First, let the content come alive.
The basis of mathematics learning is the students' life experience first. At present, a very important new concept in the teaching design of mathematics teaching is to guide students to learn, understand and develop mathematics from life experience and in the process of studying practical problems, so that mathematics can be closely linked with students' real life. The research of educational psychology shows that only when the learning materials are related to students' existing knowledge and experience can students' interest in learning and solving mathematical problems be stimulated, and mathematics is alive and full of vitality. Therefore, mathematics classroom teaching should closely connect with students' real life, create vivid and interesting situations according to students' life experience and existing knowledge, guide students to observe, calculate, guess, reason, communicate and other activities, enable students to master basic mathematics knowledge and skills through mathematics activities, initially learn to observe things and think about problems from the perspective of mathematics, stimulate students' interest in mathematics learning, and make students feel that mathematics is around them and exists.
Second, the form is diversified.
The traditional classroom teaching form of primary school mathematics is: reviewing and paving the way → imparting new knowledge → consolidating exercises, with single class type and monotonous form. However, there are various teaching forms under the new curriculum, such as heuristic, inquiry and discussion. The diversification of teaching types and forms makes the classroom atmosphere active, dynamic and static, teacher-student interaction and student-student interaction, which fully embodies that students are the main body of learning and teachers are the organizers, guides and collaborators of teaching activities. For example, in the first unit, students fully understand the characteristics and names of axisymmetric graphics through their own observation, thinking, operation and practice. At the same time, through the process of folding, cutting and doing, students can fully mobilize their learning enthusiasm and give play to their hands-on ability and spatial thinking ability. After the end of this unit, a mathematical practical activity class-wonderful paper-cutting was also set up, which gave teachers and students a broad teaching space and development space. Judging from the extracurricular situation, the teaching effect is quite good.
Third, the process of understanding.
The knowledge in textbooks is static, which only provides the possibility for the transfer of knowledge. The general textbooks are limited in space, so it is impossible to tell all the teaching contents in detail. What students often see is the result of thinking, rather than the process of knowledge formation and thinking activities. Freiden Dahl, a Dutch mathematician, believes that mathematics learning is an activity, which is the same as swimming and cycling. Without personal experience, you can't learn by reading, listening to explanations and observing others' demonstrations. Therefore, in mathematics classroom, in order to change the traditional mode of teaching and learning, the contents and methods of exploration should be consciously embodied in every link of the design, arrangement and organization of the teaching process. As a teacher, we should make good use of teaching materials, use flexible teaching materials and process them appropriately according to the needs of optimizing classroom teaching. According to the teaching requirements, starting from the reality of students, according to the age characteristics and cognitive rules of students, the written contents such as examples, explanations and conclusions in the teaching materials are transformed into lively mathematical activities that students can participate in personally. Systematize what students have learned, not only let students know why, but also let students know why.
For example, in the teaching of "area of rectangle and square", if it is the previous teaching, students only need to remember that the area of rectangle is equal to length times width, and the area of square is equal to side length times side length. Why does it take 40 minutes to explain? But if so, how many times should it be consolidated in practice before it can skillfully use the areas of rectangles and squares? Therefore, in modern teaching, more attention is paid to the source of the formula for calculating the rectangular area. Why is there this area formula? The length means how many small squares can be put in a row of 1 cm2, and the width means how many rows can be put, so the area formula of length multiplied by width is produced, and students can do it themselves and think further in the whole process, so that students can have a deeper experience and have a firmer knowledge.
Fourth, establish a process network.
2 1 century, mankind entered the information age. With the continuous development of modern educational technology with computer and network as the core, our education has moved from classroom teaching with a piece of chalk, a textbook and a blackboard to "screen teaching" and from lecture teaching to innovative teaching. For example, in the teaching of "the comparison of scores", students can quickly integrate into the teaching process by introducing stories, vivid pictures and wonderful music. "Tang's monk mentoring four people go to the west to learn from the Buddhist scriptures. One day, the weather was very hot, and four people were very thirsty, so Bajie went to watermelon to quench his thirst. Before long, Bajie came back with a big watermelon in her arms. The Monkey King said, "Divide the watermelon into four parts, one for each person." . Pig was unhappy and shouted, "I found a watermelon." . If you don't give me a sixth, you have to give me a fifth. Wukong was so happy that he quickly cut a fifth for Pig. After eating watermelon, Bajie patted his stomach and said,' I'm so stupid, how come I'm less than before? Everyone laughed, but Bajie still didn't understand. At this time, the teacher stopped the story and asked, "Students, do you want to know why?" ? You will know after learning today's lesson. "In primary school mathematics teaching, timely and appropriate use of modern educational technology to assist teaching, and the creation of teaching scenarios with vivid pictures and pleasant acoustics can make abstract teaching content concrete and clear, make students active in thinking and participate in teaching activities with interest, make them pay attention to practical operation and scientifically memorize knowledge, which will help students to play their initiative in learning and think positively, thus improving teaching quality. Mathematics teachers should study how to integrate modern educational technology into primary school mathematics teaching from the perspective of their own disciplines, just like using blackboards, chalk, paper and pens, and making the original abstract mathematics knowledge vivid and lively, so that students can not only master mathematics knowledge, but also like this subject.
Fifth, create suspense about the ending.
At the end of each class, try to leave some "aftertaste" on students' psychology, draw some "mystery" for future classes, and encourage them to further explore and solve problems. For example, when teaching numbers divisible by 3, ask: Do numbers divisible by 9 also have any characteristics? For example, Goldbach conjecture is put forward when teaching prime numbers and composite numbers, so that students can feel the mystery. Another example is to divide a new decimal by an integer. In addition to summarizing the content of this lesson, we can also propose: "17.25÷ 15, divide a decimal by an integer, and if we double 100, 17.25 ÷ 15 →
In a word, it is a very positive and creative work for teachers to use teaching materials. In the specific teaching process, we should proceed from the actual situation of the school, students and ourselves, actively, rationally and creatively reprocess the teaching materials, guide students into the teaching materials and life, feel the connotation of mathematics, and realize the real value of mathematics.