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Mathematics teaching in primary schools should combine primary school students' cognitive development level and existing knowledge and experience, provide students with opportunities to fully engage in mathematics activities, help them truly understand and master basic mathematics knowledge and skills, mathematics ideas and methods in the process of independent exploration and cooperation, and gain rich experience in mathematics activities, so as to make classroom mathematics "alive", that is, let students "live" in the classroom. To make primary school students "live" in math classes, we might as well start from the following aspects:
First, integrate life into mathematics and let students experience the fun of mathematics.
Practice shows that by looking for examples related to students' life, refining the mathematical problems in life purposefully, and then returning the mathematical knowledge to life, students can not only feel the mathematics in life, but also look at the life around them from a mathematical perspective, enhance their mathematical awareness in life, and help to explore the potential of each student's independent learning, which is undoubtedly the "source of vitality" to improve students' enthusiasm for learning mathematics. Therefore, teachers should pay more attention to:
1, integrating life examples into mathematics teaching. Starting from students' existing life experience and knowledge background, we should create problem situations, set up small classes, and introduce fresh topics from life into the big class of mathematics learning. It is necessary to make students feel that the problems they face are both familiar and common, but also novel and challenging. On the one hand, it makes it possible for students to think and explore, on the other hand, it also makes students feel their own limitations, thus being in a psychological state of wanting to know and not wanting to stop, which has aroused a strong desire to explore. Therefore, in teaching, teachers should integrate teaching materials and reorganize knowledge by absorbing and introducing modern and local mathematical information materials closely related to modern life and science and technology. 2. Let math problems return to real life. It is necessary to create conditions for applying mathematical knowledge, give students opportunities for practical activities, and let students deepen their consolidated understanding of new knowledge in practical activities. For example, after teaching the example of "encountering application problems", you can ask: "Is there only one kind of walking in real life?" Under the guidance and inspiration of the teacher, after the students list some other reasonable actual situations in real life, the teacher can let the students re-compile the questions and solve them by themselves. Only by truly applying mathematics knowledge to solve practical problems in life can we stimulate students' enthusiasm for learning, let them feel that mathematics is around, and realize the interest and practicality of mathematics learning. Another example is: when teaching "the least common multiple", students can be required to count off, and students who are reported as multiples of 2 and multiples of 3 should stand up separately.
Q: What did you find?
Student: I found that some students stood twice.
The teacher asked the students who stood twice to say their numbers: 6, 12, 18 ... and found that they were all multiples of 2 and multiples of 3.
Teacher: Yes18,24,30. ...
This leads to this topic: common multiples. Ask the students to list some common multiples of 2 and 3 6, 12, 18, 24, 30. ...
Teacher: Please find the biggest one? What is the smallest?
Health: I can't find the biggest one, and there can't be the biggest one. The smallest one is 6.
Teacher: That's good. 6 is the least common multiple of 2 and 3. We call it the least common multiple of 2 and 3. (Fill in "minimum" before continuing on the blackboard.) There are many common multiples of 2 and 3, so it is impossible to have the greatest common multiple, so the research on the common multiple of two numbers generally only studies the least common multiple. Today, we will learn the least common multiple of two numbers.
Here, the teacher starts with the counting game that students are most familiar with and integrates life experience into teaching. Because the counting game is experienced by every student, it immediately mobilized the students' enthusiasm for learning. Let the students count off and let the qualified students "stand up" to attract their attention. The above actions are games that students often play. Teachers integrate life into teaching and make the classroom active. Through observation, they found that some students stood twice. Why did they stand twice? Then the teacher guides the students to discuss. In a relaxed, democratic and free atmosphere, let students visualize the abstract concepts of common multiple and minimum common multiple, which not only makes students understand the knowledge, but also makes students feel that mathematics is around them and there is mathematics everywhere in their lives.
Second, change the concept of education and teaching and return the classroom to students.
In the past, classroom teaching evaluation paid attention to the process of teachers' teaching, but now it pays attention to the process and experience of students' learning; In the past, teachers paid more attention to teaching behavior, but now they pay more attention to students' creation; It used to be an orderly stylized model, but now it pays attention to individual differences and highlights students' personality characteristics. In this way, in the face of the new curriculum, teachers must step down from the "centralized forum" and give students more opportunities to express their views boldly on what they have learned, learn from each other's strong points and brainstorm, so that the classroom can become a learning world with "a vast sky and flowers". Therefore, in teaching, teachers should fill the classroom with innovation and practice. Only by creating a harmonious, independent and innovative classroom atmosphere, abandoning the monotonous teaching mode of teachers' high pressure, indoctrination and question and answer, and letting students freely and boldly show their curiosity, challenge, imagination and practical ability in the classroom, can students' thoughts be unrestrained and their innovative inspiration be highlighted. For example, when teaching "Quotient with the Formula of 9", review the multiplication formula of 9, and the teacher asked the students to compile the division formula with the multiplication formula of 9. The students made up this formula with great enthusiasm:
Health 1: 9 ÷ 1
Health 2: 18 ÷ 2
Health 3: 45 ÷ 9
Health 4: 3 ÷ 9
No sooner had student 4 finished than the other students shouted, "Teacher, he did something wrong." The classmate bowed his head sadly and was so ashamed that he was about to cry. At this time, the teacher went to the classmate and gently stroked his head and said, "Students, in fact, he is great. He didn't make a mistake in this question, but he won't do it until our sixth grade! " "(The students are all surprised. After a while, there was warm applause in the classroom, and the classmate slowly raised his head. )
Teachers use students' wrong formula to adapt: Who can change the "3" of the formula "3÷9" into a number and make it a division formula that we can solve at present?
Health 1:3 becomes 27.
Health 2: Change 3 to 72.
(Students' passion is high and the classroom atmosphere is extremely active)
Teacher: If "3" doesn't move, how to add a number to make it a division formula?
Health 1: add "6" before "3", which means 63÷9 = 7.
Health 2: Add "6" after "3", which means 36÷9 = 4.
……
Here, it is the teacher's gentle touch and appreciative encouragement, which aroused waves in the heart of student 4 and made him regain his confidence. "Who can change the' 3' of the formula' 3 ÷ 9' into a number to make it the division formula we can solve at present?" It is the teacher's flexible teaching wit that arouses the students' follow-up motivation and makes the classroom full of vitality. In classroom teaching, teachers should pay more attention to students, care for them and appreciate them, so that students can realize that learning activities are not a burden for them, but a kind of enjoyment and a pleasant experience. In this case, the teacher can seize the bright spot of the child in time, give a positive evaluation and get the recognition of each child. Teachers make use of students' mistakes, skillfully design and get out of the box of teaching materials, so that the classroom can become a place where students can speak freely and let go of their thinking.
Third, let students explore middle school mathematics independently and learn by doing.
In the classroom, we should design some exploratory and open math problems, and turn the established conclusions in the textbook into the materials for students to explore, so that static knowledge can be dynamic, the ideas of exploration can be novel, and the way of solving problems can be unique, so that students can use them while learning, instead of consolidating and mastering what they have learned through simple review after learning. For example, when teaching "Understanding the Circle", students can know some features of the circle by folding the disc in half and measuring the creases by hand: all these creases pass through a central point, and both ends of the line segment drawn along the crease are on the edge of the circle. The crease of a circle like this can't be traced. After being folded in half, the two semicircles completely overlap and have the same size.
The teacher concluded: We discovered so much knowledge about the circle through hands-on operation. In fact, after we fold the circle in half, the line drawn is the diameter of the circle, and the intersection of these diameters is the center of the circle.
Here, the teacher didn't say much, but let the students do it themselves. By folding the disc in half, tracing the crease, carefully observing, thinking and communicating, students can gradually understand the center of the circle and discover the essential characteristics of the diameter. In the whole process, there is at least more time for students to study actively and creatively, and to give full play to their intelligence and interest in learning. Through personal operation, discussion and communication, students can visualize abstract and boring mathematical concepts, which is in line with their age and cognitive characteristics.
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