I. Contents of collective summary
Collective summary is a summary of what teachers and children have learned, how to learn and how to learn in mathematics teaching. Therefore, the summary should focus on the key points (key experiences) of teaching activities, the difficulties of children's learning and the quality of children's learning.
1. Summarize key experience.
The key experience of each class is the embodiment of the key points of mathematics teaching, which mainly reflects the question of "what to learn". Before organizing children to sum up key experiences, teachers should pay attention to two points: First, teachers should have a clear understanding of the key experiences of this lesson, otherwise they will mistake non-key issues for key ones and make the summary biased. For example, the key experience of "making sandwiches and cookies" in small class math activities is "classification of graphics", which requires children to superimpose the graphics with the same shape. If the teacher is not aware of this key experience, he will stick to the details of children's sandwich cookies when summing up. Second, it should be based on children's true understanding of key experiences, rather than mechanical recitation. For example, after the child sorts the discontinuous quantities, the teacher should not let the child recite the sentence "from less to more", but should organize the child to summarize his findings in his own language from the relationship between numbers.
2. Summarize children's learning difficulties.
It is a very effective teaching measure for teachers to help children find effective cognitive strategies to solve their learning difficulties through collective summary. For example, the small class math activity "bus stop" not only requires children to arrange two teams of small animals one by one, but also compares who has more and who has less. Because the small animals provided to children have their own sizes, children are easily disturbed by the size characteristics of materials when comparing. To this end, teachers can focus on "when judging who is more or less, do you trust your eyes or rely on points?" To organize the discussion, and finally make those children who make mistakes realize that their eyes are sometimes deceived by the arrangement of objects. Counting is a very reliable method.
3. Summarize children's learning quality.
The quality of learning is directly related to the success or failure of children's mathematics learning. Teachers guide children to discuss "how to learn" in collective summary, which is helpful to cultivate children's good learning quality. For example, when summing up math learning routines, teachers can let children discuss "What should we do when others answer questions?" "What should I do with these materials after I finish my activities?" And other issues to enhance the welfare of children.