After several months of hard work, I can say that I am very busy and have gained a lot.
Mathematics is an indispensable foundation and tool for learning modern science and technology. With the rapid development of science and technology, the role of mathematics is also expanding. It is widely used in daily life, production and construction and scientific research. Therefore, mastering certain basic mathematics knowledge and skills is one of the cultural qualities that China citizens should possess.
Mathematics knowledge comes from life, so learning mathematics should be combined with real life to apply what you have learned. If you are divorced from life and only know how to calculate blindly, you will become an armchair strategist, a bookworm and make a big joke. Then, how to make students connect with real life when learning mathematics and use the knowledge and methods they have learned to solve practical problems in life? Let me talk about what I have done this semester.
First of all, in terms of knowledge and skills
In the actual situation, you can correctly understand, read and write the numbers within 20, know the unit and ten digits, know the composition and order of the numbers within 20, learn to compare the numbers within 20 with specific situations, further understand the meaning of addition and subtraction, calculate the addition and subtraction of the numbers within 20, and learn to make a preliminary estimate with practical textbooks.
Under the present circumstances, we can correctly understand the whole time, half time, when it has just passed and how fast it is.
Cultivate the understanding of abstracting numbers within 20 from life scenes, cultivate students' ability of observation, analysis and abstract generalization, establish the initial consciousness of independent thinking and exploration, and initially form the consciousness of estimation. In the process of understanding graphics, students' observation ability, imagination thinking ability and operation ability are cultivated, and a preliminary concept of space is formed.
Second, the cultivation of ability.
In real life, we can communicate with peers, find problems, ask questions, cultivate students' application consciousness, and feel that the same problems can be solved in different ways. Learn to solve problems initially and form initial innovative consciousness and practical ability. With the encouragement and help of others, I am curious and interested in mathematics around me and can actively participate in mathematics activities. Understand that numbers and shapes can be used to describe some life phenomena, gain successful experience and enhance confidence in learning mathematics well. Mathematics knowledge is abstract, but primary school students mainly think in images. To this end, when I teach new knowledge, I try to use perceptual materials in my life for intuitive teaching, so that students can easily understand and master it. For example, in the teaching of "Simple Subtraction Application Problem", I first brought five apples, gave two of them to a classmate, and then asked the students to express themselves in two sentences according to my practice. At this time, students can say: There are five apples, and I gave X two, and there are three left. On the basis of this problem, I asked the students to make up an application problem freely according to their own preferences, and the students quickly made up a lot. I seized the opportunity to tell my classmates that topics like this are called application problems in our mathematics, thus I got a preliminary understanding of the concept of application problems. For another example, when teaching "Understanding of Cubes and Cubes", I first introduce common objects such as refrigerators, chalk boxes and ink bottles, and then ask: Who knows what shape it is? At the same time, let the students discuss and explore the characteristics of cuboids and cubes, and say a lot at once. Finally, I asked the students to make a cube and a cuboid out of cardboard respectively. In this way, students have a perceptual knowledge of abstract cuboids and cubes, easy to remember and know how to use them, which lays a good foundation for learning their surface areas.
This semester, all my first-year math students have intelligence differences. Because each child's living conditions, family background, psychological level and way of thinking are different, they may have different ideas and strategies for the same math problem, so they cannot be too consistent. So I pay attention to the diversity of algorithms and allow each child to learn mathematics in his own different way. For example, when teaching 9+5, it can be "4+5+5" or "9+ 1+4" or "4+4+1". According to the way students answer, then guide the students to answer in their favorite way. I give affirmation to students who can solve several problems and reward them in different ways, so that they can experience the joy of creation and enhance their confidence in learning mathematics well. At the same time, it also makes students realize that many mathematical problems come from reality, and that mathematics is closely related to life, which comes from life and is higher than life.
Third, pay attention to the following issues in teaching:
To achieve multi-dimensional goals, grasp the new ideas advocated by the new curriculum, establish teaching objectives from the aspects of knowledge and ability, and promote the all-round development of students. Create vivid and interesting teaching scenes in teaching, guide students' mathematical activities, help students understand knowledge and master skills, experience mathematical ideas and methods, and gain rich teaching experience in independent exploration activities.
In teaching, the phenomenon of teachers asking questions and solving problems has been changed, and the enthusiasm of students has been mobilized. Respect students' individual differences, let different students have different development in mathematics, allow students to choose to complete exercises according to their own needs, meet students' needs to the maximum extent, and develop their intellectual potential to the maximum extent.
Creative development and utilization of curriculum resources. According to the new curriculum concept, we should not only be the executors of curriculum implementation, but also be the builders and developers of curriculum. Diversified views on students' evaluation pay attention to process evaluation, which runs through the whole teaching process and makes evaluation an organic part of teaching activities.