Ingenious Use of Children's Songs —— Creating an Efficient Mathematics Classroom in Primary Schools
The curriculum standard is put forward in the first implementation proposal: let students learn mathematics in vivid and concrete situations. In this period of teaching, teachers should make full use of students' life experience and design vivid, interesting and intuitive mathematics teaching activities, such as telling stories, playing games, intuitive demonstrations and simulated performances, so as to stimulate students' interest in learning and let students understand and know mathematics knowledge in vivid and concrete situations.
For junior students who have just entered primary school, mathematics seems to be a boring subject, full of abstract things such as numbers, calculations, formulas and graphs, which requires certain logical thinking, intuitive thinking and reasonable reasoning ability. How to stimulate students' interest, master good learning methods, promote students' development and realize teachers' teaching objectives is an important topic worthy of study. Through years of teaching practice in lower grades, I realize that if we can grasp children's psychological characteristics and adopt some nursery rhymes to assist education and teaching, it will not only help stimulate students' interest in learning and create a relaxed and happy learning atmosphere, but also help students understand, remember and master mathematics knowledge and skills. It is also an effective way to guide students to the kingdom of mathematics and achieve better education and teaching results.
First, clever use of children's songs-to stimulate emotional interest
When junior students first came into contact with mathematics, their hearts were at a loss, full of strangeness and fear. Teachers' timely use of nursery rhymes can eliminate students' nervousness and bring them closer together. For example, in the first math class of the new semester of senior one, I walked into the classroom and looked at the naive and nervous eyes below. I looked at the students kindly and guided them with a kind voice: "children, it is very important to learn math." Do you know that?/You know what? Let's read a children's song together first: "It is very important to learn mathematics, which is needed everywhere in work and life;" "Learning mathematics plays a great role in the modernization of the motherland; As long as I study math diligently, I will work hard. " After a period of reading aloud, the students' nervousness was obviously relaxed, and the classroom atmosphere soon became active.
Children in Grade One are not interested in abstract numbers and are not easy to understand. In teaching, I combine the sounds, shapes and meanings within 10 to form nursery rhymes, so that students can count their fingers or objects while reading: pencil 1, duck 2, ear 3 and flag 4. Scale hook 5, whistle 6, sickle 7, gourd 8, balloon 9, one zero 10. Students firmly remember the combination of glyphs, the numerical order is not reversed, and gradually understand the meaning of each word. Using this kind of nursery rhyme which combines sound, form and meaning from concrete to abstract, students can easily master numbers. In teaching, we can also use praise nursery rhymes and competition nursery rhymes to help students concentrate and improve their interest in learning. After the students answer the questions correctly, they can boast, "Awesome, awesome, you are our good example." On the surface, this only praised a student, but in essence it encouraged the whole class to think positively and answer questions, thus forming a good learning atmosphere. Practice has proved that every time I say such praise nursery rhymes, I find that there are more raised small hands scrambling to answer questions below. In oral arithmetic practice, use "The teacher asked: Who will drive the train? The student replied, "I'll drive the train." "At the same time, by doing formal operations, the enthusiasm of students is strongly mobilized.
Second, clever use of children's songs-highlighting key points and promoting understanding
In junior high school mathematics teaching, teaching emphasis is the key for teachers to achieve classroom teaching objectives. How to make the teaching focus vivid and easy to understand is the realm that teachers strive to pursue. Teaching practice shows that teachers are smart.
Using nursery rhymes teaching can help students see the essence through phenomena, grasp the essence through appearances, stimulate students' desire to explore, expand students' thinking space, and make students at different levels learn to think and gain something.
For example, in the class of "Knowing Time" in the third volume of People's Education Edition, I asked the students: Can you carefully observe the clock face to help the teacher create this nursery rhyme? "There are (twelve) numbers on the clock face, and there are (five) squares between the two words; A circle has (sixty) squares; When the hour hand goes 1, the big grid is (at 1), and when the minute hand goes 1, the small grid is (1); When the hand passes the number, it will show the time. To ask how many points are left, please look at the minute hand carefully. " Students immediately have a desire to learn. Using computer demonstration and other intuitive teaching methods, students fill in the blanks while observing; While I was explaining the operation, the students quickly grasped the crux of the problem from the complicated phenomena and wrote children's songs with them in the form of filling in the blanks. Only a few words caught the focus of this lesson. In this way, students not only understand and master the knowledge of clocks and watches, but also cultivate their application ability, so as to study easily, happily and practically.
Another example is the teaching of continuous subtraction. My first teaching is to let students understand the written calculation of 100-6 with the help of counters. I put a bead on the counter and asked: 0 minus 6 is not enough. 1 Where should I get it? What if the ten digits are 0? 1 Who will you return it to from the hundred? how much is it? What is the current minuend unit? How much do you get if you subtract 6? How much is left in the tenth place of the minuet? Why is it 9? Do you still have hundreds? Why? The students can answer my questions one by one. But in the next exercise, I found that the students' operation speed is very slow, and some students with below-average grades have higher error rates. After a class, students can't master this method of continuous abdication subtraction well. In my later reflection, I realized that the teaching focus of this course was not clear. How can it be simple and clear? By chance, I saw such a children's song on the Internet: "Go ahead when you see 0 and see who has it." . Borrow it and give it back. 0 is a bit like 9. "I was so excited that I tried to teach children's songs again. I recite the explanation, and the students practice while reciting. I quickly grasped the essence, mastered the methods, and learned easily and practically.
Third, clever use of children's songs-breaking through difficulties is easy to learn.
Learning difficulties are the intersection of students' non-intelligence factors and the combination of old and new cognitive contradictions. In the traditional difficult teaching, teachers often adopt the teaching methods of "feeding" and "speaking", which are too straightforward and direct, and students are not firm in mastering knowledge. Thinking ability can't be exercised and interest in learning can't be improved. Teachers' flexible use of children's songs in teaching can cut through the difficulties from the best angle, so that students' thinking is clearer, their memory is firmer, their eyes are suddenly enlightened, and the effect of "cutting the gordian knot" is achieved.
The first-grade children's learning focus is to master the composition of numbers within 10. If you use ten songs to remember, the effect is very good. 19 19 years of good friends, 2828 holding hands, 3737 really close, 4646 walking together, 5555 1 hand. When students learn the division and combination of 10, they can't help reading: 2828 hand in hand when they see two mouths, and reading: five, five, five, five, one hand when they see five mouths. I soon remembered all the points and combinations of 10. When subtracting 9, 8, 7, 6, 5, 4, 3 and 2 from a dozen, first calculate 10, and then subtract 9, 8, 7, 6, 5, 4, 3 and 2. Students can still calculate the results quickly by compiling ten familiar songs, which greatly improves the learning efficiency. For example, when teaching the first volume of the People's Education Edition, What's the Ratio? Because students first know that the number is greater than or less than or equal to the number, I made this up to prevent confusion and follow the age characteristics of lower grade children.
The first nursery rhyme: "The big mouth is bigger than the symbol, the big mouth is bigger than the number, the sharp point is smaller than the symbol, and the sharp point is smaller than the decimal point." At the same time, it is indicated by gestures. Students are easy to understand and not easy to forget. When comparing the sizes of two numbers, children say "big mouth to large number, sharp to decimal" when writing symbols. It is easy for students to understand and check whether it is correct when writing. Using children's songs to break through difficulties is novel and easy to learn. For teachers in the front line of teaching, why not?
Fourth, clever use of children's songs-summary method.
Inductive summary is an indispensable link in classroom teaching. Summarizing a knowledge point can help students to further clarify their thinking and deepen their understanding of what they have learned. The new curriculum emphasizes the cultivation of innovative spirit and practical ability, and advocates, guides and promotes students to establish new learning methods. Summarizing with children's songs is vivid and can receive good results. Short and pithy nursery rhymes can condense and summarize complex contents into a few sentences, and some important strategies and methods are included.
When solving practical problems in junior teaching, it is most important to understand the meaning of the topic. If children's songs are used to guide students to master the correct methods to solve practical problems, it is very convenient for teachers and students. Such as: "Look at the topic several times to find the key points; Look at what you want first, and then find the conditions. " After learning this nursery rhyme, every time students solve practical problems in teaching, they always look at the problems clearly, find the corresponding conditions and calculate them continuously. When learning mixed operation, care is the key and method is the key. This nursery rhyme can be summed up as: "Remember, read (topic), read (symbol), think (sequence), calculate carefully and check carefully." Students read smoothly and naturally follow these five books. Why can't students master such practical learning methods?
When teaching the application problem of "Seeking more (less) than one number" in the second volume of the first grade of the Education Edition, I found it difficult for students to master the problem-solving methods of this kind of problem, so I compiled a children's song to teach students: "Who is better than who, who is more and who is less; Know how to use less and add more, know how to use more and subtract less. " Through my teaching guidance, students have mastered the problem-solving ideas of this kind of application problems through understanding and practice, and improved their ability to analyze problems.
Standardized mathematical expressions and strict learning requirements in teaching are transformed into easy-to-understand children's songs, which will make it easier for children to accept mathematical knowledge and requirements. Practice has proved that children's songs, as a catalyst for happy teaching, have a very positive auxiliary role in mathematics teaching. May these children's nursery rhymes be deeply rooted in people's hearts and grow up healthily. Let's feel the role of nursery rhymes in mathematics teaching and let children feel this more attractive mathematics knowledge. Make our class more efficient. However, the introduction of children's songs into the classroom should be moderate, so that mathematics children's songs can become an indispensable "smart fast food" in our mathematics classroom, but at the same time they can't be a kind of interference.