In teaching, if students can personally experience that mathematics is around and there are mathematical problems everywhere in life, they can truly experience the ubiquity and value of mathematics in life, thus stimulating students' thirst for knowledge. For example, when teaching "Percent Meaning and Writing", let students enjoy the scenic spots all over the country first, and then show the preferential ticket advertisements of each scenic spot. Which scenic spot has the best ticket price? Students are deeply attracted by this familiar real life scene. When they find a problem, they will unconsciously try to solve it. So as to actively select the information provided in the situation. It is found that whoever buys the same number of tickets at each scenic spot has the most favorable price and the most cost-effective travel there. This knowledge has never been learned before. Out of curiosity about the question, students are deeply attracted by the question and thus fall into the state of active exploration. In this way, students will be targeted in the process of communication, which will inevitably increase the effectiveness of thinking, actively communicate and find solutions.
At the same time, according to the age characteristics of students, multimedia courseware is used to present their favorite animated stories for students, which can stimulate their interest, fully mobilize students' multiple senses to participate in learning, stimulate students' interest and curiosity in learning, and make students actively participate in the learning process, so that communication becomes their urgent need. For example, in the teaching of counting, the "happy garden map" is displayed in front of students. Through the dynamic display, students are immersed in the scene and immediately attracted by these familiar people, scenery and activity facilities. At this time, I didn't rush to get to the point, but gave them some time to watch what they wanted, and they could talk about what they saw while watching. When their curiosity was satisfied, I asked another question: "There is still a lot of mathematical knowledge in this picture! See who can find it. " Guide students' interest in mathematics and let them ask questions and observe. Then, I will guide the observation methods in time and intentionally guide them to observe from the whole to the part. The students quickly found the number 10 hidden in the picture, including 1 slide, 2 swings, 3 wooden horses, 4 small planes and 5 butterflies ... This led the students to observe in two stages from the unconscious to the conscious, which was in line with the characteristics of children in lower grades, and made them gradually observe from the outside to the inside, from coarse to fine, so as to initially understand the steps and methods of observation.
Second, group cooperation, so that students are good at communication.
Effective group cooperative learning can give full play to students' independent exploration ability. Then, what should our teacher do when students cooperate in groups? Teachers should boldly let go, try to guide students to explore independently, and believe that students can actively acquire knowledge with their brains, eyes and mouths. When students cooperate in groups, as a classroom, we should go deep into each group to understand the effect of student cooperation and discuss the central issues of communication, so as to achieve harmonious and effective communication. Teachers should pay attention to the following points for effective communication:
1. Respect individuality and learn to listen. Students should be good at listening to teachers' speeches as well as classmates' speeches. Especially when one student answers a question, other students often show two situations: one is irrelevant and indifferent; The other is to deny or interrupt others at will. As a teacher, we should consciously remind students to be polite to the speaker, listen carefully to others' speeches, listen to the main points of others' speeches, and don't interrupt. Those who have opinions should wait for others to finish before expressing their different opinions. Let our students learn to understand and respect while learning to listen, and at the same time pave the way for communication.
2. Treat equally and learn to evaluate. That is to guide students to learn objective analysis and dialectical thinking while listening to others' communication. Always ask yourself: Is his view correct? Why? If you have different opinions, how to supplement them. Let students evaluate themselves objectively. For example, when teaching the area of triangle, we just learned the derivation process of parallelogram area formula. Students can get inspiration from it and find out the area derivative formula of triangle by themselves. So I prepared all the graphic materials and scissors for the students, and let them choose the materials that they think are useful for group cooperation research. Unexpectedly, after the complete liberalization, students' thoughts are extremely active. They studied their own methods by cutting, spelling and folding. I asked the group that came to the conclusion to show it to you on the physical projection, so that other students could listen carefully to whether the methods were the same or not. If not, they could talk about it. So every student is listening carefully. When they saw that their methods were different from others, they scrambled to raise their hands to express their opinions. As a result, everyone's speeches were affirmative and questioning, and the exchange was fierce. After the collision of thinking, the students finally came up with more than a dozen different methods, all of which proved that the area of a triangle is equal to the base multiplied by the height divided by 2. It lasted until the class was over, and everyone was still discussing it. ...
3. Cause * * * sound, learn to reflect. Group discussion and communication between groups are precisely the differences in developing and utilizing students' individual thinking, which can not only promote students to enjoy resources, develop associative thinking and cultivate their ability of cooperation and communication, but also promote students to constantly reflect and improve their own understanding. By listening to and evaluating other people's communication, by comparing their own thinking methods and processes, we constantly correct ourselves and improve ourselves. For example, when teaching ten MINUS nine, I brought students into the colorful fairy tale world through multimedia: "The little monkey opened a fruit shop, and today the little white rabbit came to buy peaches." The students' attention was suddenly attracted, and they began to talk about what they saw. I inspire students to look at what is drawn in the picture, tell us what conditions and problems need to be solved, and then guide students to link these two conditions with a problem to make it complete and clear. Then let the students learn the algorithm with the help of sticks, speak their thoughts while posing, and give each child a chance to speak. Then organize students to communicate, reflect on their own algorithms, and encourage students to speak their minds boldly. The first child said, "I will subtract one by one, 13-9 = 4." The second child said, "I subtract 9 from 10 to get 1 and add 3 to get 4." The third child said, "I subtract 3 from 13 to get 10, and then subtract 6 from 10 to get 4." The fourth child said, "Because 9+4 = 13, 13-9 = 4." ..... The children expressed their opinions and were very enthusiastic. I pay attention to listening to students' ideas carefully, and give patience and encouragement to those students who understand the meaning but don't express it clearly, so as to improve the effectiveness of each student's communication in the process.
Third, pay attention to encouragement and evaluation, so that students are willing to communicate.
The acquisition of students' knowledge and ability is realized through their own internalization activities with the encouragement and guidance of teachers. Effective communication has become an important way for students to learn. Teachers should be good at inspiring students and making them willing to communicate. Teachers should use warm words, approving eyes and caring actions to enhance students' self-confidence in communication, so that our students can develop their emotional attitudes and values on the basis of their understanding of mathematical knowledge and the development of their thinking ability. At the same time, when students encounter difficulties in communication, they need the guidance of our teachers, so as to give full play to the role of communication, expand students' thinking and continuously improve their communication ability. Therefore, in communication, teachers should accurately grasp their roles: when students encounter difficulties-encourage, when students have disputes-listen, when students explore mistakes-correct, when students succeed-appreciate, truly become the organizer, guide and collaborator of students' learning, and make students willing to communicate through objective encouragement and evaluation of students' communication. In this way, their cognition and thinking collide with each other, students' knowledge field can be expanded and their thinking can be enlightened.
Fourth, experience the "happiness" of effective communication in practice.
Strengthening practical activities is an important way for students to acquire knowledge and solve practical problems. Based on students' experience and existing knowledge background, we show them that there is mathematics everywhere on the big stage of life, so that students can feel the practical value of mathematical knowledge in life, thus stimulating students' interest and hobby in learning mathematical knowledge and enhancing their confidence in applied mathematics. In practice, we should create a relaxed and free thinking space for students as much as possible, and let each student explore independently to experience the "happiness" of effective communication. For example, when teaching "Shop", I asked every student to prepare various denominations of RMB in the attached pages before class. Experience shopping in class, compare and see who will become the best shopping expert, learn to pay correctly, calculate the change correctly and shop reasonably. After listening to it, the students were full of interest, actively participated in it, and bought the calculation seriously. During the activity, the students converted the angle to 10 and converted it into one yuan. They understand that the angle of 1 0 of 10 is 1 yuan. When they saw the angle of 1 yuan, they knew it was ten yuan. When they saw the two corners of 10, they knew it was 20 yuan. In this way, the abstract knowledge is connected with the intuitive demonstration, and the students are extremely excited about their discovery, and it is difficult to hide their joy and pride. Because shopping activities are practical activities experienced by students themselves, students can learn to solve practical problems related to shopping through their favorite shopping forms, and experience the joy of learning mathematics by solving boring calculations.
There are many words such as "experience" and "experience" in mathematics curriculum standards, such as "experiencing the process of mathematical activities such as observation, experiment, guess and proof", "experiencing the diversity of problem-solving strategies, developing practical ability and innovative spirit" and "gaining successful experience in mathematics learning activities" ... It can be seen that personal experience and sentiment are indispensable in the process of mathematics learning, and the key point is to make students process.
Students know, discover, create and develop their thinking in the process of independent exploration, so that mathematical activities can be effectively communicated and the real value of experiencing mathematics can be realized. Let every student experience the joy of success and make the classroom full of vitality. This is the true meaning of classroom teaching!