First, from the perspective of students, let students experience the process of knowledge generation.

Knowledge is not directly given to students by teachers, but is realized by students through direct operation, experience and perception. Don't teach first, the conclusion is not given by the teacher, but summed up by the students' trial and error many times. We should teach students how to study.

I recommend listening to Liu's class. Very tasty and reasonable! Teaching students is thinking.

It takes time for students to have an epiphany, mathematics is realized, because learning is also lagging behind, and we allow students to make mistakes. Sometimes, we keep our problems in mind and stop learning these knowledge. It may take a month or a semester to understand it at once.

When designing class hours, we should take basic problems as the main line, always let students study around the problems, and always ask themselves whether the problems have been solved. Students' conclusions and understanding are left on the blackboard, so that students can become discoverers of knowledge.

Second, look for hidden goals.

The meaning of decimal has three objectives: the definition of 1 unit, the relationship with other units, and the measurement of units.

Are there any hidden goals behind these three explicit goals? This is the most difficult, and it is what every teacher should always pursue. Of course it's hard to find, for example, I can't find it easily. We should go from the surface to the deep.

The study of length unit is that we need a standard when describing the length of an object. You can't say "one foot, one section, very long", which is inaccurate and can't accurately describe the length of an object. With the standard, there is a law to follow when measuring, which leads to the necessity of learning length units. This unit is produced because of people's needs when facing life problems.

Before the teacher, he talked about a class "Measuring the World". He unified all the units in the primary school stage into one unit, which is the counting unit. In this way, the unit has been deeply communicated and integrated. Knowledge is no longer fragmented and linear, but a system and a whole.

Third, let the classroom come alive.

How to live a fixed thing and knowledge varies from person to person. What is said here is that different people have different perceptions of knowledge. We let the students talk, and we will listen to their ideas.

Don't simply deny a student. What he said may be right, but it doesn't mean that he will be wrong in the future. Of course, the Soviet mathematician Lobachevsky didn't think he was a mathematician at first, but thought he was crazy. Why? Because he said: parallel lines intersect. Nobody believed him at that time. Because everyone knows Euclid's Elements of Geometry, parallel lines cannot intersect and will never intersect. Now can you think what he said is right? However, his theory has been verified and applied to astronomy.

Therefore, students should be given space, not restricted, let him talk about his understanding of the unit in combination with himself, and leave the best time for students to express. In this way, the child's nature will not be erased, and there will be innovation and creation. Never kill a student with a stick. You are a poor student, you are an idiot, and Edison will be drowned in your sarcasm. It is necessary to leave students with possibility and creativity and a window for their imagination. Just like this lesson, 3+7= 1 holds. Imagine why 3+7 = 1, 3 1 mm +7 1 mm is not 1 cm? The unit appears in the background.

Fourth, measurement methods and strategies

Mathematics is rigorous. Why can't students start from 0, from 1? This kind of knowledge belongs to strategic knowledge, pays attention to wisdom and produces wisdom. Don't directly stipulate. This is a teacher's rule and an ancestor's rule. In the end, students will become slaves. Just do the eight-part essay according to the regulations. How flexible is it there? This is also a good educational material, so we should seize this point.

Fifth, give students enough time to expose their mistakes.

Communicate in groups, and ask students to make judgments and evaluate themselves and their peers according to their learning objectives. We look for problems, analyze the reasons, let children solve them with the help of others when they can't solve them themselves, and finally show the mistakes they can't solve in class. Two fists are no match for four hands, and a bad tiger can't hold a pack of wolves. Let him say what he doesn't understand, find out the key points, and we will put the time here, not who raises his hand to answer. The class is full of harmony, okay? Student Qi said, "Yes, everyone knows. It's not necessary. This is an illusion. " . The process of finding and solving mistakes is the time to guide students to carry out deep learning and high-order thinking.

Sixth, evaluation runs through, not hard implantation.

Evaluation is to improve our teaching and learning. Teachers' self-evaluation, pre-class design and problems found in class will be adjusted in time. Students' evaluation of themselves is not up to standard here, so I have to study again and ask teachers or classmates. Of course, it is not necessarily achieved through exercises or paper evaluation criteria, which makes the classroom fragmented. Of course, there must be a real evaluation.