Let's talk about our own thoughts on how to highlight "the taste of mathematics" in mathematics classroom teaching.
First, choose effective learning materials to guide students to think mathematically.
At present, in the classroom teaching of primary school mathematics, mathematics and life have been effectively harmonious. Mathematics teaching materials have realized life from the text, and teachers often introduce life-oriented materials into the classroom in design and classroom teaching. Mathematics originates from life, but it is higher than life. Students should learn mathematical thinking when studying mathematics. When students are faced with real life materials, they are often used to thinking from the existing life experience. If the learning materials are not selected properly, students will easily fall into life experience thinking, which will affect the achievement of mathematical thinking goals.
For example, collocation, the main goal of teaching is to cultivate students' orderly thinking ability. In teaching practice, the following two teachers have completely different teaching effects because of different teaching materials.
Teacher a:
First, present two tops (yellow trench coat and red sweater) and three bottoms (brown pants, red skirt and blue jeans). Question: * * How many different ways can you wear one coat at a time? Then, students' activities (using the learning tools provided by the teacher).
Health 1: There are six different ways to wear it.
The teacher asked him to show the matching method on the projector and guide the students to think in an orderly way: each coat is matched with three bottoms respectively.
Health 2: I think there are only five kinds.
The teacher paused to let him speak his mind.
Health 2: I don't think it's reasonable to wear a trench coat and a skirt. Because I wear a trench coat in winter and a skirt in summer.
Teacher (helpless): Is it possible to dress like this?
Health 2: These children will be laughed at if they wear them together.
Then another student raised his hand.
S3: Teacher, there are only four kinds. (The teacher is stunned) I don't think it's right to wear a red sweater above and brown pants below. My mother sells clothes. My mother said that colors can't be sold like this.
Teacher B:
2. Think and discuss.
Teacher: What's the key to knowing whether everyone can dress differently?
Health: How many kinds of different coats and trousers can be matched?
Teacher: You caught the key to solving the problem at once. It's amazing! How many different ways can a coat and a pair of trousers be matched? Please use a simple method to quickly record all kinds of threading methods. Students think independently and communicate in groups.
3. Show the report.
In this case, Teacher A thinks there should be six collocation methods here, but the students illustrate the problem from the actual collocation in life. It is precisely because of the improper choice of learning materials that students have been entangled in life experience, which has affected the realization of the teaching goal of "cultivating students' orderly thinking ability". It is difficult for students' life experience to rise to the process of mathematical thinking, which makes the classroom lose the "mathematical taste" that mathematics class should have. Teacher B chose such learning materials: red and yellow shirts and orange, green and blue pants. She abandoned the non-essential properties of materials and let students focus on the collocation of different colors, regardless of irrelevant factors such as clothes styles. Students solve problems through hands-on operation and orderly thinking, turn life problems into mathematical problems and improve the content of mathematical thinking. Teacher B's choice of teaching materials is to explore the "taste of mathematics" and give rational mathematical thinking to specific learning materials.
Second, in the process of problem inquiry, mathematical thinking and methods are infiltrated.
Professor Hua, a mathematician, summed up his own learning experience and pointed out that when we study some principles, laws and formulas in books, we should not only remember their conclusions, understand their truth, but also imagine how others came up with them. Only through such a process of exploration can the ideas and methods of mathematics be precipitated and condensed, thus making knowledge have greater wisdom value.
Such as: "What is the area of a rectangle with a circumference of 24 cm (both length and width are whole cm)?" Two teachers designed the following two different teaching ideas:
Teacher A: Let the students try to do it first, and then organize exchanges. The teacher encouraged the students to say different answers. The students say six different answers in order. Finally, the teacher concluded: Students, sometimes the answer to a question is not unique. We should consider all kinds of situations and learn to think from different angles.
Teacher B: (Like Teacher A at first) After two students spoke (7 and 5, 1 1 and 1), many students were still eager to speak.
Teacher: It seems that the students still have something to say. Are there different answers? (Student: Yes)
Teacher: It is not difficult to find the answer to this question. Students, think about it. Can we write all the answers in a certain order?
Think and then communicate in groups. Some groups consider dividing 12 into the sum of two numbers, and some groups list to solve the problem)
Teacher: ① Let's observe the length and width of the table together, and then compare their areas. What did you find? ② If the circumference is not 24 cm, is this conclusion still valid? Try it in each group. (3) if the other way around? Rectangles with the same area, length and width of whole cm, what kind of rules will their perimeters have? The team tried to learn again. (It is concluded that the greater the difference between the length and width of a rectangle with equal area, the longer its circumference; The shorter the gap between length and width, the shorter the circumference. ) 4 What inspiration did you get from the practice of this problem? (Mathematics should be thought in an orderly way; Learning mathematics must draw inferences from others; Wait)
The two teachers' different ways of dealing with the same topic reflect two different teaching understandings. Teacher A noticed the open factors contained in the topic and fully affirmed the students' positive thinking. Teaching seems impeccable, but his guidance to students' thinking is superficial and superficial. Teacher B, on the other hand, saw the deeper guiding value of thinking behind the problem through the problem itself, made a reasonable deep excavation of the problem, and consciously guided and infiltrated the students' thinking in an orderly, profound, reverse and critical way.
Mr. Ogawa once said: There are more "thinking" in today's classroom, but truly independent, profound and creative "thinking" is leaving us step by step. Mathematics is the gymnastics of thinking. How to make people's thinking broader, deeper, more agile, more creative and critical, mathematics has an unshirkable responsibility. Therefore, our mathematics classroom should pay attention to the improvement of thinking methods, so that it exudes a strong "mathematical atmosphere."