First, experience in "playing"
1. Activity class. Use existing tools (such as paper, puzzles, sticks, measuring tools, computers, etc.). ) to carry out activities, and then through observation, analysis, comparison, induction, get some mathematical knowledge or find a solution to the problem. For example, when teaching the concept of "1 m3", the whole class is divided into several groups according to 12 people, and each student prepares a meter ruler with the length of 1 meter. The volume of a cube with a side length of 1 m is 1 m3. At the same time, students can experience how big the space of 1 m3 is.
2. Extracurricular activities. Teachers arrange some interesting actions for a teaching task, so that students can know a certain feature of the object and gain knowledge and experience in the process of activities. For example, before teaching the calculation method of circle area, the teacher asked the students to go home and cut an approximate circle on a square piece of paper, only one knife. In this activity, students can experience that the approximate circle is actually composed of some identical isosceles triangles. The formation of students' intelligence and skills is often developed on the basis of external sports skills, and it is a process from external material activities to cognitive psychological activities. Experiencing mathematics in "playing" aroused students' strong interest, and the knowledge gained was even more impressive.
Second, experience in "asking"
Teachers create problem situations, so that students can form cognitive conflicts, find problems, ask questions, and then have interest in solving problems, and gradually experience mathematics in the process of solving problems. For example, when teaching "milliliter and liter", show pictures of measuring cups of milliliter and liter respectively, and ask students: "What do you see on the measuring cup?" "Why don't these scales start from the bottom of the cup?" "What do the symbols ML and L mean?" "What's the connection between them?" ..... As soon as these questions are put forward, they actually set a goal for students to learn this lesson, and then students can solve these problems through calculation and clearly experience the knowledge of milliliters and liters.
Third, experience "use"
When students enter the real life problems created by teachers, teachers should encourage students to seek solutions from the perspective of mathematics. Students learn to accumulate many thinking methods and mathematical ideas in the process of experiencing, analyzing, judging and dealing with problems with mathematics. When teaching "understanding and calculation of yuan, jiao and fen", we can simulate the scene of buying and selling goods, and let students take turns to be salespeople and customers to carry out activities. If a student takes out 2 yuan money and buys a ballpoint pen with a unit price of 1 RMB 50, how much should the salesman get back? A student took 5 yuan money and bought a notebook and an eraser with a unit price of 50 cents with 2 yuan money. How should the salesman find it?
Gradually guide students to experience mathematics and abstract mathematical problems from specific situations. This presentation mode conforms to the age characteristics of primary school students, which not only makes students realize that mathematics is around, but also makes them feel the charm and fun of learning mathematics, which is more conducive to students' understanding and mastering knowledge and forming good mathematical thinking.