First, under the guidance of new ideas, teaching in interesting game activities.

For freshmen, they like activities best. Let students produce examples in interesting activities to learn, which will make students feel relaxed and happy, and greatly improve their interest in learning mathematics.

At the beginning of this class, I designed a game of guessing numbers. Ask the students to guess the numbers 1, 2, 3, 4, 5 learned in this game, and naturally lead to the content "0" to be learned in this lesson from the game. In this way, students feel interesting, familiar and natural, and their affinity and interest in mathematics naturally arises.

Second, under the guidance of new ideas, teaching in vivid and interesting situations.

Psychological research shows that the closer the learning content is to students' familiar life background, the higher the students' conscious acceptance of knowledge. Create situations related to real life, let students find that mathematics is around, and mathematics is not difficult, thus stimulating their interest in learning mathematics.

In this class, I created such a situation: I first posted a cute little monkey on the blackboard and said to the students, "The teacher brought a good friend today. Who is it? " Mother monkey rewarded her little monkey with two peaches because she loved learning. Did you see the change in his expression? Why do you think there are these changes? "At the same time, show three pictures of different expressions of monkeys. Then let the children use their imagination in the created situation to guess why monkeys eat peaches differently. After the children finished speaking, I put a big plate and two big fresh peaches in front of the little monkey. " Children, look, is the little monkey happy? How many numbers can peaches on the plate represent? "The student answers and raises the digital card; Then the little monkey began to eat peaches. I first took a peach from the plate, and then asked the students to observe: What did you find? I found that there was only one peach left on the plate. I then asked, "How many numbers can it represent?" The student replied, "It can be expressed by 1." Then I picked another peach and said, "The little monkey ate another peach. What number should I use this time? "? The little monkey doesn't know, children. Let's help the little monkey solve this problem, shall we? "Naturally let children say" 0 ". This provides students with ample opportunities to engage in mathematical activities and exchanges, so that students can discover, discover and explore mathematics in their own lives and experience mathematics around us.

Third, under the guidance of new ideas, use teaching materials independently and creatively.

Only by analyzing and understanding the new textbook with new ideas can we really understand the editor's intention. Teachers should make full use of teaching materials and creative use of teaching materials resources to create a good learning environment for students, so as to stimulate students' curiosity and thirst for knowledge in mathematics and make them actively participate in learning activities.

For example, when I was teaching the understanding of "0" on page 29 of the first volume of senior one mathematics, I fully explored the teaching materials. When the children knew "0", I asked: Where else have you seen "0"? The children talked enthusiastically, and some said: there is a "0" on my phone and mobile phone; Some said: the score of the football match is 0 ︰ 0; There is "0" on the thermometer; There is "0" on the ruler; The house number has "0"; Some students said that this year is 2007, and there are two zeros in it ... Finally, I asked the students to find ways to express zero. Excited, the students used their brains and began to operate. Some of them emptied everything in the pencil box and said there was "zero" in it. Some students say: when we have PE class, the number of students in the classroom is "0" ... "Let students find ways to express 0" provides students with sufficient opportunities for activities and imagination, cultivates students' imagination, and lets students discover and learn by themselves through performances, which reveals students' understanding of the meaning of 0 and stimulates students' creative thinking.

Curriculum reform has brought us new teaching ideas and provided a broader space for students' development. In my opinion, teachers will never replace what students can explore and never imply that students can discover independently. Let students learn from life, from activities, from thinking and from cooperation, and give them as much thinking time, more activity space, more opportunities to express themselves and more creativity as possible.