1, focusing on cultivating students' problem consciousness
After displaying the theme map;
Teacher: Please observe carefully. What do you see? Talk to your deskmate.
Teacher: Who told the students what you found? (biology)
Teacher: There is not only a lot of happiness here, but also many math problems. What math questions will you ask?
(Students communicate in groups, and the group leader records the formula to solve the problem)
Then the group reports. .......
The development of this activity provides students with opportunities for cooperative learning, cultivates students' awareness of problems and improves their ability to find and solve problems.
2. Closely link mathematics with life.
When students find that the formula's * * * law is: addition of the same number, I will guide students: In our life, many mathematical problems are solved by addition of the same number. For example: How many children are there in a group? How many children are there in both groups? (Named answer formula)
The teacher asked: Can you still find such a math problem around you?
The students thought a lot, and some said: the stool we sit on has four legs, and how many legs do two stools have? Some people say that one person uses two chopsticks when eating, so how many chopsticks do three people in a family use? There are four classrooms on the first floor of the teaching building, so how many classrooms are there on the third floor? ......
Mathematics comes from life and is applied to life. Teachers guide students to find mathematical problems that can be solved by adding the same sign in life, so that students can realize that there is mathematics everywhere in life, realize the value of mathematics and feel close to mathematics.
3. Give students space to think and explore.
In the process of "drawing design drawings", I invited children to be small designers to design tree planting schemes for the homes of small animals. How to make small tree species neat and beautiful? This design provides a broad space for students' thinking, broadens students' thinking, and also embodies the individuality of mathematics learning.
In short, students are always interested in the whole class and can devote themselves to mathematics learning activities with great enthusiasm. The only thing I feel inadequate is that in the face of students' passion, the teacher's evaluation language is a bit lacking, which is also my future goal. In the future teaching, I can walk into the students with a kind teaching attitude and rich language, become their partners in learning mathematics, and think and explore with them.