First, the rational use of teaching resources
As long as rich and colorful teaching resources can be used reasonably, they can play an effective role and promote the effective implementation of teaching. In the process of curriculum implementation, we should pay full attention to these resources around students and schools, and develop and utilize various resources according to local conditions to make teaching more flexible and vivid. 1. School curriculum resources should be fully and reasonably utilized.
No matter advanced or backward, you can find resources related to learning mathematics. As long as we observe carefully, there are always resources available for development and utilization. In learning, many characteristics of students themselves, class activities, and various things encountered by teachers. Or student collections, etc. Can be turned into ready-made resources. For example, when learning cuboids and cubes in teaching, students can observe, operate and perceive the characteristics of cuboids and cubes collected in advance. Such resources are everywhere, and teachers should be conscious and purposeful.
Land development and utilization. There are also many students' own characteristics, which can be used as activities. For example, investigate the height and weight of students and let them measure their own weight. And everything on campus is familiar to students. Why not consider them comprehensively as teaching resources? A teacher used octave paper and colored chalk as teaching resources when teaching the basic nature of fractions. Each student has an octagonal paper and a colored chalk in his hand. Fold 1 time, color half, and observe how much the shadow part accounts for the whole paper (1/2). Fold in half for the second time, and observe and compare the first time. At this time, the shaded part accounts for several parts (2/4) of the whole paper. The third fold is (4/8). The fourth fold is (8/ 16) and so on. Finally, the size of the shadow part folded several times is compared, and the results are as follows: 1/2=2/4=4/8=8/ 16, etc. Finally, let the students observe how the numerator and denominator change, so as to summarize the basic properties of the score. This can not only cultivate students' practical ability, but also cultivate students' interest in learning, and also enable students to have a deep understanding of knowledge. As long as resources are used properly, we will get twice the result with half the effort. 2. Off-campus curriculum resources should also be fully and reasonably utilized.
Natural resources and social resources are very rich. Teachers can create conditions according to different actual conditions, develop and utilize them according to local conditions, make these resources the context and background of students' activities, and let students feel the close connection between mathematics and nature and society. For example, before studying statistics, students can observe on the roadside how many motorcycles, cars and motor vehicles pass by in ten minutes, and so on. Ask students to collect data first, then sort it out, and then do statistics. For another example, a teacher asked his students to pick up pebbles in nature in advance when he was teaching extra classes for dozens of hours. There were dozens in one bag and several in another bag, and the specific number was marked on the outside of the bag. One by one, take turns to show the students, so that everyone can watch and talk. Enjoy a lively class in happiness. In fact, natural resources can be properly utilized, and students' gains are not small. Social resources are no exception. 3. All kinds of intellectual resources should also be properly utilized.
Mathematics learning activities involve different fields, especially students' practical activities, which have many indispensable highlights and vitality, and sometimes parents or other people in society are needed to help solve related problems. For example, to carry out such a practical activity, let students use Saturday and Sunday to investigate the population of this village and make statistics. If the students are smart, go directly to the headmaster with a notebook for help, and come back to classify by age and make statistics. If you go door to door, your work efficiency and study efficiency will be greatly reduced. Therefore, some activities and practices of students need the help of intellectual resources, which can improve the efficiency of study and work.
Second, mobilize family resources.
Family is the cell of society, and family life is the epitome of society. Every household has an account of daily necessities, food, clothing, housing and transportation. Most family events are related to mathematics. At present, adults in many families always spoil their children, prompting them to know nothing about family affairs, not to mention how to use mathematics to help parents analyze and solve family chores and reduce their burden. As the backbone teachers of primary school mathematics, they have the responsibility and obligation to organize students to use mathematical means to mobilize family resources and carry out comprehensive practical activities, so that students can know more about and care about their families. For example, last semester, I took a fourth-grade math class from Mr. Ruan. I learned four operations in primary school, and let my classmates calculate the expenses of my family. Through comprehensive practical activities, I let them understand that their parents' hard-earned money is hard-won, cherish their parents' labor achievements, and form a good habit of thrift, so they will naturally feel grateful. For another example, I just attended the second volume of Grade Two, and arranged such an activity: let students go home and check their own water meters and meters, and calculate how much water and electricity they use. This will enable students to acquire a lot of knowledge and play an educational role: (1) cultivate students' hands-on operation ability; (2) Improve students' computing ability; (3) A drop of water once made students understand the mathematical truth of many a mickle makes a mickle, and at the same time, it can also stimulate students' awareness of energy conservation and environmental protection, and they are ashamed of wasting resources and proud of saving resources.
Third, * * * enjoys network resources.
With the development of modern science and technology, a large number of computers and networks have flowed into the countryside. Mathematics curriculum standards emphasize that the development of modern information technology has an important impact on the value, objectives, contents and teaching methods of mathematics education. Take modern educational technology as a powerful tool for students to learn mathematics and solve problems, and strive to change students' learning methods, so that students can be happy and have more energy to devote to realistic and exploratory mathematics activities. Mathematics and network are inseparable. On the one hand, mathematics is the foundation of the existence and development of the network. On the other hand, the network also carries a lot of mathematical resources, and making good use of these resources will definitely play a very positive role in improving students' literacy. For example, organize the activities of ancient mathematicians in China, so that students can find "xianggong" information on the Internet, and then enjoy the results in communication. In the whole activity, the students were deeply moved by these great mathematicians and their mathematical civilization again and again, which enhanced their national pride and self-esteem in a subtle way and produced a strong motivation to learn mathematics well.
In rural primary school mathematics teaching activities, teachers should make rational use of teaching and practical activities resources. Students can stimulate the creative spirit, improve their practical ability, enjoy the infinite fun of learning mathematics, deeply feel the close connection between mathematics and life, and feel the gorgeous scientific brilliance and omnipotent practical power of mathematics.