Mathematics curriculum standards point out that effective mathematics activities cannot rely on imitation and memory, and hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. Moreover, students should be encouraged to participate actively, be willing to explore and cultivate their ability to acquire new knowledge.

Lecture notes: At the beginning of this class, I didn't directly tell the students the characteristics of a cylinder, but let them observe, touch and feel the surface area of a cylinder. Then I began to practice the operation with my classmates, and developed a self-made cylinder model to make students understand that the surface area of a cylinder is two circles and a rectangle. Students understand that the area of a rectangle is the side length of a cylinder.

Then the group discussed the calculation method of the side area of the cylinder. To my surprise, a child demonstrated and concluded that the length and width of a rectangle can be used as the circumference of the bottom of a cylinder. This is what I didn't expect. Finally, the children deduced the calculation method of cylinder surface area through group cooperation, which was clear in thinking and thorough in calculation, and really became a master of learning.

Comments: It can be said that in the learning process of this class, I didn't let students passively accept the teaching materials, nor did I draw conclusions for children to memorize, but let students experience the process of "re-creation" of knowledge through activities such as operation and practice.

Because students have experienced the process of "re-creation", actively thinking and constructing mathematical knowledge, the learning atmosphere and teaching effect of the whole classroom have achieved double harvest. In this way, how can children not be tempted by mathematics?