"Mathematics Curriculum Standard" puts great emphasis on: computing teaching should be linked with real life to provide students with rich realistic background; We should encourage the diversification of algorithms and respect independent thinking; It is necessary to avoid complicated operations and to avoid separating operations from applications. Calculation is the basis of mathematics learning. Calculation teaching runs through the whole process of mathematics teaching. In the past, the goal of calculation teaching was basically proficient and correct calculation. Therefore, the theme of computing teaching design focuses on strengthening training, making practice make perfect, increasing students' practice burden, and then inducing students to be tired of learning. The new Mathematics Curriculum Standard points out: "Because of the differences of students' cultural environment, family background and their own way of thinking, students' learning activities of mathematical calculation should be a lively, proactive and personalized learning process." Therefore, the calculation teaching under the new curriculum standard pays more attention to let students experience the significance of calculation, and can solve practical problems by using mathematical calculation, so that students can feel that mathematics is around and truly experience the usefulness of learning mathematics. Computing teaching runs through the whole primary school stage, until middle school, high school and even university. As far as computing teaching in primary schools is concerned, it is very important and it is the foundation of foundation. In the primary school stage, the calculation teaching in the lower grades is the most important, which is an important stage to cultivate students' good calculation habits, master methods, develop thinking and form abilities. Therefore, how to teach junior high school mathematics well is a problem that every junior high school mathematics teacher should think about. In the use of teaching materials in the new curriculum reform, I constantly explore, try, summarize and try again, and strive to make the classroom of computer teaching in junior high school lively, interesting and effective.
First, contextualize the content and give full play to its role.
The creation of mathematical situation refers to putting forward practical problems in life, causing students to have cognitive conflicts, exploring and gradually abstracting practical problems into mathematical problems.
1. It is necessary to create certain situations in computer teaching.
I think it is necessary to create certain situations in computer teaching. "New Curriculum Standard" clearly points out: let students learn mathematics in life, feel the close connection between mathematics and life, and solve practical problems in life with mathematical knowledge. However, the situation created must conform to the age characteristics of students and be close to their lives. It is necessary to create life situations closely related to students' lives, so that students can feel the close connection between mathematics and the real world and stimulate their interest in mathematics. The choice of theme map must conform to the actual situation of students' learning, and teachers should carefully consider the theme map in the textbook when designing teaching. Teachers should be flexible when the theme map in the textbook does not match the students' real life. For example, in the whole class of "two-digit plus two-digit oral calculation", I take the students' actual materials as the situation of mathematics learning, and through a series of links such as preparation before autumn outing and taking a bus to the tourist area, I naturally string the whole class into a life situation and create a good learning atmosphere. Judging from the students' interest and active participation in this course, they like this course very much. Steward, a German educator, pointed out that the art of teaching lies not in the ability to impart, but in inspiration, awakening and encouragement, and creating teaching situations is also the art of inspiration, awakening and encouragement. Modern psychological research also shows that whether students are active in classroom thinking mainly depends on whether they have the need to solve problems. Therefore, in class, teachers should stimulate students' thirst for knowledge. At this point, creating problem situations is like throwing a stone into students' minds, which will definitely arouse the waves of thinking. It can be seen that creating situations is an important means in teaching.
2, accurately grasp the role of the situation
I think teachers should correctly distinguish the different roles of situations in computer teaching and problem solving. The traditional calculation teaching often separates calculation from problem solving, and teaches purely for calculation, which makes the calculation teaching obviously out of touch with real life. In the early stage of curriculum reform, teachers often design rich situations to attract students to learn, and fail to grasp the reasonable relationship between situations and teaching in the teaching process, which leads to the unclear boundary between calculation class and problem-solving class. Then, we need to think rationally about whether to use situations in the calculation class. In my opinion, computer teaching needs situations and should be used reasonably. For example, there is such a situation in the oral calculation of two digits plus two digits in the second volume of senior two. (1) Can Class Two (1) and Class Two (2) help each other in the same boat? (2) Are Class Two (3) and Class Two (4) OK? The calculation content extracts learning materials from the real life of taking a boat, and stimulates students' enthusiasm for inquiry with the help of life situations. When designing the situation, it is intended for students to draw out the calculation content of learning through the relevant mathematical information of 68 people and four classes in a boat. After asking questions, focus on how to calculate 3 1+23 and 32+39. For example, the former calculates 1+3=4, then 30+20=50, and finally 50+4=54, and the latter calculates 32+30=62, and then 62+9 = 765432. That is, focusing on the study of arithmetic and algorithms. If we put this situation in the problem-solving category, then the main solution is why we should list 3 1+23 like this, because the number of people in Class Two (1) and Class Two (2) can be added together to know whether we can take a boat together, so we need to do addition, that is, analyze the so-called quantitative relationship. The emphasis of the two is completely different. The purpose of creating computing teaching situation is to extract mathematical materials from life. To solve problems, students should be guided to analyze the relationship between the provided mathematical information and the questions they want, and to explore methods and strategies to solve problems. Once they deviate from this center, computing teaching will lose its direction.
Second, attach importance to the teaching of estimation and reflect the value of estimation.
The new curriculum standard puts forward "attaching importance to oral calculation, strengthening estimation and advocating algorithm diversification" Indeed, estimation has important practical value. In daily life, people often only need to estimate the results. At the same time, the study of estimation is of great significance to cultivate students' sense of number. However, how to embody the value of estimation in actual teaching is worth our thinking.
I think checking whether the calculation answer is correct is a good way to reflect the practical value of estimation. Written calculation and estimation are both calculation methods. If it can be organically combined in solving problems, it will undoubtedly improve the speed and accuracy of solving problems. Clearly take estimation as a step to solve the problem, and highlight the value of estimation in solving the problem. But it must go through the process from passive estimation to independent estimation. When designing calculation exercises, students should consider using estimates to predict the results before actuarial calculation, and ask them to use estimates to verify the results after calculation. Combining estimation with actuarial is only one way to reflect the estimated value, and we need to explore more ways to give full play to the estimated value. The cultivation of estimation habit is not achieved overnight, but requires teachers' long-term infiltration and training, which is carried out in a planned and step-by-step manner.
Third, pay attention to the thinking process and promote the improvement of ability.
Mathematics is the gymnastics of thinking. To teach students to learn and promote learning, we must attach importance to students' thinking process of acquiring knowledge. Computing teaching should also pay attention to cultivating students' thinking ability and attaching importance to and strengthening thinking training. The new curriculum standard points out: "Mathematics teaching in primary schools should enable students to increase their knowledge and wisdom." "It is necessary to develop intelligence and cultivate ability in all grades of teaching." How to strengthen thinking training?
1, providing ideas and teaching thinking methods.
In the past, the teaching of calculation was mainly based on "calculation", and students did not have the opportunity to "say". At present, there is a little emphasis on the training of "speaking", but there is a lack of guidance on speaking. Therefore, it is necessary to provide students with ideas and teach them thinking methods in class. For example, in the second volume of the first grade of primary school, I asked each child to tell the process of calculation, such as: 26+9.
Let's start with 6+9= 15 15+20=35. So as to cultivate students' thinking order and promote the development of thinking ability.
2. Strengthen intuition, attach importance to operation and demonstration, and cultivate students' thinking ability in images.
Thinking is constantly developing in the process of forming representations and concepts on the basis of intuition and carrying out cognitive activities such as analysis, synthesis, judgment and reasoning. In order to develop students' thinking, students should understand operation and closely combine operation with language expression. For example, in the first volume, intuitive operation is used in the carry addition within 20, highlighting the teaching of calculation rules, allowing students to experience the process of "rounding ten", thinking while doing, helping thinking with operation, and directly calculating with thinking, thus cultivating students' thinking ability.
3. Explore a reasonable and flexible algorithm to cultivate the flexibility of thinking.
On the basis of students mastering basic algorithms, guide students to explore reasonable and flexible algorithms through observation and thinking, find shortcuts to calculation as soon as possible, and form flexible calculation skills. For example, in the first grade of primary school, a dozen words are added to the first volume, showing 1 1+9.
12+9 13+9
14+9 ... After the calculation, let the students observe the characteristics of the number on AND and the previous plus digits, and guide the students to find that the number on AND is less than the number on the previous plus digits 1. In this way, students can work out the results quickly by doing this kind of problems according to the law in the future.
Fourth, design various exercises to form skill training.
Educational psychology believes that calculation is an intellectual operation skill, and it takes a process to transform knowledge into skill. Only through appropriate diversified exercises can students' computing ability be improved, their computing skills be formed and their intelligence be developed.
(1) Practice in fun to improve efficiency.
1, practice in childlike fun
Psychologists' research shows that if a person has a strong interest in an activity, then the activity efficiency is high and it is not easy to feel tired and overburdened. In the calculation class, under normal circumstances, students should understand arithmetic and master calculation methods, which leads to different degrees of fatigue. Teachers should attach importance to the interest in practice materials and regard interest as an internal "hormone" to make students think positively, happily and positively, improve efficiency and reduce students' burden.
Children in Grade One and Grade Two are particularly interested in childlike things. Almost all children are crazy about children's channel, which contains a lot of animation and knowledge to bring joy to children. Therefore, in order not to make the classroom boring in computing teaching, I often ask anime stars for help. Before class, I will make some headdresses of animated stars myself, just to attract children's attention in class. If you are busy and have no time to do it, draw on the blackboard with colored chalk. Sometimes just a few simple words can attract students. For example, "the big-headed son is really careless, and the little-headed father will come and help!" " ""The examiner gave a question "and so on. Designing exercises with students' thinking is childlike, and students are particularly interested in mathematics knowledge.
2. Practice in the competition
Children like games, especially children aged seven or eight. Even if they don't get any reward, a compliment from the teacher will make them happy all day. So when designing exercises, I will often design a small competition for students to consolidate exercises in the competition.
In practice, we recommend a student as a champion, holding ten oral cards with a number of less than 20. Let the class take turns to "fight". If the "hitter" can fluently answer the questions on the ten cards presented by the champion, the hitter will succeed. To become a new "champion", the champion will show the questions on ten cards, and other students will "attack". This cycle not only enlivens the classroom atmosphere, but also improves students' interest in learning, so that students can unconsciously improve their oral expression ability.
Competition can be carried out not only between students, but also between teachers and students. It can not only enrich teaching, contact teachers and students, but also establish a good teacher image. I like to introduce some clever calculation methods to students in this way. For example, after learning the subtraction of abdication within 100, I arranged a small competition between teachers and students: who can calculate faster than 8 1- 18 and 63-36? Students' interest is so high that they are defeated again and again. Finally, they said, "What method do you use, teacher?" Just tell us! "I asked," I want to tell you the trick. do you want to hear it ? "
(B), step by step practice, expand and improve
Our design at the practice level is generally from easy to difficult, so that simple questions can help students with learning difficulties build confidence and make them willing to learn; Intermediate students and top students consolidate in practice, making them want to study again; With the deepening of the difficulty of practice, it will be more challenging and make students of different levels feel successful.
Every time I finish practicing the basic questions, I always carefully design a thinking question at the end of the class, which not only allows top students to challenge themselves, but also gives ordinary students and students with learning difficulties a chance. For example, at the end of "Composition of Numbers within 100", I finally put forward such a thinking expansion question: () There are () tens and () ones in it. Three brackets give the whole class room to think, which can ensure that students with learning difficulties can fill in at least one answer. This design can make different students have different development in mathematics class, which is in line with the new concept of "different people get different development in mathematics". I don't think there will be any regrets in our class.
Fifth, timely and appropriate evaluation to promote students' development.
The evaluation of the new curriculum emphasizes: the evaluation function shifts from focusing on screening and selection to motivation, feedback and adjustment; The evaluation content changes from paying too much attention to academic performance to paying attention to the potential of multi-directional development; Evaluation technology has changed from over-emphasis on quantification to more emphasis on qualitative analysis. Evaluation can fully understand students' learning situation, stimulate their enthusiasm for learning and promote their all-round development. At the same time, it is also an effective means for teachers to reflect and improve teaching. Therefore, in the teaching process, as a math teacher, I have to seriously think about how to evaluate students, so as to give full play to the guiding, regulating, encouraging and diagnosing functions of evaluation and promote students' development.
(1) Self-evaluation.
Students can first find their own bright spots in the evaluation, and only when they have a sense of satisfaction can they have confidence in learning. Through a period of self-evaluation, each student has improved his self-confidence in learning to varying degrees, thus laying the foundation for the improvement of his ability. Secondly, in self-evaluation, students need to carefully evaluate whether their calculations are correct and whether their writing is neat. In this process, students learn to discover their own strengths and weaknesses. After the strengths are affirmed, they will continue to carry forward, while the weaknesses will be corrected in understanding, and good behavior habits will be formed over time.
(2) Biological evaluation.
After self-evaluation, students' self-confidence is enhanced, but it may make some students feel that everything they have done is right, and no one can be better than themselves. The appearance of this kind of emotion will inevitably have some bad effects on students. Therefore, timely and fair evaluation in the group can let everyone know themselves clearly and get education from others.
(3) Evaluation of teachers and students.
Teachers should properly evaluate and encourage students' mistakes, so that students can have a correct understanding of success and failure, so as to win without arrogance and lose with grace.
Looking at the current computing teaching, we should not only inherit the solid and effective traditional computing teaching in the early stage of curriculum reform and carry forward the people-oriented teaching concept, but also calmly think about the cultivation of students' subsequent learning ability by computing teaching, sum up the experience of traditional teaching and the early stage of curriculum reform, and constantly improve teaching methods, so that computing teaching can develop and improve harmoniously in three aspects of arithmetic, algorithms and skills, and truly advocate the rational computing teaching that is solid and effective and respects students' personality development. The main purpose of the new curriculum reform is to train students to become innovative and practical talents. In the process of computing teaching, we should use the new curriculum concept to create a good learning environment for students, provide students with a space for cooperation and exchange in the classroom, make the classroom full of vitality, make students fall in love with the mathematical computing class, and improve the effectiveness of computing teaching. In short, while adhering to the advantages of traditional computing teaching, we should give computing a breath of life and integrate computing teaching into life applications, so that computing teaching under the new curriculum standard is no longer boring and charming!