Beautiful materials and illustrations in the textbook.
Make the illustrations in the textbook come alive. Many illustrations in the textbook are closer to students' life situations. Teachers can make illustrations. Life? Processing, so as to stimulate students' interest in learning, reflecting the life of mathematics knowledge. Like volume 4, page 47? Do you know the tour route? Illustration of. Is the illustration one? Nanshan park plan? Xiao Fang leads the students to know the road map and visit nanshan park.
The teacher changed the illustration into a famous scenic spot in his hometown that the students are familiar with? Yangzhou Slender West Lake? The plan. Do you want to be a little tour guide and introduce the scenic spots of our Slender West Lake in Yangzhou to tourists? But you have to master the knowledge of orientation and correctly identify the tour route in order to be a competent little tour guide. Illustrations close to students' life fully stimulate their interest and desire in learning.
Another example is how to solve it by subtraction in teaching? How much is one number more than another? what's up Job evaluation? In the illustration, the teacher combines the real life of the students in this class and asks them to combine? Who has more red stars? Activities Collect information, ask questions and solve problems. Just living illustrations will achieve twice the result with half the effort for classroom teaching.
Illustrations in simulated teaching materials. Simulating some illustrations in the lower grades can guide students to have real feelings about the content of the textbook in the virtual activity situation created by teachers, which can stimulate students' interest and enthusiasm in learning and improve the quality of teaching activities.
Teaching? Know RMB? At present, some students can't use RMB correctly, mainly because they don't have rich practical experience. Teachers organize students to bring some? Commodities? , homemade? Renminbi? Simulate in the classroom? Smart supermarket? Open the situation for students to experience? Buying and selling goods? Activity flow. When presenting rich commodities, students all have the desire to buy commodities. At this point, they think that money can buy the goods they want.
The teacher took the opportunity to guide the students to do shopping activities in RMB in an orderly manner. At the same time, guide students to ask math questions in the simulation activities: What do you want to buy? How much money is left after buying it? What goods can I buy with this money? Students can deeply understand the shopping process through simulation exercises and solve these practical problems correctly.
Colorful illustrations are indispensable teaching resources. In actual teaching, we can't copy it mechanically. We should make full use of the teaching resources around us and combine the actual situation of teachers, students and teaching equipment. Figure? Teach and use it effectively? Illustration? Let our classroom teaching gradually become more perfect, richer in connotation and more exciting in interpretation!
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