Create situations and cultivate interests. As teachers, we should create a pleasant learning environment for students and let them enjoy learning. Mathematical knowledge is abstract and rigorous. In the process of learning, students in our mountainous areas will find it boring, difficult to understand and learn, and even some students who don't want to learn mathematics will find it difficult to cultivate their interest in exploring mathematical problems. Making good use of Banbantong will change this situation. When I was teaching "Understanding Circle", I used CAI courseware to show a little dog sitting happily on an ox cart and driving forward. Then I removed the wheels of the ox cart and turned them into triangles, quadrangles, diamonds and other shapes. The kitten tried her best to catch the horse breathlessly, but the carriage still showed a motionless picture. The students couldn't help laughing and said, are these wheels turning? It can't turn. Then a classmate said, if the wheel is oval, I will change it into an oval wheel. Every time the carriage moves forward for a short time, there is a scene of a kitten bumping into the car. After reading it, the students all smiled from ear to ear and said, "No, no, this kind of car is definitely not easy to drive." I immediately said, what kind of wheels are suitable? Some students said loudly: "the wheels of the car are round, and the round wheels will definitely do!" " "Then I asked, what about round wheels? What about other triangles, quadrangles, diamonds, etc? What's going on here? When the students in our class are thinking, their interest in learning is naturally aroused, and their interest is particularly strong. Therefore, it is much easier for students to understand the knowledge of this course in a relaxed and happy learning atmosphere. Therefore, we should actively create teaching situations so that students can become "knowledgeable people" in their studies, and sincerely want to learn and learn well.
The rational use of Banbantong, an educational resource, has brought educational technology into a brand-new era. In the practice of mathematics teaching in our mountainous area, we deeply feel that Banbantong provides irreplaceable services for mathematics teaching, so I use Banbantong's various information resources to attract students' attention and use multimedia information to arouse students' thinking and understanding. I used "Banbantong" to create a teaching situation and achieved ideal teaching results. For example, when I teach the comparison of numbers, I play the audio and video materials of "the scene of animals running". After the students in my class concentrate on watching the animals running in the music, I guide them to observe carefully, which runs fastest, which runs slowly and which will run last? The students watched the video and found the answer according to their usual life experience. In the process of comparing who runs fast and who runs slowly among these animals, the comparison method of number size is naturally learned.
Study groups explore together. In mathematics classroom teaching, I guide students to adopt group cooperative learning, so that students can seriously think about the same goal, express their views, discuss and communicate with each other, and make the teaching process full of vigor and vitality. In group cooperative learning, students in our class actively participate in discussion and communication, which not only improves their ability to understand, analyze and solve problems, but also solves some usual "contradictions" through * * * learning and effective communication, and the feelings between students are unconsciously communicated, and * * * makes progress in mutual assistance. When I teach the course "The Preliminary Understanding of Corner", I guide students to find and touch the corner, then fold and draw the corner, and finally play with the corner. I divided the students in my class into eight groups, let them discuss and communicate, let them look at the real thing first, and then take out the geometric figures they have mastered and understood. When teaching students to draw a corner, I first show a "point", then click a few times on this "point" to show the word "vertex", demonstrate the drawing method of two faces with animation, flash the "edge" a few times and mark it as "edge". I used this intuitive, vivid and vivid demonstration process to show the graphics and drawing method of "corner" step by step. In the group study, my classmates unconsciously mastered the drawing method of "angle", and also highlighted the key and difficult points in the teaching of the chapter "Preliminary understanding of angle". Group cooperative learning, as a teaching concept and strategy, I cleverly pin my wishes on students. If students and study groups face problems, they can identify and analyze these problems and help their classmates. When students are studying cooperatively, I will watch and listen while walking, guide students to think, imagine and explore, and activate their interactive and social skills.
It is difficult for a math teacher to make his words vivid, because math is not the same as Chinese, not only rigorous, but also logical, so it is not as vivid as Chinese. Therefore, it is difficult to stimulate students' desire to learn without paying attention to methods in teaching. I will try my best to combine the reality and give encouragement and praise in the language of life. Because all my classes are Yi students, some of them can't even speak Chinese when they enter school. In the lower grades of primary school, there are also language barriers. Many students find it difficult to solve practical problems, so I will inspire and guide them to understand and master them. After studying hard, students understand the methods to solve such problems and improve their ability to solve application problems. It is difficult for students to understand the silent language in math textbooks, so I will make my class vivid and concrete, and convey it to the students' hearts through sensory stimulation such as vision and hearing, so that students can study more seriously after sensory stimulation. To sum up, "Banbantong" mathematics teaching plays a very important role in deepening the reform of mathematics classroom teaching, effectively improving the quality of education and teaching, and improving the quality of students; It creates conditions for students to acquire new knowledge better, but not all mathematics classroom teaching should be carried out in the "class-to-class" educational environment. Instead, according to the characteristics of mathematics teaching itself, we should make rational use of "Banbantong" educational resources and combine the actual situation of our students to screen and process them, so as to improve students' autonomous learning and understanding ability.