? I originally wanted the first-grade children to make handwritten newspapers, and I also learned from teacher Liu Shanna to tell the children about the "flowering map".

Liu Te said that the biggest feature of children's cognitive level in primary school is that their thinking cannot be separated from the support of intuition. Therefore, in the process of children learning mathematics, it is necessary to make full use of intuitive teaching methods to help children achieve a leap from intuition to abstraction. "Painting" is to build a bridge between children's nature and disciplines, organically combine the interests of disciplines and mathematics, and make abstract mathematics knowledge intuitive and vivid, thus cultivating children's interest in learning and activating their creative potential.

? Based on the above theory, I still have some feelings and want to tell my children at an appropriate time.

? Recently, I talked about knowing the counter. In an exercise, the naughty said: 1 10 and 8 add up to 18, and smiled and said: 8 in one place, 1 in ten places, the number is 18. It suddenly occurred to me to tell my children about this topic as an example.

? Son, we want to express 18 now, but we can't say 18 directly, but what you say or your picture will make people know at a glance that you are expressing 18. For example, the naughty jokes in our book, they expressed 18 from different aspects. Let's try to express it in other ways. This time I absorbed the content of the last lesson, so I let the children try every step I speak. It seems that children are copying, but in fact, in the process of copying, their brains try to imitate and think again First, I wrote 18 in the middle of the blackboard. First, I wrote the words naughty and laughing. Later, in our mutual inspiration and questioning, we once drew a wooden stick, a counter, a small cube, expressed by formulas and told a mathematical story. ...

? This time, we have more representations, and children's understanding has been improved in the practice of representation for many times. Therefore, although children are slow at first, their understanding will be gradually learned over time.

This time I asked the children to write on paper and let them understand while talking. This time is really better than last time. I don't remember the children I talked about last time at all, and I can't learn to talk well when I go home, so parents can't understand. It seems that I still have loopholes in the setting problem.

? I'm really happy to see the children's works today.