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How to teach first-grade children to learn mathematics
How to better guide children to learn first-grade mathematics

1. How do children learn math?

Every parent wants his children to learn math well. To make them really learn math well, I think we should first understand how children learn math. Only by giving guidance or counseling according to their learning characteristics can they promote their learning. Otherwise, it will stifle children's enthusiasm for learning. In recent years, the concept of mathematics education has changed a lot, and mathematics learning emphasizes that children should explore and discover knowledge by themselves. Namely: independent exploration, cooperation and exchange. I think it is also very important for our parents to help their children. When you help their children learn math, do you pass on the knowledge directly to them, or do you inspire them to find their own solutions? "Giving" can only give the knowledge of death forever, while "guiding" can activate children's thinking, and children may produce unexpected answers.

So how do our children learn mathematics? I think there are two most important points:

1. Children mainly use their existing life experiences and experiences to learn mathematics.

I once watched an animated film. (Topic: Be careful on the road) A mother reminds her children at home: "Be careful on the road". Walking, the children thought, "Be careful on the road" but accidentally fell into a big puddle. When he got up, the idea of "be careful on the road" in his mind was much deeper than before, because he experienced and realized the consequences of carelessness. This cartoon vividly illustrates the importance of experience.

Our first-grade children will learn to know RMB. That is, yuan, angle and minute. Some children find it particularly easy to learn this part, while others don't understand it at all. Why? Because, some parents give their children some pocket money when they are young, and go shopping with them. Through this practice, children understand the relationship between the use and size of money and accumulate rich life experience. For example, they buy things with 1 yuan, and the clerk gives her 50 cents. With this experience, children can easily understand 1 yuan -5 jiao =5 jiao. Another example is: one 10 yuan can be exchanged for several 1 yuan, several 2 yuan and several 5 yuan. If children have never been exposed to RMB, it will be very difficult to learn. I want to talk about this. Our parents may have understood that it is very important for senior one children to learn mathematics life experience. In other words, if children want to learn math well, they must first enrich their life experience. For example, we have learned the knowledge of ratio, ratio height, ratio length and graphics for more than a month, which is very easy for children with life experience in this field to learn. Many children can not only clearly tell who is taller than others, who is shorter than others and who is shorter, but also express their ideas. The eighth unit of this textbook is about knowing clocks, which is also a learning content that needs the support of life experience. One of the reasons for hanging a clock in our classroom is to let children learn to know the clock imperceptibly and establish a sense of time. When parents meet the whole hour or half an hour in daily life, they can often ask their children: What time is it? If children don't have life experience in clocks and watches, it will be very difficult to learn and their enthusiasm for learning will be greatly reduced.

Having said that, some parents may think, why do they have to study math at home in grade one now? At this point, I also want to explain:

The new textbook of PEP has a high starting point. They don't think that the first-grade children who are enrolled now will be a blank sheet of paper. Family education, the influence of the surrounding environment and the propaganda media have exposed children to a lot of mathematics knowledge very early. Like counting, calculating, and knowing the clock. But this is not the case. At present, the first batch of students who use the new textbook are grade three students. Our children should be said to be very lucky, because our teachers have accumulated rich experience after several years of exploration. From the implementation of these new courses, we feel that students' preschool education is very different. There are not a few children with little life experience. According to the editor's original intention, the teacher's task is more important to transform children's life experience into mathematical knowledge, so that children can learn to look at life from a mathematical point of view and express their life experience in scientific and standardized mathematical language. At the same time, we should improve their thinking level through classroom teaching and make them smarter and smarter. For example, knowing clocks and watches, we will let children express it in mathematical language in class. How do you know it's 3 o'clock? Let the children set aside time and draw time according to certain rules. For example, the first clock shows 3 o'clock, the second clock shows 3: 30, the third clock shows 4 o'clock, and the last one lets the child draw the time by himself and tell him what he thinks. In this textbook, only two classes are arranged to learn the clock. If the child has no life experience at all, then the teacher is bound to spend a lot of time on the basic clock recognition, and the thinking training will definitely be weakened. And knowing the clock itself requires long-term regular practice to achieve proficiency. Therefore, this is also the first point I want to talk about today: helping children accumulate rich life experiences. Wu Weidong, a professor at Zhejiang Institute of Education, pays great attention to helping children accumulate rich life experience and let them play middle school. Once she went to the kindergarten to attend the parents' open day, and saw that many children would raise their hands to speak, while her daughter put her finger on her lips and looked at who was speaking, as if she didn't understand anything. Professor Wu thinks that going to primary school like this will definitely not work, so he seizes every opportunity to let his daughter enrich her life experience while playing middle school. Once my daughter said that she wanted to invite her children to play at home and asked her mother to make a phone call. Mom said, play by yourself. The daughter said: I won't, and my mother immediately seized this opportunity and said: Mom will teach you. In this way, children not only learn to call themselves, but also learn numbers. In our new textbook, we also pay special attention to the cultivation of estimation ability. The level of estimation ability is closely related to children's life experience, and parents can seize the opportunity to cultivate their children's estimation ability in peacetime. For example, take children shopping and let them know the price of some goods and how long it will take to walk. How long is a certain distance you often walk? When going to the market to buy food, let the children carry the weight of the items. Of course, this is not to say that all these should be completed in the first grade, but should be carried out step by step according to the age characteristics of children.

Children do math mainly through activities.

When it comes to doing math, many parents may think of doing a lot of exercises. There is no doubt that it is necessary for children to learn math and do some exercises, but when I say doing math today, I don't mean doing exercises. Mechanical repetition will only make children become skilled operators, which is not conducive to cultivating children's thinking ability and innovative spirit. "Doing mathematics" means that children can build up their understanding of mathematics knowledge through their own activities, such as observation, imitation, experiment and guessing. There is a saying that "you will forget when you listen, remember when you read, and learn when you do." The essence of mathematics is abstraction. The higher the degree of abstraction, the more difficult it is to understand mathematical knowledge. Children learn math much slower than we thought. For children in lower grades, it is more necessary to master abstract mathematics knowledge through some activities. Sometimes, our parents may get angry when they meet their children who just don't know something. In fact, at this time, parents can guide him to carry out some practical activities and link abstract knowledge with his familiar life, which will reduce the difficulty of the problem. For example, if you want to learn multiplication in the second grade, sometimes children can't remember a formula of 446. What should we do? Return to the image, let the children start to swing, swing out four fours with chess pieces, and then count the number of * * *, which not only deeply understands the meaning of multiplication, but also is not easy to forget the formula. Speaking of abstraction, I remember seeing such an example in a book. It is said that a teacher asked a child to do a simple problem. Dongfeng brand 52 tractor cultivates in one day 150 hectares. /kloc-How many hectares were cultivated in 0/2 days? The child multiplied three numbers 52 150 12, and the teacher said, "You are wrong", so he corrected it and changed the multiplication to division. The teacher said, "Wrong again." She changed division into addition. The teacher said, "What's your student number?" "16" "16 students eat two cakes every morning, how many cakes every five days?" The number 16 is useless here. This is just a code name. However, the child said, "teacher, I never eat big cakes in the morning!" " The teacher asked again, "What do you like to eat in the morning?" "eat zongzi" "how many zongzi do you eat every morning for five days?" She thought it over carefully and said, "Teacher, I can't eat two zongzi!" " ""How much do you eat every day? "I only ate half of it, and I threw away the rest," thought the teacher. This is a problem. I haven't learned fractional multiplication, and I won't do it again. But the teacher still asked, how many do you eat for half a day and how many do you eat for five days? As a result, the child quickly answered "two and a half". How did you work it out? One for two days, two and a half for five days!

It can be seen from here that children are not stupid, but why can't they even do a very simple problem? In fact, the key is not abstract How many cakes do you ask a child with strong abstract ability to eat every day and every five days? She will never think whether this pie is mine or not. Can immediately filter out non-essential irrelevant information and abstract the essential things, and what about this little friend just now? She can't abstract it. She is always thinking about how I can eat two cakes. I didn't eat pie? She forgot math! Two cakes, two zongzi and two fried dough sticks. You have to brush it to extract these two at once. This is math. Therefore, learning abstraction is the key to learning mathematics well.

The second question I want to discuss with you is

What does a math book let children master?

Under the guidance of new ideas, our mathematics textbooks are constantly being revised. Compared with the previous first-grade class, this textbook in our children's hands has been revised in many places. Now, I will talk about this new textbook from two aspects.

(A) learning content

Learning content: See the catalogue of teaching materials.

(2) learning objectives:

Parents can compare their children, which goals have been achieved and which goals have not been achieved. )

1. If you count the number of objects within 20 skillfully, you can distinguish a few from the first one, master the order and size of numbers, and master the addition and subtraction of numbers within 10.

2. Know the meaning of addition and subtraction and the names of each part of addition and subtraction, know the relationship between addition and subtraction, and skillfully calculate the addition of one digit and the subtraction within 10.

3. Learn to solve some simple practical problems according to the meaning and algorithm of addition and subtraction.

4. Know the symbol =, >,

5. Intuitively understand cuboids, cubes, cylinders, spheres, rectangles, squares, triangles and circles.

6. Have a preliminary understanding of the classification method and make a simple classification.

7. Have a preliminary understanding of clocks and watches, and you will know the whole time and what time it is.

8. Experience the fun of learning mathematics, improve the interest in learning mathematics, and build confidence in learning mathematics well.

9. Finish your homework carefully and form a good habit of neat handwriting.

10. Experience the close relationship between mathematics and daily life through practical activities.

In combination with specific examples, P24 also explained three sentences in combination with specific situations; About 43 pages of teaching, paying attention to the accumulation in life and conscious training at ordinary times; 48 pages of difficulties; Page 47, there are graphic application questions; 9 1 page Know clocks, pay attention to the infiltration in life, and let students read more at ordinary times. 100 carry addition within 20 pages is the key and difficult point for students to calculate. Students have a problem: 9+ decimal is much more skilled than 8+ decimal and 7+ decimal, so we should train 7+ decimal and 8+ decimal more when training.

Finally, I'd like to give some advice to all first-grade parents:

1. Practice oral calculation every day.

Addition and subtraction within 10 and carry addition within 20 are the important foundations for learning abdication and subtraction within 20 in Book 2 of Senior One, and for learning addition and subtraction of two digits, addition and subtraction of multiple digits, multiplication and division in Senior Two and Senior Three. Whether the calculation can be correct and fast in the future is the key, so parents must urge their children to practice oral cards every day. Then how to practice more effectively? Let the child hold the knife card by himself, and take half a knife if he can't afford it. Parents can check the time by reading 1 minute, or how long it takes to finish reading the cards. Repeated comparison, even a few seconds faster than the last one, should also be praised. Sometimes the speed is not fast. Parents can also tell some white lies to tell their children that they have made progress and stimulate their enthusiasm for practicing cards. The school will pass the oral calculation. The goal is: read 40 cards in one minute and barely pass. If you read more than 60 pictures, you are a little expert in verbal calculation. It should be noted that when children do something wrong, don't let them memorize it, but let them talk about how you worked it out. If you often make mistakes on a certain question, it is not just a careless question, but a knowledge point that you have not mastered well. Having said that, I want to talk about my thoughts on carelessness. Usually, we often hear teachers and parents say that they are all careless, and if they are not careless, they will score 100. I think, as a child at such a young age, carelessness is a normal phenomenon, but the question is whether it should be like this. Or simply say to the child: Be careful next time. That's it? I think it is necessary to analyze the specific reasons for carelessness, especially some problems that often make mistakes, and guide children to think about why they are wrong. Is it scribbling, misreading numbers and symbols, or is there something wrong with the calculation method? Only by finding out the reasons and making targeted corrections can we gradually reduce the number of carelessness. Otherwise, if all the reasons are attributed to carelessness, children will not notice the substantive wrong reasons.

Besides practicing dictation cards, you can also practice listening and counting. For example, parents can report 3+6 and let their children report the number immediately. This ability to listen and calculate is also important. This semester's teaching focuses on the understanding of numbers within 20 and the addition and subtraction of one digit, including the addition and subtraction within 10 and the oral calculation of carry addition and subtraction within 20. It is the basis of multi-digit calculation. Whether this part of the content is well learned or not is not solid, which has a great influence on the improvement of students' computing ability. At present, most first-year kindergarten students have preliminarily learned the understanding of numbers within 10 and the calculation of addition and subtraction. Compared with other courses, it seems easy, but they often focus on thinking in images. We should constantly upgrade their knowledge from perceptual knowledge to rational knowledge in teaching, so as to gradually cultivate their abstract generalization ability and logical thinking ability. Through a semester's study, students should be able to answer 8 writing questions correctly every minute, which is the most basic requirement that every student must meet. Better students should have higher requirements. To achieve this goal, it is by no means achieved overnight, but depends on long-term training and unremitting efforts. Next, we will teach addition and subtraction in 5 minutes and ask students to memorize them, but it is obviously not enough to rely solely on class time. Parents can cooperate with teaching to improve the accuracy and speed of children's oral calculation through various forms. For example, they can often check passwords orally, and a little oral arithmetic can be practiced for their children every day. The combination of spoken and written language will certainly improve their verbal ability.

At the same time, it should be noted that children's proficiency in formulas with decimals in front is slower than that with large numbers in front, so parents should focus on training, that is, 3+9 is slower than 9+3, and students with 7 in addition and subtraction formulas are also slow, such as 7+5, 6+7, 15-7, etc. Strengthening the pertinence of exercises is more conducive to children's skilled calculation.

2. Guide children to read math books

Because of their young age, first-grade children generally don't read books and have only 40 minutes of math class every day. So the teacher can only spare a few minutes in class to guide the children to read. Cultivating children's reading ability requires intensive training after class. This also laid a good foundation for advanced students to study preview. How to guide? When you get home every day, ask your children to open their math textbooks and talk about what they learned today. There are two key points: one is to talk about thinking, and the other is to talk about thinking process.

What do you mean? For example, there is a picture on page 27 of the textbook: two boys are chatting and a girl is running beside. Students should be able to explain the meaning of this painting clearly in three sentences. It turned out that two children were chatting, and another child came. A * * *, how many children? Parents must have heard that this is actually an application problem, but the new textbook cancels a separate application problem unit, and application problems all appear in the form of problem solving. Of the three sentences just now, the first two are conditions and the last one is doubt. If a student can clearly express his ideas in three sentences, it means that he can grasp the essence of mathematics, look at the picture with a mathematical eye, and then look at the world around him with a mathematical eye to find the mathematical problems around him. Nowadays, mathematics textbooks present students with a lot of information, some of which are needed for solving problems, and some are redundant, depending on whether children can abstract the most essential things with keen eyes. Parents can also guide their children to observe pictures from different angles and cultivate their innovative spirit and thinking:

For example, there is a picture of frogs: three frogs are squatting on the lotus leaf, and another 1 frog is jumping into the water. With this picture, you can say three different sentences:

There are four frogs, 1 frog jumped into the water. How many frogs are left?

There used to be four frogs on the lotus leaf, but now there are three left. How many of them jumped into the water?

There are three frogs on the lotus leaf, 1 frog is jumping into the water. How many frogs are there?

(Also pay attention to the language standard: there are 3 birds in the tree, 1 fly. How many are there in a * *?

There are five birds in the tree, and two have flown away. How much is left? )

It should be noted that when the three sentences spoken by the child correspond to the listed formulas, it means that the child really understands. (Example:)

It is also very important to talk about thinking process, so we often let children expose their thinking process in class, such as addition and subtraction within 10 and carry addition within 20. Some parents may say that my children can add, subtract, multiply and divide, and math is fine. In fact, it's not enough to know what it is. We also need to train children to calculate in different ways. We will use mathematical language to express how we calculate, such as: 4+ 1=5. what do you think? Parents may find it strange that 4+ 1 is of course equal to 5. What else to think about? Actually, children are different. Some children use counting methods (there are two kinds): 1, 2, 3, 4, 5. Other children: 4 5. Other children 4 and 1 make up 5,4+1= 5. This is a high-level calculation. If you use the counting method, you will eventually get the composition of numbers. This is fundamental.

For example, there are 9 cases of milk in the carry-up adding box within 20, and 4 cases of milk outside the box. a * * *: Count, 9+ 1+3 4+6+5.

In a word, our first grade math is very simple, but it actually contains a lot of content. We should let children abstract complex life phenomena with mathematical language through teaching, and at the same time, we should be able to return abstract mathematics to life.

3. Guiding children to examine questions is the key.

Because the children in grade one don't know much about literacy and don't understand the meaning of the questions, some parents tell their children how to do it directly. Once children still don't understand, parents often like to bite the questions into pieces, such as filling in the numbers 2, () and 4 regularly. Some parents coach their children in this way. What are the next two numbers? Just write 3 at the back. This kind of counseling only completes this problem and has little effect on children. I think parents can let their children try to read the topic first (and it is best to read it word for word). Parents will tell him when they meet words they don't know. After reading, let the children talk about the meaning of the topic. If the children are not clear, let them watch it several times. Over time, children will develop a good habit of carefully examining questions, and their ability to examine questions can be gradually improved. In the first grade, when doing homework or exams, the teacher will look at the questions. Parents should educate their children to follow the teacher's rhythm. The teacher should look at a question and do it, and then do it after listening to the requirements of the question. Don't do the next question yet. Generally, in the next exam of grade one, we will let the children examine the questions independently. So this ability should be cultivated as soon as possible. Due to the needs of teaching materials, children are required to know the words "height, length, number, same number, ratio, left and right, front and back". Among them, "more, less, as much, than" should be written.

4. Children's proper thinking training.

As we all know, mathematics is the gymnastics of thinking. It is very important to cultivate children's thinking ability and improve their thinking level. In school, because it is a large class education, only some problems with certain thinking difficulties can be infiltrated in the classroom. For some children with learning ability, they may "not have enough to eat", so we asked parents to buy a synchronous training book with development exercises, which is what we usually call smart questions, which is better for training children's thinking ability. However, parents should be careful not to force their children to understand. If they really don't understand at the moment, they can put it aside and take it out later, taking into account their understanding level. If parents think their children are more flexible in thinking, they can generally go to Xinhua Bookstore to buy some books on thinking training and give them a problem to do when they have time. Perseverance will greatly stimulate children's desire to challenge new knowledge and make them smarter and smarter. Because math makes people smart.

5. Practice writing numbers frequently

Another important task of grade one is to write the numbers beautifully. Some children have written beautifully, but some children still can't write well, which is far from the teacher's requirements. Some children write beautifully on the calendar, but they start to write casually without grid. Therefore, parents are advised to buy a calendar book, so that children can practice numbers when they are free, where to start writing, where to collect pens, and how to write in order. Everyone should strictly follow the teacher's requirements. If the first grade can't write numbers correctly, regularly and quickly, it will be sloppy to write fast numbers in middle and senior grades. Many students often misread their own numbers, so the calculation accuracy is very low. And once you get into the habit of writing numbers casually, it will be difficult to correct them in the future. Children write at home, and parents should also pay attention to writing posture, so that children will always have bright eyes, which is also our expectation.

Dear parents, children have just transitioned from the game life in kindergarten to the task-based learning life in primary school. Many children are still not used to it. They always make small moves or even turn around in class. Some of them can't help leaving their seats, and many of our parents feel uncomfortable. Urging children to do this and that every day seems to turn parents into students. In fact, these are only temporary. As long as parents always supervise and educate their children according to the teacher's requirements and keep consistent with the teacher from beginning to end, then your children will be able to adapt to primary school life quickly. When children develop good study habits and have certain learning ability, then our parents will relax.