1, with activities throughout, let students experience the inquiry process that forms the size of "possibility".
Being active is children's nature, and it is also an important way for children to perceive and know the world. "Mathematics Curriculum Standard" clearly points out: "Let students experience mathematics knowledge in concrete mathematics activities."
In this lesson, Mr. Wei accurately grasped the important and difficult points of teaching, and combined with the characteristics of teaching content, children's age, psychological characteristics and life experience, created activities such as letting students touch the ball and draw lottery. Let students experience the possibility from initial feeling to gradual enrichment in a series of meaningful mathematical activities.
2. Closely connect with life and highlight what you have learned.
In the application practice of this lesson, the problem scenarios designed by Mr. Wei can closely connect with students' real life and create conditions for students to apply what they have learned. For example, the activity scene of the previous topic "supermarket lottery" allows students to design the activity design of the lucky wheel from the perspective of the supermarket manager. Because the created scene is a case around us, students have certain life experience, and on this basis, they can exercise what they have learned in class to solve problems, which can make students feel the significance and value of learning mathematics.
3. Effectively guide and organize and adopt diversified learning methods.
In teaching, Mr. Wei's design ideas are clear, and he can teach at different levels, which has achieved the teaching objectives of this course well. This possibility is an important research object in this part. Without effective experience, it is difficult for students to really realize that there are big and small possibilities.
Therefore, Teacher Wei designed various interesting activities and games at different levels. By creating these enlightening problem situations, students experienced the process of observation, guessing, experiment, communication and other mathematical activities, as well as the process of group discussion and learning. In the whole class teaching, the classroom teaching organization form combining class collective teaching, group cooperative learning and individual teaching is adopted to provide equal learning opportunities for each student as much as possible, experience the formation of knowledge, and gradually enrich the experience of uncertain and deterministic events.