1. Excavate materials and teach students in accordance with their aptitude. Throughout the primary school mathematics textbooks, almost every knowledge point has active materials, so we should make full use of these materials and let students move themselves.
For example, the derivation of the formula of circular area, let students do it themselves, and deduce the calculation formula of circular area through cutting, spelling, group discussion and feedback exchange.
For some teaching materials with hidden activity factors, we must study them deeply and dig them carefully. For example, when teaching "Multiplier is the multiplication of two digits", teachers can design a game of "shaking hands" to let students understand the meaning of "multiplying separately". Some things can't be operated in class. You can take students out of school and practice in social classes. For example, when teaching "Simple Statistics", students can be brought to Ma Lukou to make statistics on all kinds of traffic.
2, clear objectives, according to the textbook. The practical goal of the activity is for students to actively explore, discover knowledge and reach the lighthouse on the other side of new knowledge, which is also the basis for evaluating the activity and its effect.
Through the in-depth study of the teaching materials, it is clear that the explicit and implicit activity materials of each knowledge point must be determined according to their key and difficult contents. For example, when teaching "the nature of decimals", the activity goal can be to compare the actual length of 0. 1m, 0. 10m, 0. 100m with the size of 0.30 and 0.3, so as to discover the nature of decimals.
At the same time, cultivate students' comparative ability, inductive ability and language expression ability. Once the goal is determined, the activity strategy of implementing the goal must be carefully designed around the goal.
3. Create situations to stimulate interest. Teachers should use activities to create a teaching environment atmosphere corresponding to the teaching content and serving the teaching objectives, and stimulate students' interest in learning and thirst for knowledge.
For example, when teaching "volume and unit of volume", teachers can guide students to put two stones with different sizes in two cups with the same amount of water, and observe why the water surface rises and why the rising height is different. The design of this activity naturally brings students into the study of new courses, and the doubts are solved, and students can easily taste the joy of success.
4. Hands-on operation and understanding of knowledge. The formation of students' mathematical cognitive structure first depends on students' practical activities, even if the background of mathematical knowledge becomes a reality that students can see, touch and hear, making mathematical abstract knowledge a source of water and a tree of roots, thus helping students to establish correct mathematical concepts.
Hands-on operation is primary school students' favorite learning activity. Through the operation, students can begin, move their eyes, move their mouths and use their brains. A variety of senses participate in learning, and operation, observation, thinking and language are organically combined to promote the internalization of knowledge through multiple channels. For example, when teaching "surface area of cylinder", students can observe the model of cylinder, first look at the whole, then analyze the various components of cylinder, and then let students operate.
Take a rectangular piece of hard paper and roll it into a cylinder, which is the side of the cylinder, and then unfold that side. Repeat this twice to guide the students to observe and think about the unfolding diagram in operation: what are the lengths of the rectangle and the cylinder respectively? How wide is it? Let the students express it in words. On the basis of enriching students' perceptual knowledge, guide them to deduce that the area of a rectangle = length × lateral area of a wide cylinder = perimeter of the bottom × height.