1. Cultivate students' desire for active learning. Most of the first-grade children who just entered school have received pre-school education. Therefore, it's not that they don't know math, but their interests in learning math are different. Therefore, in the first math class "Numbers in Life", I first let students observe their new learning environment-classroom, let them look for numbers in the classroom and show them around the campus.
2. It is children's nature to consciously create an active learning atmosphere and lively and interesting learning situations. How do children acquire knowledge in play? I arranged and designed many different games and stories according to the different learning contents of each class ... For example, in the class of "Understanding Objects and Graphics", I asked my children to bring many objects and graphics, first let them introduce their belongings in groups, and then count them together to see how many objects and graphics there are. This not only makes students understand mathematics, but also lays a good foundation for future classification classes and cultivates children's cooperative learning habits. Another example is: in the class of "Knowing Clock", let students observe the three brothers' different lengths, and then let them put on 12 digital headdress for a simulation performance to give full play to students' imagination. Let them write stories and perform stories, so that students can really gain knowledge through "playing".
3. Guide students to observe, think and solve problems from different angles. As we all know, there are many exercises in this math textbook with different answers, which requires us to seize the opportunity to encourage students to use their brains and think hard. At first, when I asked, "whose method is different?" At this time, many students' expressions are blank, so as long as a student can answer questions through thinking at this time, no matter whether he answers correctly or not, I will give corresponding encouragement and praise him as a clever child. What impressed me the most was that when I talked about "nine plus several", most students could work out the problem of nine plus several by using the "ten-complement method". At this time, a classmate said, "Teacher, I haven't calculated it like this." "How did you work it out?" I was very happy when he told me the algorithm, so I took the opportunity to say, "You are a good boy who loves thinking, great!" " And awarded her "the fruit of wisdom". Then, I said to other children, "In fact, there are many algorithms. Who can be a clever boy? " After this inspiration, students' thinking suddenly became active. Finally, according to the different colors of clothes and socks, they dug deep into the formula, and even some students listed the formula of continuous addition. From then on, every time students ask questions, they can take the initiative to find different ways to solve them. It can be seen that as long as we can seize the opportunity in time and guide it correctly, we believe that children have potential to be tapped.
4. Cultivate children's life practice ability. Many children will do addition and subtraction within 100 before entering school, but it is not so satisfactory if they are brought into concrete life practice. Mathematics loses its meaning if it can't be effectively linked with life. Therefore, it is also very important to cultivate children's practical ability in mathematics teaching. For example, after the course of "Understanding RMB", arrange students to go to bookstores, supermarkets and other places to investigate and see what their prices are, and write them down. Then, let the students bring different denominations of RMB, and let them play the role of "store manager" and "customer" to buy various items according to their own ideas. In this way, students have been trained in practice and truly integrated mathematics into real life.
When I opened the math textbook for grade one, I got the impression that it was like a cartoon story book. Every class and every exercise can be expressed by a short story, and knowledge can be integrated into students' lives and closely linked with students' actual lives. It is impossible to teach with a piece of chalk and a mouth. In practical teaching, besides using information technology and multimedia teaching, I also pay attention to cultivating students' good learning styles and habits, initially learn to observe and analyze real life with mathematical thinking, solve some problems in daily life with mathematical methods, and pay attention to cultivating students' independence, interaction and creativity. How can we make students willing to study and learn math well?
1. Cultivate students' desire for active learning. Most of the first-grade children who just entered school have received pre-school education. Therefore, it's not that they don't know math, but their interests in learning math are different. Therefore, in the first math class "Numbers in Life", I first let students observe their new learning environment-classroom, let them look for numbers in the classroom and show them around the campus.
2. It is children's nature to consciously create an active learning atmosphere and lively and interesting learning situations. How do children acquire knowledge in play? I arranged and designed many different games and stories according to the different learning contents of each class ... For example, in the class of "Understanding Objects and Graphics", I asked my children to bring many objects and graphics, first let them introduce their belongings in groups, and then count them together to see how many objects and graphics there are. This not only makes students understand mathematics, but also lays a good foundation for future classification classes and cultivates children's cooperative learning habits. Another example is: in the class of "Knowing Clock", let students observe the three brothers' different lengths, and then let them put on 12 digital headdress for a simulation performance to give full play to students' imagination. Let them write stories and perform stories, so that students can really gain knowledge through "playing".
3. Guide students to observe, think and solve problems from different angles. As we all know, there are many exercises in this math textbook with different answers, which requires us to seize the opportunity to encourage students to use their brains and think hard. At first, when I asked, "whose method is different?" At this time, many students' expressions are blank, so as long as a student can answer questions through thinking at this time, no matter whether he answers correctly or not, I will give corresponding encouragement and praise him as a clever child. What impressed me the most was that when I talked about "nine plus several", most students could work out the problem of nine plus several by using the "ten-complement method". At this time, a classmate said, "Teacher, I haven't calculated it like this." "How did you work it out?" I was very happy when he told me the algorithm, so I took the opportunity to say, "You are a good boy who loves thinking, great!" " And awarded her "the fruit of wisdom". Then, I said to other children, "In fact, there are many algorithms. Who can be a clever boy? " After this inspiration, students' thinking suddenly became active. Finally, according to the different colors of clothes and socks, they dug deep into the formula, and even some students listed the formula of continuous addition. From then on, every time students ask questions, they can take the initiative to find different ways to solve them. It can be seen that as long as we can seize the opportunity in time and guide it correctly, we believe that children have potential to be tapped.
4. Cultivate children's life practice ability. Many children will do addition and subtraction within 100 before entering school, but it is not so satisfactory if they are brought into concrete life practice. Mathematics loses its meaning if it can't be effectively linked with life. Therefore, it is also very important to cultivate children's practical ability in mathematics teaching. For example, after the course of "Understanding RMB", arrange students to go to bookstores, supermarkets and other places to investigate and see what their prices are, and write them down. Then, let the students bring different denominations of RMB, and let them play the role of "store manager" and "customer" to buy various items according to their own ideas. In this way, students have been trained in practice and truly integrated mathematics into real life.