First, the situation diagram is conducive to the creation of the situation.
Because the theme situation map mainly presents learning materials in the form of scenes, it is full of children's interests and rich practical significance, teaching the second volume of grade one; & gt At the beginning of teaching, make full use of the theme picture of "Xiao Ming and his mother go to buy yogurt" to bring students into vivid life situations, stimulate students' enthusiasm for learning, connect the content of teaching materials with students' experiences, and build a bridge between the content of teaching materials and students' life world. Teachers guide students to observe pictures carefully, and stimulate students' enthusiasm for inquiry and cognitive desire. From the observation chart, three tens and two add up to 32 or 3. In this way, we not only reviewed the old knowledge, but also paved the way for the study of new knowledge. Students ask different questions according to the conditions given in the picture. The content of the textbook conforms to the psychological characteristics of students and stimulates their association and creativity. According to "How many bottles of yogurt did Mom buy?" The formulas "30+2=" and "2+30=" are enumerated, which consciously guides students to write application problems and turns the process of learning knowledge into the process of analyzing and solving problems. In this way, it is creative.
Second, situational maps can better explore new knowledge.
In teaching & gt At that time, because the students had the foundation to understand the number 1-9, after showing the theme map, I asked the students, "What knowledge related to mathematics did you think of after seeing this map?" In mutual inspiration, they talked about everything and summarized almost all the knowledge related to 10. For example, "There are 10 pigeons in the picture", "When nine children and 1 teacher add up, * * * is 10", "Five children wear red scarves and four children don't. I know that 10 can be divided into 4 and 6, and 2 and 4 and 4 add up to 10. " I will list the formula of 10, 6+4 =104+6 =1010-6 = 4, 10-4 = 6. "The teacher went on to say," It seems that the child knows something about 10. Let the students sum it up.
For example, when I was teaching "multiplication application problems", I created a situational picture of a spring outing. Can you tell me what we should do for the spring outing? Rent a car, buy a ticket, buy food ... let's calculate first. Class 32, 8 groups, 5 people in each group. Buy two bottles of water each. How many bottles of water does a * * * need? Let the students try and say what they think. You can first calculate (1) how many people are there in a * *? 5× 8 = 40 (person) and then calculate (2) how many bottles of water do you need for a * *? 2× 40 = 80 (bottles) is also acceptable: first, calculate how many bottles a group needs? 2× 5 = 10 (bottle) and then work out ② * * *. How many bottles of water do you need? 10× 8 = 80 (bottle)
Some students want to take the cable car. Let's see, two people need one car, and one * * * needs 20 cars, each ticket 10 yuan. How much is a * *? After the students finish speaking, talk about how to do it, which can be: 10× 2× 20 = 400 (yuan) or 10× (20× 2) = 400 (yuan) to create a situation close to students' lives. Students are willing to participate, so that they can learn knowledge and experience the value of mathematics in the process of active participation. Provide them with materials to explore, and let them explore purposefully and step by step under the guidance of the theme map, so as to complete the learning task of this lesson.
How's it going? "
Thirdly, situational diagram can effectively improve classroom efficiency.
While teaching Understanding of 10, I came up with a new idea through students' wonderful answers: "Can you choose one from this picture to make up an application problem?" The student said, "I made it with pigeons." There are four pigeons flying in the air, four pigeons eating on the ground, and two pigeons resting on the children's hands. How many pigeons are there? " Another student said, "I use children to make it up ..." Driven by these two students, other students raised their hands one after another, and their observation angle was different from other students. I praised them in time, and the students gave full play in this class. Through the theme diagram of 10, the old knowledge such as number, number composition, identity, integer and part, simple sum, remainder and application is reproduced, and many knowledge related to 10 is derived. It seems that as long as we are good at using teaching materials, we can expand students' thinking and develop their potential. In a sense, only by carefully analyzing the "thematic situation map" and then putting forward targeted and enlightening questions according to the different situations of the students in the class can teachers guide the students to enter the classroom really and effectively.
For another example, when teaching "binary addition of two digits plus two digits", I showed a situational picture of the set meal price list launched by KFC fast food restaurant to welcome the New Year, so that students could choose a favorite food for themselves and their friends. Students can ask many questions and list them as 7+8, 5+24, 18+ 18, 18+65433. For the simple questions, let the students talk about arithmetic while talking, and then focus on the carry addition of two digits. Let the students insert a stick to say arithmetic first, then exchange and show the calculation method, and gradually master the arithmetic of carry addition. This not only allows students to personally experience the formation process of knowledge, but also cultivates students' ability to use what they have learned to solve practical problems. Through the practice of this type of question, students can think from multiple angles and directions, which is conducive to cultivating students' innovative consciousness and, more importantly, effectively improving classroom efficiency.
In a word, as a main carrier of mathematics teaching resources, thematic situation map not only carries knowledge, but also permeates mathematical thinking methods, so as to make rational use of this resource. In the process of using the thematic situation map, we can get twice the result with half the effort by understanding attentively, using flexibly and creating development.