First, review the new introduction method of old knowledge
Introduction before class by reviewing old knowledge is one of the most common methods, and it is also a method that many teachers like to adopt very much. Through this method, we not only reviewed the old knowledge, but also laid a good foundation for the teaching of new knowledge. Especially for the subject of mathematics, mathematics is a discipline with tight structure and strong logic, in which a lot of knowledge is interlocking, and problems in any link may affect students' mastery of new knowledge. For example, when learning the knowledge of "triangle classification", teachers can introduce new lessons by reviewing what they have learned before about "angle classification". First of all, the teacher can ask students to recall the angle classification they have learned before. At this time, many students began to think and replied that the angle classification they had learned before was "right angle, acute angle, obtuse angle, right angle and rounded corner", and then the teacher asked the students to explain what the basis of these angle classifications was. Under such layers of review and guidance, students gradually linked the "classification of angles" with the "classification of triangles", and then unconsciously entered a new lesson.
Second, the physical demonstration import method
The characteristics of students' thinking mode in primary school are mainly manifested in image thinking, and some tangible things are most easily understood and accepted by students. However, some mathematical knowledge is often abstract, which makes it difficult for primary school students to understand with image thinking. At this time, if teachers can properly use some physical objects for teaching, it will be more conducive to students' understanding and digestion of knowledge. For example, when I talk about "cubes and cubes", because cubes are slightly abstract knowledge, in order to make the knowledge as concrete as possible, I take out many physical objects of cubes and cubes before class, let students observe these concrete physical objects, and then summarize the similarities and differences between cubes and cubes according to the phenomena they observe. In this way, in the introductory stage, students have initially mastered the essence of this course, and then teachers will be very relaxed in the next teaching activities.
Third, contact the actual life to import.
Mathematics is a highly applied subject, in other words, mathematical knowledge can be seen everywhere in our real life. We can use this advantage of mathematics to introduce new courses from real life. For example, when teaching the knowledge of "percentage", I collected a lot of food packaging bags before class in order to let students personally understand the meaning of percentage. On these food packaging bags, there are descriptions of food ingredients, many of which are expressed in percentage. I ask students to carefully observe the information on these bags and then explain the meaning of percentage to students one by one. At this time, students will have physical objects as reference when understanding these percentages, which will be easier for students. At the same time, through real life as the starting point, students can also realize the important role of mathematics knowledge in our daily life, thus further stimulating students' interest in learning mathematics.
Fourth, the introduction of doubts
A very important psychological characteristic of primary school students is curiosity. Many students always instinctively want to know what they don't know, and curiosity is also recognized as an important internal driving force in psychology. In other words, if students have a strong curiosity about math problems, they will be inspired to study, think and explore, so that with a positive learning attitude, teachers will get twice the result with half the effort in teaching. Therefore, it is a good import method to carefully set doubts when using the pre-class import skills. For example, when I was talking about the knowledge of "equation", I first asked the students a question: "Four boxes of apples are 24 kilograms less than four boxes of pears, and each box of pears weighs 20 kilograms on average. How many kilograms does each basket of apples weigh? " As soon as many students saw this topic, they said they would do it, picked up a pen and began to calculate. After a while, some students worked out the correct answers. Then I asked, "Do you think this topic is difficult?" Many students said it was a bit difficult. At this time, I said to the students, "Today I will teach you a simple and quick way to do the problem. Once you learn this method, the speed of doing the problem will be twice as fast as now. " Hearing this, many students immediately opened their eyes and showed strong curiosity. In this way, when I begin to teach the knowledge of "equation", the students will show great interest.
Five, the game introduction method
Playing is a child's nature. If teachers can make use of the attraction of games to children and introduce them before class, it will be easy to stimulate students' interest in learning. For example, when I was teaching students how to use letters to represent numbers, I asked them to play a little game. Let's take the group as a unit, starting with the first student in the group:
1 Yes 1 A frog with a mouth, two eyes and four legs jumped into the water with a splash;
Two frogs with two mouths, four eyes and eight legs plopped into the water;
Three frogs with three mouths and six eyes 12 legs jumped into the water with three plops;
……
The students said, I wrote these numbers on the blackboard. Then, I asked, "How many mouths, eyes and legs do n frogs have?" Hearing this question, many students were stunned, and then I led the topic to today's new lesson-"using letters to represent numbers". Through such games, students can study in a relatively relaxed and pleasant atmosphere, which is also conducive to improving students' learning efficiency and cultivating innovative thinking.
In short, there are still many ways to lead in before math class. In the daily teaching process, teachers should strive to develop various resources and enrich the skills of lead-in before class. As long as it can stimulate students' interest in learning and lead out new lessons smoothly, it is a successful introduction. We should know that pre-class lead-in is not only an important teaching link, but also a reflection of teaching ability. Teachers must attach importance to the application of lead-in skills in daily teaching, and strive to exert the charm of lead-in before class in mathematics classroom teaching, so as to make mathematics classes lively, interesting and colorful.