First, pay attention to the emotional cultivation of pictures.
Generally speaking, students have been exposed to pictures extensively in kindergarten and have some experience in reading pictures. The first-grade mathematics textbook presents rich mathematical information with a complete picture. For example, Unit 1 of the first volume of Senior One, Counting, shows a beautiful campus with vivid, interesting and colorful pictures, in which a national flag, two horizontal bars and three stools are drawn. Teachers should make full use of these vivid and intuitive pictures to stimulate students' interest in counting. In teaching, we should not only attach importance to the mathematical knowledge contained in illustrations, but also fully tap the interesting and ideological factors of illustrations to cultivate students' love for mathematics.
Second, pay attention to the cultivation of map observation ability.
Observation ability is one of the basic learning abilities of junior middle school students. Children who have just entered school look at pictures at will, and their purpose is not strong. In teaching, teachers should train students to observe pictures purposefully in a certain order. The observation requirements for students should be concise and clear, and students should be trained to observe the picture from a mathematical point of view, choose useful mathematical information to ask questions and solve problems. For example, when teaching the first unit "number" in the first volume of the first grade, students can be guided to observe the pictures as a whole and tell the meaning of the whole illustration in an orderly and complete way. Put forward effective questions on the basis of observation: How many red flags are there in the picture? There is a red flag in the picture. ) How many couples are there alone? How many stools? How many birds? How many trees are there? ..... to guide students to perceive the concept of natural numbers. Students perceive the quantitative characteristics of things by observing with their eyes, counting with their hands and reading pictures with their mouths, and cultivate their observation ability and preliminary sense of numbers.
Third, pay attention to the demonstration of language description.
Junior students have strong imitation ability. At first, we can teach them a simple "mode" of looking at pictures, so that students can imitate the teacher's pictures first and learn to express their ideas in an orderly way. For example, when teaching the addition of 7, I teach students to look at the picture like this: there are 5 butterflies on the left and 2 butterflies on the right. How many butterflies are there in all? Or five butterflies are playing, and two more come. How many butterflies are there in a * * *? When teaching the subtraction of 6, teach students to look at the picture like this: how many apples are there on the left, three apples on the right, six apples on a * * *, and how many apples are there on the left? To solve the problem of "knowing the total number and part number and finding another part number", the difficulty for students is that they don't know what to ask for, and there are often typical mistakes that they think the formula is 3+3=6 as long as they see braces. Therefore, it is particularly important to clarify the function of braces and the meaning of question mark position. When teaching addition and subtraction, I guide students to look at pictures with the sentence patterns of "you … plus … plus … a * * you …" and "you … move … move … and then leave …". When explaining the idea of the question, I ask students to use the sentence pattern of "I think so: there is ... on the left and there is ... * *" or "I calculate first and then calculate ...". After repeated practice, students gradually learn to express themselves in mathematical language and practice basic language skills.
Fourth, pay attention to the guidance of reading methods.
1 Look at a single theme map. There are a lot of non-mathematical information in the theme map, which aims to create an interesting story scene for children and improve their interest in learning. For example, the problems of "one more" and "one less" in Unit 2 of the first volume of Senior One are based on the story that rabbits want to build houses and friends come to help. Pigs carry wood and rabbits carry bricks, which contain mathematical information such as rabbits and bricks. There are more wood than pigs and fewer apples than carrots. In children's eyes, pictures are more stories than mathematical information, so I designed the following questions: (1) How many rabbit friends helped build the house? (2) How many bricks did the four rabbits take? (3) Are there as many rabbits as bricks? By guiding students to compare the one-to-one correspondence between rabbits and bricks in the picture, let them know the meaning of "as much" and guide them to say that the number of rabbits is as much as the number of bricks; Then design the question: (1) How many little pigs are there to help? (2) How many pieces of wood did you lift? (3) Is there more wood than pigs or roots? Then guide students to find out the one-to-one correspondence between pigs and wood in the picture, and the rest is the part of "more" or "less" to understand the meaning of "more" and "less"; The key for students to fully understand "more than wood" and "less than wood" is to find out "who is better than who". In this way, long-term persistence in guiding students to read more pictures and mastering the methods of reading pictures can improve students' reading ability.
2. Read the graphic theme map. With the improvement of students' literacy, the topics of combining pictures and texts have also increased accordingly, but some students often pay attention to pictures and ignore reading words. For example, the first book of senior one, page 12 1, title 1 1, describes that there are nine children making a snowman on the left and a group of children running by the tree on the right. The text reads "Nine people are coming again". Many children don't read the text, but they still count to five like the left (the other four are covered). In view of these situations, in teaching, I guide students to look at the picture first, understand the information in the picture, then look at the text, and then analyze what information is known and what the problem is, so that students can know that the picture and the text are related and should read and understand together. Look at the picture carefully, tell the meaning of the picture, clarify the relationship between the picture and the text, and solve the problem reasonably.
3. Read the topic map that contains a lot of information. Some pictures contain a lot of information, which requires students to make a comprehensive analysis on the basis of careful observation and fully understand the meaning of the pictures. For example, there are 3 dragonflies, 6 butterflies and 10 bees in the picture. Please add questions and answer them. For the first-year students, it is necessary to find out the logical relationship between the quantities in the diagram, and then put forward some simple questions according to the quantitative relationship, and use the calculation methods that have been mastered to solve the problems, so as to cultivate students' ability of observation, comparison, analysis and judgment. When students know from the picture that "there are three dragonflies and six butterflies in the park", they are inspired to ask questions: "How many dragonflies and butterflies are there?" "How many dragonflies are less than butterflies?" Ask the students to imitate and ask other questions, such as: "There are 10 bees and 6 butterflies in the park. How many bees and butterflies are there? " "There are 10 bees and 6 butterflies in the park. How many more bees are there than butterflies? "
Cultivating junior students' ability to read pictures and laying a good foundation for reading pictures can not only help students clear up their thinking of solving problems, but also lay a foundation for middle and senior students to analyze abstract text information and draw line segments. When students encounter difficulties in solving problems, they will think of drawing to help them analyze, so as to improve their drawing analysis ability and enhance the effect of solving problems.