First, the characteristics of primary school mathematics teaching stage
In the primary school learning stage, students are generally younger and their learning attitude has obvious characteristics. Pupils are willing to learn interesting knowledge and show great enthusiasm for interesting subjects and classes. In order for students to learn mathematics well, we must first increase their interest in mathematics and make them interested in mathematical knowledge. Then, they will turn into active learning and improve their enthusiasm for learning. In addition, because primary school students are young and have limited understanding ability, too professional vocabulary and content will exceed students' understanding ability, which will make students feel incomprehensible, which will greatly damage students' enthusiasm for learning in the long run. Therefore, when choosing teaching language and teaching method, teachers should fully consider the characteristics of primary school students, conform to students' understanding level and cognitive level, explain a large number of mathematical concepts and formulas in easy-to-understand language as much as possible, and on this basis, summarize and draw professional terms and relevant mathematical conclusions.
According to the learning characteristics of primary school students, mathematics teachers should infiltrate the idea of "geometric intuition" in the teaching process. I think we can start from the following aspects. First, teachers should be good at using mathematics textbooks and take textbooks as the starting point; Second, guide and encourage students to think with pictures and form the habit of drawing; Third, learn to use mathematical symbols to simplify the expression of mathematics, which is convenient for students to understand and think.
Second, the teaching strategy of infiltrating "geometric intuition" into primary school mathematics
1. Be good at expressing with the combination of numbers and shapes.
The combination of numbers and shapes is an important mathematical thinking method. It plays a very important role in helping students understand the difficulties in mathematics. If students only stay at the level of simple imitation, it shows that students have not mastered the thinking method of combining numbers and shapes well, and teachers need to explain and express them in depth to deepen their understanding of mathematical concepts.
For example, in the teaching of multiplication distribution rate, the method of converting numbers into graphics is convenient for students to understand through intuitive graphics, and then mathematical abstraction is carried out to summarize the relevant mathematical formula conclusions. In this way, the teaching method of combining numbers and shapes is very convenient to use. If there is a rectangular playground, its length is 200 meters and its width is 80 meters. Now the school has decided to expand the playground, increasing the width by 20 meters under the condition of the same length, and seeking the total area of the expanded playground. Such a topic requires students to draw pictures and draw the length and width of the playground before and after the expansion. Students can fully analyze every step of the operation, and then intuitively understand the operational significance of multiplication and understand the intuitive expression of the formula of multiplication association law.
Through the combination of numbers and shapes, students can have a deep understanding of the basic model of multiplication distribution rate and clearly know the practical significance of the formula, which can change the current situation that students only recite the formula and do not understand the connotation of the formula, so that students can truly understand the meaning of mathematical knowledge, which has a positive effect on improving the quality of primary school mathematics teaching.
2. Strengthen the guidance and encouragement of students' painting.
Infiltrating the mathematical thought of "geometric intuition" in primary school mathematics teaching can not only stay in the teacher's lectures, but also let the "geometric intuition" method penetrate into the students' learning process, so that students can learn to solve problems by combining numbers and shapes through drawing. As primary school math teachers, we should encourage and guide students to think and solve math problems by drawing pictures.
For example, when teaching the concepts of length, area and volume, the author tries to understand these three interrelated mathematical concepts by letting students do it themselves. Although these three concepts are different in language expression, they are internally related. Drawing pictures will make students understand the connection and difference between these concepts, and the teaching effect will be much better than that of teachers alone. Through graphics, students can clearly see the difference of concepts and explore on the basis of different units. Students can see the concrete process of forming lines from points, planes from lines and bodies from planes. This helps students understand that the length is represented by line segments, and the length of line segments is multiplied by 10. The surface is composed of line segments, expressed by area, and its magnification is line segments multiplied by line segments, which is100; The volume is a three-dimensional figure, which is formed by stacking faces, so the magnification is 1000.
3. Pay attention to the introduction of mathematical symbols and simplify mathematics through the transformation of symbols.
In the process of primary school mathematics teaching, transforming text data into mathematical symbols can facilitate students to grasp the essence of mathematical problems and simplify mathematical knowledge. In fact, the process of transforming text data into mathematical symbols is also the process of abstracting specific problems into general problems. Teachers should attach importance to the introduction of mathematical symbols in the teaching process, simplify mathematics by using symbols, and infiltrate the idea of geometric intuition.
For example, when learning the content of "positive proportion", teachers can help students understand the law of positive proportion change with the help of images and strengthen the transformation of attribute symbols. First of all, the author asked students to convert data into images, so that the scale images correspond to each other one by one. By drawing points and comparing them with the data, the corresponding meaning of each point was obtained. Then, let students judge the distance and time of movement according to the figure, so that students can understand the practical value of mathematics. Finally, the proportional image is further abstracted into a proportional relation, and the teaching purpose is gradually achieved. This kind of guided teaching, on the one hand, exercises students' drawing ability, and makes students have a deep understanding and understanding of practical problems, images and mathematical formulas. On the other hand, it helps students to form a mathematical problem-solving model of "drawing-analyzing quantitative relations-listing mathematical expressions-replacing calculation with data". By changing the relationship between intuitive images and mathematical symbols, students can not only simplify mathematical concepts, but also deepen their understanding.
Third, the conclusion
Infiltrating "geometric intuition" into primary school mathematics teaching plays a very significant role in reducing the difficulty of primary school mathematics, and it is a simple and efficient teaching method. Therefore, teachers should be good at digging up teaching materials and showing students the world of mathematics in colorful forms. In the process of infiltration, teachers can strengthen the expression of mathematical knowledge through the combination of numbers and shapes, and then establish the idea of "geometric intuition" in students' problem-solving thinking, and encourage students to use geometric intuition to solve problems, thus improving students' mathematical achievements, cultivating students' logical thinking and achieving the purpose of mathematics learning.