1, an interesting textbook resource
"Interest is the best teacher." When we open our new textbooks, we can see that editors have created colorful teaching situations with interesting illustrations, pictures and sentences that are visible, useful and interesting in life, as well as vivid descriptions of students' learning activities in mathematics. These contents can not only enable students to learn the necessary mathematical knowledge, but also enable students to learn to observe life with mathematical knowledge, which is very consistent with the characteristics of junior high school students' being active, interesting, naive and lively. Therefore, we teachers should combine the teaching content, create vivid and effective activity scenes, organize students to carry out various forms of activities, put students in specific situations, stimulate students' desire for truth, and let students learn mathematics in happy and pleasant situations.
For example, when I teach the content of "location", let the students play a game "Find it". Find out who is in front of you first. Who's in the back? Then find out who is in front of you and who is behind you. The students are very enthusiastic, looking for and chatting. Then I use multimedia courseware to show some related situation diagrams, so that students can distinguish between the front and back. At this time, the students carefully observed the situation map happily and easily, and hands in the air scrambled to answer questions.
2. Flexibility of teaching materials resources
The content of classroom teaching is the process of transforming the knowledge structure of teaching materials into the cognitive structure of students. The realization of this process depends on the depth and breadth of teachers' understanding of teaching materials and the scientific and flexible design of classroom teaching. Teachers should simplify and adapt appropriately in the process of designing teaching, and try to highlight the most important and essential teaching content in teaching. If some materials in the textbook are insufficient, which is not conducive to the formation of students' concepts, teachers should add new contents in time.
For example, the divisor I just taught is fractional division of decimals, which is the most difficult calculation in fractional division, because the divisor and dividend should be expanded by the same multiple at the same time by using the law of quotient invariance, and the fractional divisor should be converted into an integer divisor, and then calculated according to the fractional division in which the divisor is an integer. The practical application of this transformed mathematical thought is a difficult point for students. Therefore, I will make full use of the supplementary variant exercises in the mathematics courseware in the curriculum resources, so that students can further understand this transformed mathematical idea and help them correctly master the calculation method of fractional division with divisor as decimal.
I have been using the primary school mathematics textbook published by Beijing Normal University for almost four years, and I have encountered many difficulties in teaching. Teachers often discuss and encourage each other. Great changes have taken place in our educational concept, but I am still a little confused in the face of the present situation of rural students. I'd like to take this opportunity to discuss with more colleagues.
First, I feel that the textbook of primary school mathematics published by Beijing Normal University is very open, which is good for improving students' ability, but it is difficult for teachers to grasp the difficulty and depth of the textbook.
For example, solving math problems is not systematically explained according to types and steps, and the requirements are not as clear as those in the old textbooks. The answer only appears in the fourth volume, and the formula calculation of the fifth grade of People's Education Edition can also continue now. Another example: there is no specific estimation method now, and all kinds of calculations need an estimation first; There is no way to realize the conversion between simple numbers and compound numbers, but there are many such problems in the sense of decimals.
Second, the mathematical concepts, formulas and laws in the new textbooks are rarely clearly presented, and students are often allowed to explore and discover. I also instruct students in this way, but the students who really explore and find conclusions by themselves are very limited, and the students who can accurately use these formulas and laws to solve problems on the basis of understanding are also limited. So for the final result-academic performance, I sometimes ask students to recite relevant mathematical concepts, formulas, laws and so on against their wishes. For example: the law of multiplication, the rate of advance between length units, etc. Therefore, my heart is also very contradictory. What should I do? I hope to get help from my colleagues.
Third: Personally, I feel that it is seldom possible to do both calculation and solving mathematical problems. Calculations in new textbooks all appear when solving mathematical problems. It is often easy to learn to calculate and solve math problems in class. I also deeply feel that I can't control the new teaching materials flexibly, but my colleagues and I are working hard, and I hope more colleagues can help each other. Let's really deal with the new teaching materials scientifically, control the new teaching materials flexibly and creatively develop new teaching materials resources as soon as possible.