Because traditional mathematics teaching pays too much attention to mechanical skill training and abstract logical reasoning, and ignores the connection with real life, many students have a boring and mysterious impression on mathematics, thus losing their interest and motivation in learning. To this end, we must abandon the past practice of "cutting off the head and burning the middle part", and strive to make mathematics come from life and be used in life, so that students can feel and experience that mathematics is around, and mathematics must be everywhere in life and must be learned well. First, seek knowledge background to stimulate students' domestic demand

Many concepts, algorithms and rules in primary school mathematics can be traced back to the source and their knowledge background can be found. Teachers should try their best to extend their mathematics knowledge in teaching and seek its source, so that students can understand where the mathematics knowledge comes from and why.

For example, when teaching the understanding of "centimeter", a teacher asked students to choose a tool to measure the length of a desk. As a result, some students said six pencils were long, some students said five feet long, some students said eight pens were long, and some students said seven envelopes were long ... At this time, the teacher asked the students to discuss and communicate: Why are the results of measuring the same desk different? what do you think? In this way, students will deeply realize the necessity of unifying measurement units. On this basis, students will have intrinsic learning motivation by teaching new knowledge.

Second, the use of life prototype to help students build

As we all know, the contradiction between the abstraction of mathematics and the psychological characteristics of primary school students' dominant thinking in images is one of the main reasons for many students' passive learning. In fact, there is a lot of abstract mathematical knowledge. As long as teachers are good at finding and reasonably using its "prototype" in students' lives, they can turn abstraction into images, students' learning can turn passivity into initiative and fear of learning into fun.

Third, use it in real life to appreciate the elegance of mathematics.

In mathematics teaching, students should not only know where knowledge comes from, but also know where to go, and use this knowledge flexibly to solve the problem of "how to get there", which is also the ultimate goal and destination of students' learning mathematics. For example, after learning the knowledge of "average", students can focus on "how to determine the final score of the same player when the judges give him different scores in singing and other appraisal activities?" Thinking and discussing practical problems; Through the application of mathematics in real life, students can further appreciate the great charm of mathematics.

extreme

The essence of innovative law education is to innovate classroom teaching, fully embody students' subjectivity and make students the masters of classroom teaching. In order to enable students to learn independently, it is particularly important to teach sixth-grade mathematics with the concept of creative education. To sum up, there are the following points: first, show the learning objectives, implement the basic knowledge, and realize the unity of "three-dimensional goals"

The classroom teaching goal of creative law education refers to students' own learning goal, not teachers' teaching goal, which includes the unity of three-dimensional goals: "knowledge and skills, process and method, emotion, attitude and values". Mathematics teaching in the sixth grade, on the one hand, should complete the teaching of new knowledge in this grade, on the other hand, it should also help students to sort out what they have learned in primary schools, check and fill in gaps, cultivate students' good self-study habits, and cultivate students' good emotional attitude towards learning, life and life. Not to cope with the exam, but to put forward the teacher's own teaching objectives inappropriately. We often hear teachers sigh: students are too careless! Many questions should be done by middle and junior students, but students make many mistakes when practicing exams. That is, the so-called "negligence" phenomenon of losing points appears. There are many reasons why students lose points because of "negligence". There are intelligence factors and non-intelligence factors, but the reason cannot be simply attributed to "students' carelessness". As far as teachers are concerned, in teaching, we should not only stimulate students' interest in learning, but also pay attention to cultivating their autonomous learning habits and cultivate their good "feelings, attitudes and values". In mathematics classroom teaching, we teachers should be willing to spend time on the basic knowledge and concepts of textbooks, guide students to explore and practice themselves, and let students actively participate in the process of knowledge formation. Only by helping students to consolidate basic knowledge and improve their ability to solve practical problems can they be implemented, and the unity of the three-dimensional goals of "knowledge and skills, process and method, emotion, attitude and values" will not be empty talk.

Second, make good use of existing teaching materials, improve teaching efficiency, and cultivate the consciousness and ability of independent inquiry.

The current "91" primary school mathematics textbook has formed a relatively complete knowledge system. How to give full play to the role of the existing sixth-grade mathematics textbooks, embody the concept of creative law education and improve teaching efficiency? Practice has proved that students can get twice the result with half the effort by adapting examples and exercises to guide them to think and analyze.

(1) Adapting examples to promote thinking and guide students to explore independently.

Students should be guided to "explore independently and study cooperatively". Students in grade six have a certain ability of self-study. In teaching, teachers should guide students to explore independently by adapting examples and exercises according to teaching practice, and improve students' ability to apply knowledge and solve problems while mastering new knowledge. For example, in the part of multiplying fractions by integers, after explaining the meaning and calculation rules of multiplying fractions by integers, the textbook adds an example to explain that "it is more convenient to simplify fractions first and then multiply them". In teaching, it is not limited by textbooks. After students have mastered the calculation method of multiplying fractions by integers and done some exercises, they can show the following question: 2/9999×7777, to stimulate students' interest and say: See which student calculates correctly and quickly. When students find it troublesome to multiply 2 by 7777, they can ask: What are the characteristics of the numbers in the question and how to calculate them easily? After thinking, many students suddenly realized that they consciously used the division method of 7777 and 9999, and then multiplied 7 and 2 by 9. Through independent inquiry, students come to the conclusion that it is easier to multiply fractions and integers, which is much better than telling students a simple method to make them do simple calculations.

(2) Adapting examples to stimulate students' ability.

In order to cultivate students' ability to solve practical problems with what they have learned, it will play a positive role in cultivating students' ability to analyze and solve problems if they can really "teach with textbooks" and disperse students' thinking by adapting examples and exercises. For example, teaching a section of highway will be completed in 0/0 day by Team A and 0/5 day by Team B/Kloc. How many days can the two teams work together? "When solving this engineering problem, on the basis that students have mastered the ideas and methods to solve this problem, it can be changed from" team B completed in 15 days "to: 1. It took Team B five days longer than Team A to finish it. 2. The repair time of Team B alone is 0.5 times that of Team A+65438+A ... The work efficiency of Team B is 2/3 of that of Team A ... You can also change the question to: 1. How many days did the two teams jointly repair this section of the road? 2. How many days after the two teams repair together? 3.2 days later, how many days does it take for Party A to repair alone? In this way, the example diverges around the center, and the role of the example is fully exerted. The teaching mechanism of "from textbooks, higher than textbooks" has been fully reflected in this class.

(3) Adapting examples to promote speculation and improve reflective ability.

Reflection is a learning and living strategy. Students always make mistakes when learning new knowledge. In teaching, if examples and exercises can be used in time to promote students' thinking, discrimination, feedforward control or feedback correction, on the one hand, mistakes can be effectively prevented, on the other hand, students' self-reflection ability can be improved.

1. Feedforward control. In other words, according to the teaching rules or the actual situation of the class, teachers will compare and analyze some situations in which students are prone to make mistakes when answering related questions by adapting examples and exercises, so as to prevent problems before they happen.

2. Feedback correction. That is, when students make mistakes in practice, teachers can adapt examples or exercises according to the students' situation so that students can continue to practice, and students will have an epiphany in continuing to practice, thus effectively correcting students' misconceptions and improving students' reflective ability.

Third, grasp typical themes, develop students' thinking, and cultivate students' sense of numbers and intuitive thinking ability.

Developing students' thinking should be implemented in specific classroom teaching, and so should sixth-grade mathematics teaching. In teaching, if teachers can grasp some typical problems step by step, it will be very beneficial to develop students' thinking and cultivate their sense of numbers.

For example, in the explanation: "The ratio of the degrees of the three internal angles of a triangle is 3: 2: 1, and this triangle is a triangle with an angle of ()." This kind of questions, through progressive levels, not only guide students to solve problems themselves, but also develop students' thinking, which is intriguing.

The first level: the judgment method of finding three internal angles. This is a common method used by students at first. The second level: find the angle judgment method. "Can we judge what the triangle is by finding an angle?" Students understand through thinking, as long as they find the angle, because the angle is 90, the triangle is a right triangle. This level is higher than the first level of students' thinking.

The third level: direct judgment method. "Can you judge what angle this triangle is directly from the ratio of three angles without looking for any angle?" A stone stirs up a thousand waves, and students' thinking is mobilized at once. Students understand through discussion that the degree of the angle of 3=2+ 1 is equal to the sum of the other two acute angles, so it can be judged that this triangle is a right triangle. On this basis, teachers guide students to sum up:

1. If the ratio of one angle is equal to the sum of the ratios of the other two angles, this triangle is a right triangle.

2. If the ratio of one angle is greater than the sum of the ratios of the other two angles, then this triangle is an obtuse triangle.

3. If the ratio of one angle is less than the sum of the ratios of the other two angles, the triangle is an acute triangle.

Students' thinking has been fully developed in this class, the cultivation of students' sense of numbers has been implemented, and classroom teaching has achieved good results.

Fourth, review randomly, improve the knowledge structure, and create a space and platform for students' lifelong development.

One of the difficulties in sixth grade teaching is that in the final review stage, students' knowledge is forgotten and there are many defects, and the synthesis of knowledge is even more problematic. How to solve this problem? "Integrating review into the usual teaching of grade six to help students gradually improve their knowledge structure" is the experience of many teachers and a good solution to this problem. Only in this way can it be an empty talk to reduce students' heavy academic burden, improve teaching quality and promote students' development.

In a word, it will be more important to use creative education theory to guide sixth grade mathematics teaching, create new ideas in classroom teaching and inspire students to learn mathematics well. For the sustainable development of students, it is also a very important practical problem for all sixth-grade teachers to guide sixth-grade mathematics teaching with the concept of creative education.