The characteristics of primary school students' thinking are concrete images and abstract thinking. Imagination is based on rich representation reserves, and only by accumulating accurate and rich representations can we have a broad imagination. Therefore, in teaching, teachers should make full use of visual teaching AIDS and visual materials, and often organize students to visit. In real life, we should guide students to get in touch with things extensively, observe and compare them carefully and comprehensively, and analyze and synthesize them.
1. Use demonstration to accumulate appearances.
In the teaching process, teachers let students get all-round and three-dimensional perception through sufficient perceptual materials, and visualize abstract knowledge, thus leaving a clear impression in their minds. For example, when teaching the stability of triangles and the deformability of parallelograms, it is impossible to get a clear cognition only by perceiving the shapes of triangles and parallelograms, so students can't really establish the representations of "stability" and "deformation" in their minds. In teaching, you can first show triangles and parallelograms made of wooden strips, demonstrate them with teaching AIDS, and pull them from different directions by hand, so that students can easily establish the appearance of "stability" and "deformation" in their minds.
2, guide the operation, enrich the appearance
Hands-on operation can make students' various senses participate in learning, observe and understand things from various angles, and thus establish accurate and rich representations in their minds. For example, when teaching the meaning of fractions, students can start origami. During the activity, the students folded seven or eight different shapes divided by the representative unit "1", thus enriching their appearance.
3. Deepen the appearance through audio-visual education.
In teaching activities, we can also make full use of modern teaching methods to convey rich, massive and vivid information to students and deepen their understanding of appearances. For example, in the teaching of "Understanding of Cuboid", multimedia is used to demonstrate each face of cuboid, the size comparison of opposite faces, four opposite sides, eight vertices and so on. Then let the students close their eyes and imagine the characteristics of the cuboid, and then use multimedia to demonstrate the expansion diagram of the cuboid, so that the characteristics of the cuboid will leave a deep impression on their minds.
Second, to provide students with space and time for imaginative activities
Mathematics teaching in primary schools is a process that allows each student to explore, discover and recreate relevant mathematics knowledge freely and openly with his own way of thinking according to his own experience, so as to cultivate students' independent consciousness, exploration spirit and creative ability. This requires teachers to give students enough thinking space with the help of materials in teaching.
For example, when reviewing the area of triangle, parallelogram and trapezoid, let students imagine: If the upper bottom of trapezoid becomes as long as the lower bottom, what figure will it become? What does it have to do with trapezoidal area? If the upper bottom of the trapezoid is reduced to 0, what figure will it become? What does it have to do with trapezoidal area? At this time, if students are provided with imagination space, they can fold, draw, measure and cut with paper and pencil in their hands, and discuss and explore freely. Finally, students will find that a triangle can be regarded as a trapezoid with an upper base of 0, and a parallelogram can be regarded as a trapezoid with equal upper and lower bases. In this way, according to the problem imagination, students with different differences can experience the joy of acquiring knowledge by "doing mathematics" and then imagining according to the discussion, and at the same time further understand the connection and difference of the three graphics, stimulate students' wisdom and cultivate students' ability.
While providing imaginative activities for students, teachers also need to arrange enough time (in the form of deskmate, group discussion, exchange and debate) for students to fully think, discuss and explore. During this period, students' imagination activities will be more extensive and rich, and innovative achievements may be produced continuously during this period.
Third, expand the associative breadth of students' imagination activities.
Association is often triggered by something, imagining something similar or opposite to it. It is often possible to obtain a brand-new image through association, or to reproduce a certain appearance. For example, when students see the vertical relationship between the two line segments in front of them, they will think of the flagpole in Tiananmen Square and the Monument to the People's Heroes. When students find the ratio, they will think of division. The development of these associations has positive significance in the process of students' understanding, mastering new knowledge and solving problems.
In teaching, teachers should seize the favorable opportunity to guide students to form conscious associative ability from an early age. If students understand the arithmetic of "5 is less than 9 and 4 is less than", remind them that "4 is less than 9 plus 5" or "9 is greater than 5" and "9 is greater than 4 plus 5". After students know the finite decimal, they should be guided to associate from finite to infinite, and ask, "Can we understand the meaning of infinite decimal from the meaning of finite decimal?" After showing the condition that "three fifths of a highway has been built", students can be guided to relate it to "how many parts are left". Students are often induced to associate from the known, and when they encounter difficulties in solving problems after forming habits, they will consciously adjust their thinking, associate new ideas, and produce new insights.
Of course, you can also use reverse association to induce students to use comparative association to enter the opposite unknown field and gain new knowledge. For example, when teaching the "mixed operation of fractions and decimals", after the students first mastered the law of calculating fractions into decimals, the teacher said, "As we all know, if the fractions in the mixed operation of fractions and decimals can be converted into finite decimals, it will be easier to calculate fractions into decimals, so-then you must have thought of another situation. Who wants to talk about ideas? " After induction, students will think: How to calculate the fraction in the formula if it can't be reduced to a finite decimal? And some students will naturally come up with a method to calculate the component score. In this way, students not only master the general law of mixed operation of fractions and decimals from both positive and negative aspects, but also experience the reverse association process from positive to negative.
In short, teaching activities are inseparable from imagination. Teachers' teaching art is full of imagination. Imaginative teachers will teach creatively and make teaching fruitful; Imaginative students will study creatively and make their study more fruitful.