For example, after learning the unit "Yuan, Angle, Minute and Decimal", a student wrote in his composition:
Looking at my exercise books and practicing one by one, I found that there were almost no "good" or below, which really excited me. I feel sorry to see the place circled with a red pen. If I have to do these questions again, I'm sure I can do them right. I summed up the reasons for doing the wrong question: mainly because I was too careless. Some questions were copied wrong, and the following calculations were of course wrong. There is a judgment question "Decimals are all less than 1", and I marked it "√", which was circled by the teacher and was wrong. The teacher reminded me by taking 1.2 and 1 as examples. Of course, the decimal of 1.2 is too large, and the word "du" in the title represents everything. Well, it's all my fault for not reading the topic carefully.
It is these "little moths" that keep me from getting an "A". In the future, I will carefully examine the questions and don't let the "little moth" take advantage of it.
Students from this composition, through the reflection of homework, summed up their own learning methods, learning attitudes and other issues, which not only correctly evaluated themselves, but also improved their learning ability.
Second, describe the results of exploration and discovery, so that students can experience positive mathematical emotions.
In the process of mathematics teaching, teachers should design exploratory and open questions according to students' age characteristics and cognitive level, give students some opportunities to explore independently, record their findings and experience positive mathematics learning emotions.
For example, after learning the characteristics of numbers divisible by 2, 3 and 5, I told my students to look again if they were interested. What other similar findings are there? Later, a student wrote in his "composition": I study textbooks and read newspapers and periodicals. Sure enough, I found some characteristics of numbers divisible by other natural numbers:
1, the characteristics of a number divisible by 4: the last two digits of a number can be divisible by 4, and this number can also be divisible by 4.
2. Features of numbers divisible by 6: Any number divisible by 2 and 3 at the same time can be divisible by 6.
3. Characteristics of a number divisible by 7: Any number represented by the number before the last three digits of a number.
If the difference is divisible by 7, then this number can be divisible by 7.
4. Features of numbers divisible by 8: The last three digits of a number can be divisible by 8, and this number can also be divisible by 8.
5. Features of numbers divisible by 9: Any number whose sum of digits can be divisible by 9 can be divisible by 9.
Third, record meaningful math activities and experience the fun of learning.
Students are the main body of mathematics activities, and teachers are the organizers, instructors and participants of the activities. Due to the influence of the age characteristics of primary school students, they will not be impressed by the rigor and logical charm of mathematics, but they will like it because of its lifelike, interesting and fun activities. Therefore, teachers, as organizers, instructors and participants, should try their best to explore and seek available mathematical resources from students and their lives to design our mathematical activities, so that students can feel that mathematics is around them, and then let students record meaningful activities, strengthen their successful experience, enhance their confidence in writing, and thus feel the fun of mathematics.
For example, after learning Understanding Counting within 100, I arranged a practical activity: go home and grab a handful of rice, first estimate and then count, then let parents evaluate their estimation ability, and let students write down their own estimation and counting process in the form of mathematical composition, as well as their feelings and experiences. Later, a student wrote:
A few days ago, the teacher asked us to go home and grab a handful of rice, estimate and count how many grains there are. When I got home, I put down my schoolbag and grabbed a handful of rice from the rice bag. I estimate there are more than 200 pills. I counted them one by one Later, it was found that the number of ten grains was faster, 856 grains. Alas, I didn't expect my estimation ability to be so poor. In the process of counting, I used the addition within 100, and I also learned that 10 is faster than 1.
This math homework is really interesting.
Fourth, solve practical problems and realize the importance of learning mathematics.
"Mathematics composition" can also enable students to write down their own ideas, actively try to use their existing knowledge and methods when facing practical problems, seek strategies to solve problems from the perspective of mathematics, formulate practical methods, and truly realize the importance of learning mathematics.
For example, the composition "Buy Beer": A guest came to my house today. My mother asked me to buy two bottles of beer, and I agreed. Take the money given by my mother and run quickly to the canteen. "Grandpa Li, I'm going to buy two bottles of beer." I held out my finger. Grandpa Li handed me two bottles of beer and said, "6 yuan". I took out my money, gave a ten-dollar bill and wanted to get back four dollars. Grandpa Li took the money and rummaged through the drawers. There are no one-dollar and two-dollar ones, only a few from 5 yuan. I looked at the money my mother gave me and another one from Zhang Yiyuan. If I give Grandpa Li 1 yuan more, will it be lost? Yeah! So I took out a dollar and gave it to Grandpa Li. "You are so smart. Why didn't I think of that? " Grandpa Li praised me and handed me 5 yuan money. I went home happily with a beer.
Math is really useful!
From this composition, we can clearly see that he regards mathematics knowledge as his own tool, rather than the knowledge points in boring books.