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Learning methods of expanding knowledge in grade one

First, read more books.

Reading more is reading the questions repeatedly. Be sure to read the characters thoroughly before reviewing the questions. The understanding of picture application problems is mainly to obtain superficial information through observation, but you can't see why, especially for first-year students, you don't know much about picture application problems and word application problems. Even if everyone knows, the first-grade children have poor self-control ability and their attention is easily distracted unconsciously. Students see that the effect of obtaining information is far less than reading (words). Reading more can not only concentrate on understanding practical problems, but also deepen students' impression of structure and understanding of the meaning of problems.

Second, look more.

See more and observe more. "Solving application problems helps students understand the meaning and application of the four operations", "It can also develop students' thinking and cultivate their ability to analyze and solve problems. Make students receive ideological and moral education. "

The first-grade mathematics textbooks are not eager to achieve success when arranging application problems, but step by step from easy to difficult. The first problem is the application represented by pictures. At this time, students should carefully observe the application questions (pictures) and use the existing knowledge such as counting to directly obtain some surface information. Students should pay attention when reading: what is drawn on the picture? How many piles of apples are there? How many are there on the left and right? Besides, what else is drawn on the picture? Counting mistakes without looking at problems is a common mistake for first-year students in solving application problems. Pay attention to the training of observation, the effect will be much better. In this way, students can initially perceive that the application problem consists of three parts, laying the foundation for later study.

Third, talk more.

In fact, mathematics is to find laws, relationships and expressions. The whole process is full of exploration and creation. Speak boldly, guess boldly and try boldly.

From the psychological point of view, guessing is a part of intuitive thinking, with the characteristics of fast and direct jumping, students' directional guessing and judgment, and an important form and performance of creative thinking. We should express and understand the meaning of the same question from different angles and in different languages, and don't worry about wasting time by unconscious thinking. Often this kind of thinking can produce "brand-new" ideas, because "this kind of thinking activity is not bound by the rules and regulations that any conscious thinking must have, so it can freely carry out various possible combinations." .

Fourth, ADHD.

The hyperactivity mentioned here refers to the students' hands-on operation. Active is a child's nature. Children are curious about things in life and always want to see and touch them. Students should look more and touch more, guide them to think and discuss on the basis of looking and touching, say what they see and think, and learn and apply mathematics in this environment.