Let mathematics go to life and let students feel the interest and practicality of mathematics. For example, when teaching powder, I designed a "flea market" activity. Before class, let each student prepare a set of coin learning tools and a toy. In class, let the students simulate the shopping scene. Students can sell their toys and buy toys from other students they like. Through the activity of "buying and selling" toys, children learned about money and learned simple ways to use it. The real life scene was reproduced in the classroom, which made children have the interest and motivation to learn, and made them truly feel that mathematics is around us, not only visible but also tangible, and it is no longer an unrealistic mirage, which subtly improved students' ability to analyze and solve problems.
Second, encourage students to explore independently in teaching. The new curriculum standard clearly points out: "guide students to adjust their learning methods, improve their ability of autonomous learning and cooperative learning, and make them have the ability of lifelong learning." Therefore, in teaching, teachers should encourage students more, let every student actively participate in the game activities in mathematics teaching, let students experience the fun of participating in the game and make learning interesting. If only a small number of students are allowed to participate in the game in class, and most other students act as small audiences, then all students' enthusiasm for participation will not be mobilized, and the game activities will become a mere formality and fail to achieve the expected purpose. In the division teaching with remainder, I designed a game of sharing gifts and created such a teaching situation: Children's Day is coming, and our class is going to have a get-together. The teacher prepared some small gifts for each group of students. Please open the gift box and distribute the gifts to the four students in the group equally. After the students finished dividing, they found that: 8 pencils were distributed to 4 students on average, each with 2 pencils; 9 erasers, evenly distributed to 4 students, each with 2 erasers, 1 more; 1 1 notebook, distributed to four students on average, each with two and three more ... This activity is often encountered in life, and they begin to think: Why sometimes there is no extra, sometimes there is 1, and sometimes there are three more? In this way, the students chatted noisily.
In this way, students began to think and discuss, and students had a preliminary understanding and feeling of "remainder" in their hearts. Teaching with real-life examples, such game activities stimulate students' interest and observation of life and cultivate students' ability to solve real-life problems. Third, create a harmonious classroom atmosphere in teaching. Classroom reform advocates democracy and equality between teachers and students in classroom teaching. The participation of teachers and students in creating a harmonious classroom is a highlight of the new textbook. In classroom teaching activities, the participation of teachers and students can better reflect the democracy and equality between teachers and students. The Curriculum Standard of Primary Mathematics puts forward: "Mathematics teaching is the teaching of mathematics activities, and it is the process of communication, interaction and development between teachers and students. Students are the masters of mathematics learning, teachers are the instructors and participants, and they should be integrated into teaching activities with students, and they are the organizers, guides and collaborators of students' mathematics learning. "Teachers constantly inspire and guide students in classroom teaching. For example, when teaching the composition of 10, I drew a "2" plate and asked, "Who are my good friends, and we form 10 together?" The student pointed to the number plate "8" and replied, "You and I are good friends, and 2 plus 8 equals 10.
"That, I will change a plate to find friends. Let another student draw 1 card at will after searching. As above, he asked questions, answered questions, played cards, and slowly expanded the game from teachers and students to finding friends. The students' enthusiasm was high, and they mastered the composition of numbers in the game. Because teachers and students participated in the teaching activities, they were particularly excited. Teachers' and students' participation in activities stimulates students' enthusiasm for learning and participating in teaching activities, and also brings the distance between teachers and students closer. Teachers and students participate in teaching activities equally, which makes teaching full of democratic atmosphere, so it is harmonious and vivid, which embodies the concept of new curriculum reform. Fourth, stimulate students' learning initiative in teaching. In the teaching process, teachers should not only adopt appropriate teaching methods, but also carefully design teaching links to stimulate students' initiative in learning.