First, learn by doing, stimulate interest, and turn abstraction into image
"Interest is the best teacher." How to keep learning interest in the face of abstract mathematics knowledge? Only by providing students with hands-on opportunities as much as possible can we arouse their rational thinking on the basis of accumulating perceptual knowledge.
Ben Lin You, a famous special-grade teacher, is ingenious in guiding students to know the clock face. First of all, he arouses students' existing knowledge and experience by creating problem situations, such as a round clock face with 12 numbers and 3 needles. Then, he focused on guiding students to draw a clock face-first draw a circle and mark it with 3, 6, 9 and so on. How did you know? "The students are eager to try, and the problem is solved in the hands-on operation. At this time, a student suggested that he also knew that each big cell had five small cells. The teacher still didn't say it simply, but guided the students to draw five small cells between 12 and L. "How many short lines should I draw?" "This question has once again brought students' interest in learning to a climax. In the process of drawing, counting and arguing, the children who draw five short lines quietly realize that every student can participate in it and really do math. Students not only learned about the clock face, but also experienced the unique charm of interesting, orderly and rational mathematics. Knowledge that was originally abstract and difficult to understand became vivid. How can a child not learn?
Second, learn by doing and break through difficulties. Establish through personal experience
"It's hard to understand what you get from paper, but you don't know how to do it." Constructivism teaching theory holds that students' construction is not the result of teachers' teaching and indoctrination, but through personal experience and interaction with learning environment.
For example, in the teaching of "Preliminary Understanding of Angle", students have a certain perceptual knowledge of angle, but how to guide students to abstract the angle they have learned from objects and master the basic characteristics of angle has always been a difficult point in teaching. When giving a lecture, the teacher first takes out a red scarf, a triangle, a clock and a folding fan for the students to see and points at the angle. Then take out a round piece of paper and ask the students to bend down and touch the corners. Then let the students use two pieces of hard paper and a thumbtack to make a moving corner and play with different sizes of corners; By converting pushpins into points, two hard strips of paper are converted into two rows of connection points drawn with a ruler, and the elements at the corners are lifelike on the paper; Finally, the descriptive definition of an angle is compiled into a ballad ―― an angle has a sharp point and a vertex has two sides, and the characteristics of the angle should be carefully remembered. Students sing and dance, actively participate, and construct the knowledge of the angle through personal experience.
Third, learn by doing, highlight personality and stimulate innovation potential.
Textbooks provide students with many practical opportunities. Teachers should attach importance to students' practice and really let them operate. The operation should be in place, not a mere formality. Operation should be linked with thinking, so that operation can become the source of cultivating students' innovative consciousness. Through the operation of students, you will find that students are also creators, such as the content of "circle understanding" When teaching the relationship between radius and diameter, if the teacher directly asks the students to measure the length of radius and diameter in the drawing, and then tells the students that "in the same circle (or equal circle), the diameter is twice the radius", this operation is only a form, and the students can only passively accept it, which can not achieve the purpose of operation. The teacher may wish to design this way-after the students know the characteristics of the radius and diameter of the circle, let the students discuss in groups of four: "Can it be used?" This short and challenging question urges students to actively participate in creative thinking without framework constraints. Some groups use the method of folding in half, some groups use the method of drawing a picture to measure a quantity, some groups measure circles in the same circle, and some measure circles of different sizes ... Students may draw different conclusions because of different observation angles, different study habits and different ways of thinking, but through group cooperation and group communication. Finally, the correct conclusion that "in the same circle (or the same circle), the diameter is twice the radius" is drawn. This kind of operation activity can satisfy students' desire for knowledge and expression, help students to show their personality, tap potential innovation potential and implement operation activities.