The Mathematics Curriculum Standard for Compulsory Education (hereinafter referred to as the "New Curriculum Standard") issued by the Ministry of Education in version 201/kloc-0 points out that the goal of mathematics curriculum education is "to make everyone get a good mathematics education and different people get different development in mathematics." Mathematics curriculum should "cultivate students' awareness of problems, application and innovation, accumulate students' experience in activities and improve students' ability to solve practical problems." "
In the following, the author talks about how to establish a sense of following in primary school mathematics teaching based on her usual teaching practice.
First, the problem consciousness-the heart of mathematics
Balzac said: "All the keys to science are question marks." Mathematics is the science of problems, and there is no mathematics without problems. The process of mathematics classroom teaching is a cyclic process of asking questions, analyzing problems and solving problems.
1.
Mathematics teaching in primary schools should stimulate students' awareness of questions and guide students to dare to ask, love to ask and be good at asking questions. How to motivate? First, create a relaxed and lively classroom atmosphere. Teachers are the controllers of the classroom and the leaders of creating the classroom atmosphere. I think we should be a smiling math teacher. The physical and mental characteristics of primary school students determine that they like to get in close contact with teachers who love to laugh and dare to ask questions to teachers who love to laugh. Smiling is the best way to bridge the gap between people. Dare to ask, love to ask is the first step of question consciousness. At the same time, we should be a patient math teacher. "This problem is not just talked about in class? Still ask? " "I don't understand such a simple topic. What are you doing in class? " Answers such as waiting shut the door for students to ask questions. It is the teacher's duty to patiently answer questions for students. In order to arouse students' problem consciousness, we should start by being a patient teacher.
2. Create problem situations
Creating problem situations is a window to cultivate students' problem consciousness. How to create?
First, use videos, pictures, etc. To arouse students' doubts and doubts. For example, when I want to teach "looking for patterns", I will introduce pictures such as candy, ice cream and fruit, so that students can find patterns in the pictures they are interested in. When I teach "Translation and Rotation", let the students watch Tom and Jerry's video clips first, and let them find examples of translation and rotation in the video. Another example is to play a video clip of Zootopia, and ask students to find relevant graphics from these action figures and draw them. These videos and pictures are the medium of the problem. Students' exposure to these media will arouse their awareness of problems, and then find problems and solve them.
The second is to create problem situations with mathematical stories and games. Mathematics is not necessarily boring, but it can be vivid. For example, when teaching "symmetrical graphics", the author told the story that "animal city is more beautiful than America", and animals such as butterflies are more beautiful than America. Ask the students to find the symmetrical figures of various animals in the picture. You can also use games to create problem situations. For example, students like to play Rubik's Cube games, and use this game to create problem situations and improve their spatial imagination. Another example is the game of touching the same color ball. Put some glass balls with the same shape, size and weight in the cloth bag. The colors of glass balls are red, green and yellow. Students are not allowed to choose, but only allowed to reach into their bags and touch them at will. Q: How many balls can you touch to ensure that the three balls are the same color? Students learn mathematics in stories, games and other situations, and learn to think with questions.
Second, the application consciousness-the soul of mathematics
The new curriculum standard points out: "Application consciousness has two meanings. On the one hand, it consciously uses mathematical concepts, principles and methods to explain phenomena in the real world and solve problems in the real world; On the other hand, it is recognized that there are a lot of problems related to quantity and graphics in real life, which can be abstracted into mathematical problems and solved by mathematical methods. " Applied consciousness is the soul of mathematics. Mathematics is closely related to life, so we should strive to cultivate students' application consciousness.
Simulating life scenes is one of the best ways to cultivate students' application consciousness. There is mathematics in all kinds of scenes in life, and rational use of all kinds of scenes is conducive to cultivating students' awareness of mathematics application. For example, the author organizes the whole class to simulate life scenes closely related to mathematics every semester. Supermarkets, shopping malls, families, restaurants and other scenes have specific applications of mathematics. When learning decimal points, set up a scene of a small supermarket. All the goods in the supermarket are marked with decimal points. Such as potato chips 6.60 yuan, coke 2.50 yuan and so on. Several students are customers and others are cashiers. The cashier calculated the total amount of goods purchased by customers. The author divided the class into 10 group, and let this 10 group take turns as cashier, and PK orally calculated the decimal point accuracy rate. In order to increase the authenticity, the author also added the link of weighing. The author specially borrowed an electronic scale, put some fruits and vegetables in it, and asked several groups of students to take turns to weigh these goods randomly taken by students and mark the prices of these goods.
There is also a semester to organize students to simulate the price war scene in shopping malls. The author asked the students to bring some clean clothes and shoes from home, so that different groups could have a big PK discount. For example, it is more cost-effective for students to buy a dress from 950 yuan at a discount of 60% as a customer than to buy two for one. Let these students take turns to play the roles of customers and store managers. As a customer, how to buy is more cost-effective, and as a store manager, how to sell is more profitable. Finally, the judges will evaluate and reward students who have performed well in this process. Simulating life scene is to closely link mathematics with life application, cultivate students' application consciousness and solve various problems in life with mathematics.
In short, under the background of the new curriculum standard, primary school mathematics classroom should fully consider the learning situation, establish problem consciousness and application consciousness in a planned way, and effectively realize the overall goal of compulsory education mathematics curriculum.