First, build a new "classroom teaching model".
Traditional teaching often only pays attention to memorizing and imitating conclusions, but in this class, teachers position students' learning on the basis of self-constructed knowledge and establish a teaching mode of guessing, verifying and reflecting. In class, teachers provide students with groups of materials for them to observe, feel, guess boldly and then verify. When students verify that the numerator and denominator of the score are multiplied or divided by the same number, and the size of the score remains unchanged, the teacher does not ask the students to summarize immediately, but asks the students to write a set of equal scores with this law of their own perception, which can deepen the understanding of the basic properties of the score and lay the foundation for summarizing the basic properties of the score in the future. The whole teaching process pays attention to letting students experience the process of exploring knowledge, letting students know how this knowledge was discovered and how the conclusion was drawn, which embodies the new teaching values that method is more important than knowledge and constructs a new teaching model.
Second, cultivate students' spirit of daring to guess and innovate.
Newton once said: Without bold speculation, there is no great discovery. Therefore, in our daily teaching, we should encourage students to guess boldly, so as to develop mathematical thinking. In this lesson, the teacher guides students to observe the changes of numerator and denominator of several groups of fractions, and encourages them to guess: both numerator and denominator are multiplied by the same number, and the size of fractions remains the same; The numerator and denominator are divided by the same number, and the size of the score remains the same, thus arousing students' interest in inquiry.
Third, provide students with a lot of opportunities for mathematics activities, so that students can truly become the masters of learning.
Mathematics Curriculum Standard points out that students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning. This requires us to provide students with a lot of opportunities for mathematics activities in teaching activities, so that students can explore, communicate and discover, so as to truly implement students' dominant position. In this lesson, the teacher first guides the students to observe how the numerator and denominator of several groups of fractions change. Has the size of the score changed? Then in guessing and hands-on verification, the numerator and denominator of the score are gradually multiplied or divided by the same number, and the size of the score remains unchanged. Finally, a clear understanding of the basic properties of the score is formed in the generalization and application. Every activity arouses students' enthusiasm for learning and makes them take the initiative to participate in the activities, thus reflecting students' dominant position.
Disadvantages:
Finally, the game was not handled well enough. The cards in students' hands are too small, so it is difficult for students to read the scores written on the cards, so it is difficult for students to distinguish them.