"Mathematics Curriculum Standard" clearly puts forward that mathematics education should be oriented to all students and realize "everyone learns valuable mathematics; Everyone can get the necessary mathematics; Different people get different development in mathematics ",emphasizing the foundation, popularization and development of mathematics curriculum. This is a breakthrough and innovation in the guiding ideology of mathematics education for many years. That is to say, under the guidance of this concept, we should realize the overall goal of mathematics education, improve students' basic knowledge and skills in an all-round way, vigorously cultivate students' emotional attitude and mathematical ability in learning mathematics, transform the concept of new curriculum standards into specific teaching objectives, and implement them in mathematics teaching activities one by one. Here I will talk about some of my own practices and experiences based on my own teaching practice:
First, pay attention to cultivating students' sense of numbers in combination with teaching practice.
Sense of number is an important part of a person's mathematical literacy. The so-called sense of number refers to students' keen, accurate and rich perception and understanding of logarithm. The establishment level of number sense is an important symbol of students' individual mathematical literacy level. Mathematics curriculum standards point out that students' sense of number should be cultivated through mathematics activities.
1, create a life situation and enlighten the sense of numbers.
Hua Zeng, a famous mathematician, pointed out sharply: "One of the reasons why people have a dull and mysterious impression on mathematics is that mathematics teaching is divorced from reality." It can be seen that life is the source of mathematics. Without life, mathematics learning will be difficult, and "number sense" cannot be cultivated through teaching. Therefore, in mathematics teaching, we must closely contact with students' real life, fully tap students' living resources, build abstract mathematics on students' vivid and rich life background, let students feel and explore by themselves, observe and understand things around them with mathematical eyes, and express and communicate with mathematical language. This can improve students' sensitivity to logarithm, form a good logarithmic intuition, and thus inspire students' sense of number.
For example, in the teaching process of "number recognition" in grade one, teachers can create a childlike situation: "Do students still remember the scene of kindergarten activity classes? We went to slide, swing and ride a wooden horse ... "Students' fond memories of children's lives were gradually awakened. At this time, the teacher showed a cheerful and warm picture of children's activities with multimedia: "Do you want to count the moving equipment in this kindergarten with the teacher?" As a result, primary school students began to count with interest: 1 slide, 2 swings, 3 wooden horses ... so they experienced a process of abstracting numbers from daily life and understood the meaning of numbers. For another example, when teaching quality units, let students go to the market "I buy vegetables today", have a look, weigh them, estimate the weight of various fruits and vegetables, and carry out rich activities to let students fully experience the sense of numbers. It can be seen that situational teaching is the basis of cultivating students' sense of numbers. If we make good use of and create situations to experience and feel the practical significance of mathematics, students can not only construct their own knowledge and life experience more easily, but also gain rich representation and vital mathematical knowledge, so that they can fully feel that mathematics is everywhere, thus enabling their sense of numbers to sprout.