First, put yourself in the life scene and upgrade the life experience to the experience of mathematical activities;
Life is the source of mathematics teaching. The accumulation of students' experience in mathematics activities is inseparable from students' own life experience. In teaching, teachers should be good at creating a life-oriented learning environment for students, capturing the mathematical phenomena in life, excavating the life connotation of mathematical knowledge, closely linking mathematics with life, and giving full play to the positive role of life experience in students' accumulation of experience in mathematical activities will get twice the result with half the effort.
Teacher: There are many guests at today's meeting. How do you suggest we welcome them? Thank you for your applause!
Teacher: Now let's look at the place where our hands touched when we applauded just now.
Student: (Students clap their hands to observe. )
Teacher: The surface you touch when clapping your hands is the palm. Then who wants to touch the teacher's palm? Look who is the first child that the teacher in this class knows.
Health 1: Touch from top to bottom.
Teacher: Look how standardized he feels. He touched the teacher's whole palm from top to bottom like this. (The teacher shakes hands with the students) Nice to meet you!
Teacher: Who wants to touch it?
Health 2: Touch from bottom to top.
Teacher: He touches it from bottom to top. It seems that you are a thoughtful student.
Health 3: Touch from left to right.
Teacher: I can see that you are a different person!
Teacher: Although the three students just touched in different directions, they touched the teacher's whole palm.
In this clip, I start from the students' existing life experience, and through the interaction between life experience and textbook content, I induce students to activate the original experience and stimulate students' interest in learning. Under the guidance of teachers, students touch the teacher's palm in different ways in the mutual inspiration and promotion among students, so that students can experience mathematics, feel mathematics and gain experience in "doing mathematics". This paper analyzes, compares and induces the experience of this mathematical phenomenon in life, summarizes and sublimates it, enriches and develops students' mathematical factual materials, promotes life experience to mathematical activity experience, accumulates certain mathematical experience for students to better perceive the region, and integrates the construction of experience with the acquisition of knowledge.
[Case 2] Teaching "Distribution Law of Multiplication". Use 24 sets of desks and chairs in this class to explore.
Teacher: How many students are there in our class? How many tables are there? How many chairs are there?
Health: (quick answer)
Teacher: If every table is 85 yuan and every chair is 45 yuan, can you figure out how much it will cost to buy these desks and chairs?
Student: Algorithms for column calculation and reporting. (85 x 45)×24
85×24 +45×24
Teacher: What do you think?
Health 1: I first find the sum of the prices of a table and a chair, and then multiply it by 24 sets to get the total price.
Health 2: I want the total price of the table first, then the total price of the chairs, and finally the sum.
Teacher: What is the relationship between these two algorithms?
Health: equality.
Teacher: Can you try to say the meaning expressed on both sides of the equation in words?
Student: Try to express the meaning of two expressions orally in mathematical language and communicate with each other in groups.
……
This teaching clip makes effective use of things that can be seen and touched in students' lives for practical calculation. Students' existing life experience supports the activities of calculation and language description, and provides reliable mathematical facts for abstractly summarizing the laws of multiplication and distribution. At the same time, the image function of life experience is used to guide students to conduct in-depth "mathematics" exploration. The interaction of facts, experience and knowledge is conducive to the gradual accumulation of experience and the smooth rise to the mathematical module.
Second, make students active in thinking and accumulate experience in mathematical activities in the leap of thinking.
Play a picture.
Thinking is fundamental, and active thinking is an indispensable soul in class. In this teaching clip, students and I * * * experienced the process of drawing closed and non-closed graphics and coloring them. Through operation, communication, observation, thinking and other activities, abstract knowledge can be turned into concrete, vivid and operable knowledge, and students' thinking can be guided to develop in depth step by step. Students' thinking is activated in a relaxed and happy atmosphere, and I also cherish students' feelings, experiences and understanding. Not only deeply felt the area of closed figure, but also understood the abstract knowledge that the area of non-closed figure can not be determined, and mastered some basic research methods, which enabled students to accumulate "basic mathematical activity experience" in the leap of thinking.
Third, let students accumulate experience in mathematics activities in "personal experience";
Scholar Shi Ningzhong once said: "We must be clear that there are many things in the world that cannot be transmitted and can only be experienced by ourselves. Wisdom does not depend entirely on the amount of knowledge, but on the use of knowledge and experience. Teachers can only let students hone in actual operation. "
It can be seen that activity is the source of experience, and there is no experience without practical activities. What you get on paper is superficial, and you never know that it needs to be finished. For children, hands-on learning is always their most popular way of learning. Only when students begin to operate and accumulate mathematical experience can they finally settle down in their hearts and become a quality and an ability, which will accompany them and benefit them for life.
Therefore, mathematics teaching should emphasize "doing mathematics". By doing mathematics, students can experience and understand the contents, ideas and methods of mathematics, and by doing mathematics, students can personally participate in rich and vivid thinking activities and gain activity experience in practice.
Teacher: Please take out the smallest square in bag No.2 and measure its side length.
Health measurement 1 cm
Teacher: (Show, courseware) A square like this with a side length of 1 cm and an area of1cm 2 (board paste).
Let's remember this new friend together. Look carefully and remember by heart. Print 1 cm2 in your mind. Do you have 1 cm2 in your mind?
Teacher: OK, now draw a picture of 1 cm2, but you can't use a ruler or school tools of 1 cm2.
Student painting
Teacher: The deskmates test each other. What do you want to say to him?
Health: My deskmate's painting is too small. I wish I were older.
Teacher: Who draws closer to 1 cm2, please raise your hand.
Teacher: This is the beauty of mathematics! Students who are not allowed to draw any more, I believe you will make progress this time.
Student: Teacher, I draw just right. ...
Teacher: Very excited, isn't it? This is the different fun that mathematics brings us!
Teacher: Can you look around for 1 square centimeter?
Health: the area of thumb nail, the area of button surface,,,,
This is a mathematical activity designed when we know 1 cm2. The design purpose of this activity is to stimulate students' active participation, practice, thinking and exploration, so that students can learn and feel mathematics in the activity and help students accumulate experience in mathematics activities. In this process, measurement, hand drawing, deskmate evaluation and looking around are a process of accumulating basic activity experience, and a process of helping students acquire mathematical activity experience with mathematical essence and construct mathematical models and mathematical thinking methods.
"Children's wisdom is within reach", and the experience of mathematics activities is gained by students in the process of learning activities. Without the process of activity, this practical process will not form a meaningful mathematical activity experience. The accumulation of experience in mathematical activities is often based on such peer practice, peer sharing, observation and thinking to realize new knowledge. The acquisition of knowledge does not depend on the teacher's teaching, but is completed in the process of "moistening things silently".
As a front-line math teacher, we should stand on the height of students' lifelong development, strive to practice with students, carry out all practical math activities in teaching, promote students' experience in math activities, and make unremitting efforts for students' math literacy to move from "double basics" to diversified development!