What are the characteristics of mathematical prototype? 2. What problems should be paid attention to when creating situations according to prototypes?

Problems needing attention in creating situations

abstract:

Under the influence of the new teaching concept,

Creating situations has become an arduous task for many math teachers.

One thing, many teachers attach great importance to situational teaching. No matter what kind of class, you should add a situation. create

Setting the situation seems to be synonymous with the implementation of the new curriculum standard, and many teachers even realize that "there is no situation to enter the classroom"

The point is.

But looking at the current classroom teaching,

A worthless situation that is too mediocre or too gorgeous is full of smallness.

Take math class.

Keywords: creating a situation

real life

Situational teaching

The new round of curriculum reform has injected vitality and vigor into the original boring mathematics classroom teaching.

The new curriculum is people-oriented.

Ben,

Come back to life,

Starting from the educational concept of paying attention to development,

Greatly enriched the connotation of the situation.

Mathematics curriculum standard

Point out:

"Let students learn and understand mathematics in vivid and concrete situations"

Teachers are required to create certain teaching situations,

Stimulate students' strong learning enthusiasm,

Stimulate students' thirst for knowledge,

Activate students' thinking,

Make it easy for students to master knowledge and

Skills, better experience the emotion in the teaching content, and make the boring and abstract mathematics classroom teaching intuitive, vivid and vivid.

Splash, full of artistic flavor, therefore, mathematics teaching should be closely linked with students' living environment, starting from students' experience and existing knowledge.

Development and creation help students learn independently,

Cooperation and exchanges,

Enable students to acquire basic mathematical knowledge and skills,

Kenichi

Step by step to develop thinking ability, stimulate students' interest in learning and enhance their confidence in learning mathematics well. In primary schools, students form

Thinking in images is dominant, so teachers should pay more attention to creating situations and visualize and concretize abstract knowledge. This is creation.

What should we pay attention to in this case? I think we should consider the value and creation of creating situations when creating situations.

Misunderstanding of the situation.

First, create a valuable teaching situation

Teaching situation is one of the basic elements of classroom teaching, and creating teaching situation is also a routine for teachers.

Sex education work.

The basic task of situational design is to serve students.

Help students master knowledge,

Improve skills,

It is necessary to provide students with a cognitive stay in their study.

It can also stimulate students' interest in learning.

But in actual teaching

We often find such a problem,

Due to the differences in students' personalities and life experiences,

The same situation

Different students have different effects.

So how should we design it to serve the classroom reasonably and better?

What about teaching?

I think we should pay attention to the following points when creating situations:

(A) the creation of life situations, the construction of mathematical knowledge

To create a teaching situation, we should first pay attention to the reality of students' life, in the lively daily life of students.

Discover and explore the learning situation resources in the living environment. The problem should be the daily life of students.

Some problems that students often encounter can only be effectively solved in the living learning situation.

Understand the value of knowledge. Second, we should tap and make use of students' original experience. It embodies the "learning" of the new curriculum standard

Original knowledge and experience are the starting point of teaching activities. Teachers should combine mathematics.

The content of knowledge,

Choose the right living materials,

Create mathematical concepts in the classroom,

Filled with the breath of life

Living conditions,

Guide students to feel mathematics with familiar life things around them.

Construct mathematical knowledge.

this

Sample,

Primary school students' mathematics is their own explanation of mathematical phenomena in life.

Combining Mathematics with Children's Originality

Life experiences are closely linked,

Make them feel

"Mathematics is just around the corner"

、

"There is mathematics everywhere in life"

It also trains students to observe life and construct mathematical knowledge with mathematical eyes and minds.

(2) Build a real situation.

The creation of "situation" should conform to the objective reality, and false feelings should not be fabricated at will because of the needs of teaching.

Conditions. In the process of creating mathematical situations, teachers should look for mathematical themes in real life and let students

Look at mathematics in life, touch mathematics, mathematize life experience, and make mathematical problems come alive.

Let students feel that mathematics comes from life, and life is full of the wonderful realm of mathematics, and understand mathematics.

The charm of. Students are most interested in learning when the learning materials are related to their life experiences. build

Teaching situations should be different according to students' different ages;

For junior students,

With them

Things and things that are directly related, happen to oneself and can be directly touched. Color, sound, animation

Into something they like to see and listen to,

Teachers should create more beautiful and vivid fairy tales,

A lively and interesting game,

Intuitive simulation performance, etc. For senior students, it is "useful and challenging"

Interested in the task.

For example,

I am teaching.

《

》

In a class,

Ask the students:

"How does your family entertain guests?"

The students are too familiar with this scene, and some say:

"Invite guests for tea and drinks.

"Someone said:

"Please guests.

Eat fruit.

"Others say:

"When the guests leave, please sit down and say goodbye.

"said the teacher.

"Xiao Li went home.

Guests,

How do you think his family entertains guests? "

Multimedia presentation:

Xiao Li's mother brought three apples.

If the guest eats one, Xiaoli eats one and mom eats one.

"How many apples are left on the plate?" study

Health said:

"No. ..

"No, which number is used?" This results in "0"

. In the simulation scenario,

Students understand the meaning of "0".

The problems in the situation should have certain thinking value, be critical to the students' "zone of proximal development" and make it become.

The students entered the "heart-to-heart",

The emotional state of "no evidence in words",

Work with the team through your own efforts.

Cooperation is better.

The core of creating problem situations is to activate students' thinking,

Guide students to exert their creativity.

Thinking. Design problems must be thoughtful, giving students a certain space for thinking. For example,

Teaching "

eight

Multiplication formula ",the teacher creates the problem situation of dragon boat race and lets the students use the formula."

Experience,

do-it-yourself

eight

Multiplication formula,

In this open question situation,

Different multiplication ports are generated.

Tactical methods. Another example is in the practice class design (

)×(

)

Open questions, students have

There is some room for thinking.

(d) The problem situation created should be closely related to the relevant mathematics learning content.

The creation of the situation should help students observe the operation, guess and verify, think and analyze, and return.

The development of mathematical activities, such as harmony and abstraction,

The ultimate goal of mathematics learning is to make students gain something in the process of solving problems.

Understand mathematics, master relevant mathematical knowledge, and form the ability of mathematical thinking. Therefore, this problem

The design must be targeted. On the one hand, teachers study textbooks carefully, master the contents of textbooks, and grasp

Core and related issues.

On the other hand,

Attention should be paid to the "prototype" problem of providing students with some mathematical knowledge.

Let students experience the process of abstracting practical problems into mathematical models and explaining and applying them.

For example:

Display science

The scene of students' extracurricular activities, students' operation of learning tools, independent exploration, group cooperation and communication, problem solving and mastering.

And understand "9

Add a few ideas and methods.

In this way,

In the process of problem solving and mathematization,

Really understand mathematics knowledge.

(5)

The situation created should enable students' thinking to withstand the challenges from problems.

The core of solving mathematical problems is to stimulate students' thinking, improve the thinking content of learning activities and solve

The process of solving problems should be a process of positive thinking.

This requires that the problem situation created must be thoughtful.

Exam,

It is necessary to provide students with a certain space for thinking.