First, the operation activities with hands and brains.
As the saying goes, "Seeing is believing". Children aged seven or eight are very active. If their active characteristics are transferred to study, they can often touch and pose when studying, which can stimulate their interest in learning and deepen their understanding of knowledge. In my teaching, I often ask students to set a stick, a disk, a triangle, a small animal or a pendulum formula. For example, when teaching "knowing the number of 1 1 ~ 20", I will first find out whether the students can count and write the number of1~ 20. I gave everyone 10 small square paper and asked them to write the numbers 1 1 ~ 20 on the paper respectively. Through a thorough investigation, I learned that all the students in the class can write these numbers. Faced with this situation, I put the teaching emphasis on students' learning 1 1 ~ 20 composition. I prepared 20 sticks and 2 rubber bands for each student and asked them to do the following:
1. Everyone put their ruler in the middle of the table, and put 10 sticks on the right side of the ruler. Then ask them to tie the stick of 10 into a bundle, put the bundle of sticks on the left side of the ruler, and let the students know that the stick of 10 is 10 through the operation.
2. Ask the students to add one and put it on the right side of the ruler, indicating that there is a * * 1 1 stick. At this time, ask the students to hold up their digital cards of "1 1", and then discuss what 1 on the left and 1 on the right of "1"means, and make it clear that "/kloc-0" Then let the students learn other numbers through operation.
3. When I studied the number "20", I found that there were 10 L roots. I asked the students to think about what to do first. When each student began to bundle 10 L sticks into a bundle, I organized everyone to discuss the following three questions: ① Where should this bundle of sticks be put? What do these two bundles of sticks mean? ② How to write "20"? Why write 2 on the left and 0 on the right? ③ Can't you write the 0 on the right? Why not? Through practical operation and heated discussion, students have deepened their understanding of the number "20". In this class, the students are placing things from beginning to end, mobilizing the mouth, eyes, hands and other organs to promote brain thinking. Students are enthusiastic about learning and learn new knowledge easily and happily.
Second, the new form of practice.
It takes repeated practice to turn what students have learned into skills. However, if students repeat monotonous exercises, they will get bored, lose concentration and waste valuable time. According to the law of brain excitement discovered by Pavlov, I use a variety of sensory participation methods. For example, when organizing students to do oral arithmetic exercises, in addition to the usual visual arithmetic, listening arithmetic and password checking, I also designed two oral arithmetic practice methods: "gesture arithmetic" and "quiet arithmetic".
The specific methods and benefits of "gesture calculation" and "quiet calculation" have been mentioned in the second part "Stimulating students' interest in learning mathematics vividly", so I won't repeat them here.
Third, flexible game activities.
The characteristics of children's attention are that unintentional attention is dominant, attention is unstable and not lasting, and it is easy to be attracted by some novel stimuli. Teachers are good at changing teaching methods in teaching. By playing interesting math games and letting them play middle school, students can have a strong interest in learning, attract easily distracted attention and obtain good teaching results.
The game activities I often use are: driving a train, relay race, selecting excellent postman and winning the red flag. Some exercises in the textbook are slightly changed in practice and are very popular with students. For example, there is a question in the book: "The following questions are correct paintings √ and wrong paintings ×" I posted a picture of the Red Cross on the blackboard, asking students to wear red armbands to be doctors in the "Mathematics Hospital". This activity aroused students' great interest. They all rushed to participate in "treating diseases" and were proud of being rated as "good doctors". According to psychological research, novel, positive and intuitive stimuli are most likely to arouse the excitement of related parts of children's cerebral cortex, forming a dominant focus of excitement, so that children can better establish temporary connections. Using this rule, when playing games, I draw a hill and insert a red flag on it. Two students have a language contest on both sides at the same time, and the winner gets a red flag. Or draw stairs from the left and right, and there is a mouse squatting on the top of the stairs. Let two students put on the headdress of black cat and white cat respectively, and have a language contest to see who catches the mouse first. In the team relay race, I drew a boy or girl in running posture on each question. Pass the questions in groups, one person does one, which group finishes first, and wins all the pairs. A red flag, an animal headdress and a colorful picture all enhanced the interest of the exercise and aroused the students' strong interest, so everyone rushed to participate in the math game.
In order to review and consolidate the composition of 10 and the addition and corresponding subtraction of 10, and prepare for learning decimal 20-bit addition, I took a poker game class (the specific methods have been introduced above, so I won't repeat them here).
After I made everyone understand the truth, I gave each deskmate a set of digital cards to let them "play poker". Everyone is in high spirits and having a good time. They made a set of cards at home and played poker with their parents.
A game lesson mobilized the enthusiasm of the whole class to learn mathematics, and reviewed and consolidated the knowledge learned in the process of playing.
Fourth, lively and interesting learning competitions.
In addition to some competitions in game activities, I often engage in lively and interesting math competitions such as "quick calculation competition", "counting competition" and "rushing to answer questions". For example, in the "Counting Competition", I wrote the required numbers on the blackboard and invited two people to come up for the competition. The teacher can say the question and get a few points. The students point to the numbers written on the blackboard to see who can point accurately and quickly. In order to get everyone moving, I assigned two people to the front to participate in the competition, and divided the students below into two teams. Everyone is a referee, and the number of pointing to the right is recorded by "gesturing". Finally, the teacher saw the gestures made by the left and right students and knew how to compare them. This kind of game is like a tense volleyball match. Everyone is eager to try, and the mood is high. To be a good referee, you must also calculate quickly, which will turn the activities of two people into the activities of the whole class and greatly improve the effect of practice.
When the second-year students learn the knowledge of "two digits minus two digits", we have a special competition between teachers and students. Teach students the skills of fast calculation (see "8 1- 18" and "93-39").
Over the past few years, in my teaching, starting from the age characteristics of children, I have paid attention to the interest of classroom teaching, put knowledge learning in pleasant games, mobilized students' enthusiasm for learning mathematics, and made them change from "I want to learn" to "I want to learn" and become small masters of classroom learning, thus greatly improving the efficiency of classroom teaching. Teaching tasks can be completed on time in class without homework, which makes students feel relaxed in their studies.