ② Interactive games. Listen to the instructions of one party to set the clock face time. First, the teacher gives instructions, the students dial, and then work together at the same table. One says the time, and the other dials the time. ③ Free choice. Set aside your favorite moment on the clock and tell your friends what you are doing at this moment … Finally, each student designs a happy Sunday for himself. Every activity is interlocking and full of life interest. Consolidate knowledge with practical activities and let students feel the mathematics in life; Through practical activities, students' interest in learning and using mathematics is stimulated, and at the same time, practical consciousness and application consciousness are gradually formed.
Fifth, pay attention to the cultivation of good study habits.
Study habits directly affect students' learning quality, ability and personality development. Students' good study habits are gradually formed in day-to-day study activities. Without the guidance and help of teachers. Every math teacher should pay full attention to the formation of students' good study habits and cultivate students' good study habits throughout the whole teaching process. For example, when teaching "counting", the teacher grasps the first class of students' enrollment, makes full use of the picture resources of "beautiful campus", and guides students to look at pictures and count. From students' free observation to orderly observation, let students know the counting method. In this activity, the teacher repeatedly asked, "What else?" Let the students know that they should observe carefully. And by praising the students-"These students observe carefully and do things seriously", let the students realize that these are good habits. Another example is when teaching to write "0", the teacher asks students to observe "0", describe the shape of 0 in their own language, and tell and demonstrate the writing of 0 to the students. After that, we sorted out the book blanks, sketching 0 and writing 0 respectively, so that students can gradually form the skills of writing 0. In the learning activity of writing 0, the teacher asked the students to evaluate the 0 written by their friends, so that the students could further clarify how to write well. I also specially arranged "What do you think should be paid attention to when writing 0?" "What do you want to say to the children in our class?" Exchange activities. Students sum up their own experience in writing 0 and tell it to the class. In the learning activities of writing 0, students can understand writing 0 through observation and listening, make clear the normative requirements of writing 0 through writing, evaluation and communication, and carefully experience the behavioral requirements of writing. The teaching activity of "Writing 0" has broken the previous mechanical writing mode, which enables students to develop mathematical thinking, language communication, emotional attitude and good behavior habits while acquiring writing skills.
Sixth, create a good classroom atmosphere.
Modern teaching theory holds that a good classroom atmosphere can be a silent medium to transmit knowledge, the key to enlighten wisdom and the potential power to cultivate morality. Every teacher has a deep understanding that the classroom atmosphere greatly affects students' initiative in learning. In teaching, teachers design interesting learning activities that students like, stimulate students' interest in learning, and let students learn mathematics happily; Teachers provide students with sufficient opportunities to participate in mathematical activities, guide students to acquire mathematical knowledge, skills and mathematical thinking methods through independent exploration and cooperative communication, and let students experience a lively and personalized process of active exploration and creation. All this needs a good classroom atmosphere to support. Teachers should create a democratic and harmonious learning atmosphere for students.
True democracy and harmony in the classroom stem from a kind of love between teachers and students. The teaching process is a process of two-way information exchange between teachers and students, and also a process of emotional exchange between teachers and students. Through their own teaching activities, teachers nourish students' hearts with love, stimulate students' enthusiasm for learning mathematics, and make them actively participate in learning activities. Take the lesson "Understanding of 0 and Related Addition and Subtraction" as an example. In the activity of writing 0, the teacher used these words "Do you want to write 0?" "Ok, hold out your little hand and look at the blank screen." "Draw a zero line in the Japanese word box." "What do you think should be paid attention to when writing a zero?" "What do you want to say to the children in our class?" "The teacher believes that your 0 must be beautifully written. Go ahead and write a few zeros in the Japanese word box below! " Organize students to carry out activities such as empty books, sketching, summarizing writing methods and independent writing. Teachers' language is full of understanding, respect and trust for students, and they are deeply concerned about students, so that students can get the method of writing 0 happily and actively. In the process of exploring knowledge, when students make mistakes, they don't criticize, but give them another chance. If students are asked to say, "There are/kloc-0 peaches on the plate, how many are there?" At this time, the answer "The little monkey ate 1 peach, which is 1" appeared. The teacher didn't worry, then asked, "How many peaches are there in that plate?" The children immediately said "1." Another example is "How many frogs are there on two lotus leaves?" When one student says 4-0, the other students can't wait to express their own equation 4+0 or 0+4. At this time, the teacher gave the students a chance to correct themselves and asked them to say it again on the grounds that "the teacher didn't hear clearly". Ingeniously win the opportunity for students to experience success. "Give another chance" makes students feel warm and encouraged, protects their interest in learning and protects their enthusiasm for exploring knowledge. In a democratic, relaxed and harmonious teaching atmosphere, students are comfortable, active in thinking, dare to think, dare to feel and dare to speak, and their learning potential and initiative are fully brought into play.