First, introduce the concept visually?
The concept of mathematics is abstract, but primary school students, especially those in lower grades, are in the stage of thinking mainly in images due to the limitations of age, knowledge and life. Knowing a thing and understanding a mathematical truth mainly depends on the specific image of the thing. Therefore, in the process of teaching mathematical concepts, teachers must be careful and patient, and try to introduce familiar contents in students' daily life. Only in this way can students have interest in learning and high enthusiasm for thinking?
Second, use old knowledge to introduce new concepts?
Some concepts in mathematics are often difficult to express intuitively. Such as area, cyclic decimal, etc. But they are all intrinsically related to old knowledge. I will make full use of old knowledge to introduce new concepts. When preparing lessons, we should analyze what old knowledge of this new concept is internally related to it. It is easy for students to use their old knowledge to teach new concepts. Taking the existing knowledge as the basis of learning new knowledge, bringing the old with the new, and then changing the old with the new, this cycle not only urges students to clarify concepts, but also grasps the relationship between old and new concepts. ?
Third, understand the essence of things through practice and form concepts?
As the saying goes, practice makes true knowledge, and the hand is the teacher of the brain. By demonstrating learning tools, students can understand some concepts that are difficult to explain. ?
Fourth, from concrete to abstract, reveal the essence of the concept.
In teaching, we should not only adapt to the characteristics of students' thinking in images, but also cultivate their abstract thinking ability. In concept teaching, we should be good at creating conditions for students, guiding students to master concepts through observation, thinking and exploring the meaning of concepts, and follow the cognitive process from perceptual knowledge to rational knowledge. Only in this way can students' logical thinking ability be cultivated.
? 5. Use "variants" to guide students to understand the essence of concepts?
After students have mastered the concept, I often change the narrative method of the concept, so that students can understand the concept from all sides. Concepts can be expressed in various ways. For example, a prime number can be said to be "a natural number has no other factors except 1 and itself." This number is called a prime number. " Sometimes it is said that "it is just a number that is a multiple of two factors 1 and itself". Students can understand all kinds of narratives, which shows that the understanding of concepts is thorough and flexible, not rote learning. Sometimes you can change the non-essential characteristics of the concept, let students analyze it and deepen their understanding of the essential characteristics.
Sixth, the concept of comparison. In primary school mathematics, some concepts have similar meanings, but their essential attributes are different.
For example, there are many similarities and internal relations between numbers and numbers, reduction and reduction. Students often get confused about such concepts, so they must compare them to avoid mutual interference. Comparison is mainly to find out their similarities and differences, which requires an analysis of the two concepts to see what their essential characteristics are. Then find out their similarities and differences respectively, so that students can see the internal relations of the objects to be compared and their differences. In this way, the concept of learning will be clearer. The concept of approximation usually
Guiding students to compare and distinguish can not only cultivate students' habit of confusing concepts consciously, but also improve their ability to understand concepts.
Seven, teachers should help students sum up the meaning of concepts.
The dominant position of students in teaching is necessary, but the dominant position of teachers in the whole teaching process can not be ignored. Teachers should play a leading role. Under certain conditions, the subject and object status of teachers and students are interdependent and mutually transformed.
In concept teaching, teachers should be good at creating conditions for students to master concepts along the process of observation, thinking, understanding, expression, from perceptual to rational, from concrete to abstract. This can easily arouse students' enthusiasm and initiative, and can also teach students to discover the truth.