First, skillfully set the situation and fall in love with mathematics.
Starting from students' favorite life situations and objective facts, this paper uses pictures to show students that mathematics is in life, provides students with opportunities for full hands-on operation, independent exploration and cooperation, and enables students to actively study practical problems full of mathematics interest and realize the value and strength of mathematics in the process of solving practical problems with knowledge.
First of all, we should create an equal and harmonious learning atmosphere and let students enter mathematics happily. Teachers should create a democratic, harmonious and pleasant learning atmosphere in the classroom, and teachers should stimulate students' great enthusiasm for learning mathematics with their own personality charm. This not only stems from teachers' care for students, but also from teachers' respect for students. Teachers should spread their love to all students, bring joy to students with their smiles, cover all students with their own caring and trusting eyes, and let each student feel that he is cared for and valued. In this way, students like to learn math because they like teachers.
Second, create real and vivid learning situations, so that students can feel mathematics in specific situations.
Students are most interested in learning mathematics in situations; Learning mathematics close to students' life is the best way to arouse students' learning enthusiasm. According to students' age characteristics, cognitive rules and actual life, grasp the nearest development area of students' cognition and provide students with rich background information. Create vivid and interesting learning situations, stimulate students' intrinsic learning motivation, and urge students to learn from the heart. In teaching, teachers should be good at mobilizing and skillfully using diversified teaching methods and educational environment, so that students can always feel the real learning scene and devote themselves to it with strong interest. For example, when teaching "Meeting Problem", I caught the common phenomenon of students clapping their hands and asked the students, "Students, where are our hands when we clap our hands? How can I make a sound? " The student said, "palms of both hands are opposite and they are photographed together at the same time." When the palms touch, they will ring. " Follow the trend and guide students to understand that the palm is relative to the heart, which we call "relative" Clapping your hands together means "exercise" When two hands meet, it's like "meeting". What "meeting" phenomena have you seen in your life? The students' thinking suddenly came alive. Some said, "Two people walked face to face, met and shook hands." Some say, "Two cars are driving relative to each other and pass by at a certain position ..." Students vividly understand the meaning of meeting in specific life situations. Combining simple, intuitive, vivid and interesting life phenomena, it breaks through the difficulties in teaching. Teachers' well-designed situations integrate life with mathematics, making students' mathematics learning process lively and interesting, and gaining both mathematical knowledge and positive emotional experience in learning.
Second, master the learning situation and determine the standards.
For example, the lesson "Comparison of Fractions" is taught on the basis that students learn to find the least common multiple of several numbers, the basic properties of fractions and can quickly compare the sizes of "fractions with the same denominator" and "fractions with the same numerator". It is an important step to compare the scores of different denominators and calculate the addition and subtraction of different denominators. The textbook creates a situation of "campus" comparison, which leads to the comparison of two scores. This textbook provides three ways of thinking. This lesson mainly guides students to think about "changing differences into similarities", converting scores of different denominators into scores of the same denominator or numerator, communicating old and new knowledge, and at the same time understanding the total score and learning the method of total score. According to the cognitive law and knowledge base of the fourth-grade students, if the scores of different denominators are compared as the exploration content, students will come up with various methods to compare the sizes, so the focus leads to how to compare the scores of different denominators. Therefore, starting from the students' existing knowledge and experience, I explore how to convert the scores of different denominators into the scores of the same denominator equal to the original score, so that students can realize that the total score can not only compare the scores of different denominators, but also make simple calculations, thus feeling the necessity of the total score; Look at the textbook again and understand the meaning of "general points" In this way, students can study independently around the teaching focus, and the whole teaching process is the process of students' independent exploration by using teaching resources, which truly implements the concept that "students are the masters of learning".
Third, cooperate and explore to build new knowledge.
The new curriculum emphasizes experiential learning, allowing students to learn mathematics through personal experience. Students should think with their own brains, see with their eyes, listen with their ears, speak with their mouths, operate with their hands, feel with their hearts, mobilize their senses to participate in learning and experience the whole process of knowledge formation, that is, "doing" mathematics.
For example, when learning the understanding of three-dimensional graphics, prepare objects of various shapes for students before class, so that students can touch, see, think and say again in class: What is the object in your hand? According to the experience of shape perception, observe and communicate what the shape of objects is, put objects with the same shape together, and then discuss "what are the similarities between these objects" to understand the characteristics of such objects. In this way, my perceptual knowledge is further promoted to a real space concept. When learning "Understanding of centimeter and meter", design students' personal measurement activities, so that students can deepen their understanding of concepts in practical operation. It not only trains students' hands-on operation ability, but also experiences the application value of mathematics.
In cooperation and communication, middle school students can feel different ways and processes of thinking, adjust their own understanding reasonably and enrich their learning experience. In teaching, it is necessary to create opportunities for students to cooperate, put forward specific goals and requirements, encourage each student to actively communicate with peers on the basis of independent exploration, get inspiration and supplement from mutual evaluation, gradually improve their own understanding and realize the diversification of problem-solving strategies.
Fourth, arouse thinking and enlighten thinking.
The answer is not unique, the solutions are diversified, the students' thinking is gradually broadened, and the innovative spirit is constantly emerging in solving problems. Mathematics classroom often becomes a scene for students to "answer and distinguish". Students' rich imagination, active thinking, high-thinking questions, flexible problem-solving ability and reasonable answers combined with practical questions all impress us with the ability and potential of children now. For example, in the teaching of "Comparison of Scores", learning exchange activities are always carried out around the "problem" situation in the whole teaching, so that students can activate their thinking and enlighten their wisdom in solving problems. In mutual exchanges and cooperation, students complement each other, inspire each other and develop together. For example, when understanding the meaning of "general points", let students gradually deepen in independent thinking, cooperation and exchange, reading textbooks, questioning and solving doubts, reach a real understanding, train the profoundness of students' thinking, and let each student develop and improve on the original basis.
"Students" are living individuals, and they have great potential. As long as we provide them with a platform to show, teachers will have unexpected surprises and heavy gains, and their creation can even exceed our imagination. Therefore, our "teaching" should adapt to students' "learning", create a pleasant and harmonious learning environment for students, guide students to study actively, grow up happily and develop healthily, form good study habits, and lay a solid foundation for lifelong learning.