First, examples of fair use
Mathematics comes from life, and finally it will be restored to life, so examples should be the epitome of students' life. Therefore, paying attention to students' life experience and existing knowledge experience is one of the important concepts of mathematics curriculum standards. In other words, mathematics teaching should start from students' life experience and existing knowledge, so that students can understand mathematics in familiar things and specific situations. In the real life world of students, there are many natural things, social things and people's life behavior events that students are familiar with. As long as we observe carefully, we can find the prototype of the example, and then integrate the example in the textbook into this prototype to make it live. Classroom teaching will be full of life breath, so that students can study easily and enjoy learning.
1, replace the real content in the example. According to students' actual life, we should reasonably update the teaching examples provided in the textbook, and replace the outdated and unfamiliar materials in the original topic with new materials and materials familiar to students without changing the knowledge of mathematics system in the textbook, so as to stimulate students' interest in learning. Close contact with practice in teaching, collect relevant teaching materials from students' life world, capture useful mathematics information, and move students' "mathematics around them" into the classroom to serve students' learning. For example, in the "Knowledge of Kilometers" in the first volume of Grade Three, the textbook arranged a road map of a city, and this place is too far away from students' real life, so it is difficult for them to understand how far "10km" and "23km" are marked on the map. So I updated this example to "the school is probably 10 bridge", which is familiar to my classmates. Most students have been to these places, so it is easier to understand that the kilometer is a much larger unit than the meter, and on this basis, the concept of the length of 1 kilometer is established.
2. Replace the original example. The new textbook tries its best to closely connect with students' real life, pay attention to students' learning interest and experience, and attach importance to cultivating students' emotions and attitudes towards mathematics learning. However, the geographical location, teaching facilities and curriculum resources of each school are different, and each student's family background and life experience are different. Therefore, not all the examples in the textbook are suitable for our students, so it is necessary for us to replace the original examples according to the actual situation of students, so that students can study more effectively. For example, changing the life situation in the city into the life situation in the countryside makes mountain students feel particularly cordial, and it is easy to arouse their interest.
3. Combine simple examples and decompose difficult examples. Because students have different levels of knowledge, we can combine two or more examples to complete teaching in a short time for some relatively simple knowledge that students can easily understand and master, thus improving teaching efficiency and learning efficiency. There is a lot of difficult knowledge in the new textbook, which most students understand and accept slowly and need more time to digest. At this time, we can't rush for success. We can divide the teaching content of an example or a class into two examples or two or even more classes for students to accept and master. Some problems in life need three or more steps to be answered, such as the comprehensive application of the area of the second volume of Grade Three, which makes it difficult for students to find answers. If such an example is broken down into several questions to answer, students will understand it more easily. For another example, the capacity of the course "Understanding Corners" in Senior Two is quite large, among which "Comparison of Corners" is a difficult point. To break through the difficulties, students need to be guided to experience repeatedly, so it is more appropriate to divide two classes.
Second, carefully design after-school exercises.
It is the duty and right of teachers to deal with teaching materials boldly and creatively, and even reorganize them. For the practical content far away from students' life in the teaching materials, we can replace it with practical problems in life that students are familiar with and interested in, so that students can actively learn mathematics and truly experience the coexistence of mathematics and life.
1, boldly and reasonably adapt the exercise questions. In the teaching process, we should make teaching as close as possible to students' real life, design practical activities that students are willing to think and communicate sincerely with the help of students' existing life experience, let students learn mathematics in activities full of life breath, and cultivate their feelings of loving mathematics and learning mathematics well. I often replace the names of people, places and situations in exercises with those that students are familiar with, which not only improves students' interest in learning, but also makes them deeply appreciate the value of mathematics. For example, some off-campus survey topics are difficult for boarding students to complete, so I adapted them into topics that can be completed in or near the school.
2. Appropriate supplementary exercises. Because of the difficulty of knowledge and the differences between students, the mastery of knowledge will be different. Therefore, after learning a new content, we should supplement some exercises according to students' mastery of knowledge, so as to consolidate students' weak knowledge points. For example, if students can correctly calculate how long it took from 8: 30 to 9: 15, they should practice clock operation more to ensure the effect.
3. Reasonable choice of exercise form. Compared with the old textbook, the new textbook has made a new breakthrough in practice forms, and the practice forms are rich and diverse. In addition to making good use of the exercise forms such as "doing", "taking a look", "drawing" and "speaking" in the textbook, we can also introduce things and activities around students and even common games among students into the exercise, and combine them with what we have learned to enhance the interest and effectiveness of the exercise. For example, in the study of "symmetrical figure" in the second volume of Grade Three, students did not switch left and right when drawing the symmetrical figure of "2", but still drew "2", so I wrote a big "2" on a piece of white paper and asked two students to stand on the front and back of the white paper and let other students guess what pattern they saw. Through repeated communication and verification, students can easily find the trick of drawing symmetrical figures. This makes students feel relaxed and interesting, and realizes the significance of mathematics in life.
Third, optimize the presentation method.
In teaching, students should not only acquire knowledge, but more importantly, cultivate their ability by learning the experience of knowledge acquisition process. It is of great significance for students to experience the formation process of knowledge and develop their knowledge and thinking ability. So when we study textbooks, we should dig deep into the formation process of knowledge. According to the learning content and students' knowledge level, we should create problem situations that are conducive to students' exploration and discussion, creatively organize teaching materials into lively and interesting materials that are conducive to students' research and discovery, and let students realize the active construction of mathematics knowledge in the process of hands-on practice, independent exploration and cooperative communication.
Textbooks are only embodied in the form of static words and pictures, while mathematics reflects the law of development and change of objective things. Therefore, we need to show the dynamic change process by various means, so that students can feel the quantitative relationship among them, so as to achieve the expected teaching objectives.
For example, it is difficult for students to directly compare the size of "2/2" and "8/8" in the comparison score of the second volume of Grade Three. If you use graphics to demonstrate, students are more likely to come to the conclusion that "2/2" and "8/8" are equal. For example, in the study of the content of "Translation and Rotation" in the second volume of Grade Three, although the textbooks are all familiar to students, they are all static pictures, but the actual "translation and rotation" exists dynamically, and it may be difficult for some students who are not familiar with these things to understand the movement mode of "translation and rotation". So I moved the familiar objects in students' life, such as globes, to the classroom to help students deepen their impressions and understand what they have learned with dynamic and practical perception.
Fourth, integrate the teaching content.
The effective integration of knowledge is also one of the important concepts emphasized by the new curriculum standards. The integration here includes not only the vertical integration of mathematical knowledge itself, but also the horizontal integration between mathematics and other disciplines.
1. Mathematics is a highly systematic subject, and all knowledge points are closely related and passed down. The textbook distributes this knowledge in all stages of students' learning according to the degree of difficulty, that is to say, what students learn at each stage is only a certain level of knowledge in a certain link in the mathematical knowledge system. Therefore, when learning a knowledge point, we can appropriately combine it with the relevant knowledge that students have learned in the past, and learn new knowledge on the basis of arousing old knowledge, so as to better master new knowledge, consolidate old knowledge on the basis of learning new knowledge, and achieve the purpose of reviewing old knowledge and learning new ones.
2. Organic integration with other disciplines. The goal of the new era is to cultivate all-rounders, so our task is not only to teach our own subjects well, but more importantly, to cultivate students' various knowledge and abilities as much as possible. No subject is completely independent, so in specific teaching, we can organically integrate the relevant contents of other subjects, so that students' knowledge can "run through the horizon", thus developing more comprehensively and harmoniously. For example, in the teaching of "space and graphics", art knowledge can be integrated. The creative use of teaching materials is based on teachers' accurate grasp of current teaching materials and comprehensive understanding of students' situation. Learning the new curriculum standard makes me feel that teaching "textbooks" is the performance of traditional "teachers" and "teaching with textbooks" is the attitude that modern teachers should have. Teaching practice has made me deeply realize that only by creatively activating teaching materials, making the teaching content closer to students' lives, more interesting and challenging, and more suitable for students' original cognitive basis and learning methods, can mathematics learning become a dynamic process, and can teaching be based on the existing level, challenge the potential level and serve the development of students. The development of mathematics teaching content is endless. How to make teaching serve students should be a long-term problem for our math teachers.