1 how to cultivate students' core literacy in primary school mathematics teaching
First of all, understand what is the core literacy of mathematics.
The core literacy of mathematics can be understood as the comprehensive ability that students should achieve in learning mathematics. Core literacy does not refer to specific knowledge and skills, nor is it general mathematical ability. Core literacy is based on mathematical knowledge and skills, which is higher than specific mathematical knowledge and skills. Core literacy reflects the essence and thought of mathematics, which is formed in the process of mathematics learning and has comprehensiveness, integrity and durability. Mathematical literacy is the quality that people have when they learn to know, understand and deal with things around them through mathematics. Usually it is the way of thinking and problem-solving strategies when people interact with their surroundings.
Second, teachers should change their teaching concepts.
In the past, for the sake of students' exam results, we used to make them recite concepts and formulas, do a lot of exercises and engage in sea tactics, thinking that they were "well informed." The more topics they practice, the more familiar and relaxed they will be in the exam, and of course the better their grades will be. But the fact is that mathematics, as a basic subject, especially our primary school mathematics, has laid a foundation for students' future study and work. If we only let them learn to cope with the exam now, they will feel very boring, which is very unfavorable to their study. If we strive to cultivate students' core literacy in mathematics teaching, these abilities can accompany them all their lives. For example, mathematical operations are always inseparable from our work and life; There is also data analysis, which we often use. The simplest example is to go shopping in the supermarket. We want to buy cheap detergent, and we have to analyze all the data collected before, and finally come to a conclusion: a brand of detergent is the cheapest. Therefore, in teaching, in order to cultivate and improve students' core literacy, our teachers must change their ideas, from the past thinking of attaching importance to exam results to developing students' ability and cultivating students' core literacy.
Second, to cultivate students' mathematical thinking
As we all know, mathematics is a subject that can best cultivate students' thinking ability, because everyone thinks that learning mathematics is not only to acquire mathematical knowledge, but also to cultivate and exercise our thinking ability in the process of solving problems. Mathematics teaching must be based on the cultivation of thinking, so as to improve students' mathematics core literacy. For example, when teaching this simple operation, for Uncle Li in the first picture, "I read 66 pages on the first day and 34 pages on the second day. This book has 234 pages. How many pages are there? " Then the textbook shows three children's algorithms and asks the students which is easier. I didn't ask students directly in class, but let them read the topic clearly first. Because textbooks are combined with our real life, we must let students understand the meaning of the topic. Whether "seeing" and "seeing" in the question are the same meaning requires students to read carefully, which is actually a step to train students to carefully examine the questions. This topic is not difficult. Observe the topic, see what the relationship between these numbers is, think about how we can calculate faster, and let them think about what law this is based on. Under such guidance, students will naturally transition from intuitive thinking to abstract thinking and know how to induce.
2 to improve the quality of mathematics classroom teaching
First, be good at activating students' existing experience in class.
Mathematics comes from life, and there is mathematics everywhere in life. In teaching, teachers should be able to consciously connect mathematics knowledge with students' real life and life experience according to the teaching objectives of each class, skillfully design lively, interesting and challenging activities, and turn mathematics knowledge into students' problems of exploring life, which can deepen students' understanding of the value of learning mathematics, stimulate students' feelings of exploring mathematics knowledge, and promote students' participation in classroom learning, thus improving the effectiveness of classroom teaching.
Second, actively create an open classroom
In mathematics class, we should provide students with opportunities to think, create, express and succeed, let students actively develop themselves, let teachers and students have a relaxed and rich class, organize colorful activity classes, organically combine education and teaching activities inside and outside the class, and stimulate students' interest in learning mathematics through a lot of hands, mouth and brain practice activities. Create questioning situations and present them with vivid and interesting examples to create a relaxed and harmonious teaching environment for students and encourage them to ask questions boldly. Only with questions can students think further, find something and create something. In this way, students will take the initiative to explore and develop, let students learn in activities, take the initiative to develop, gain wisdom in cooperation, innovate in improvement, encourage students to question boldly, make the classroom a place for students' personality development, and make the mathematics teaching process a process for students to fully express themselves and develop themselves. Such a free and open classroom is more conducive to the development of students' creativity.
Third, be good at capturing students' psychology.
Students at the same stage also have different psychology, just like some students like singing, some like dancing, some like painting, and so does math classroom learning. Some students like to raise their hands to answer questions, even if they are wrong, some students don't raise their hands easily even if they have answers in their hearts, and some students dare not raise their hands if they want to. At this time, it is necessary to prescribe the right medicine and arouse the enthusiasm of all kinds of students. Good children can brag, especially primary school students. They are easily satisfied and easily injured. Every child has self-esteem and ambition, and they dream of surpassing others. They have the right to be recognized by society, classmates and teachers, but some students lack a strong sense of competition and self-confidence and need our support and help. We should try our best to arouse their enthusiasm for learning and encourage them to know and understand mathematics in practice and exploration.
3 cultivate students' interest in learning mathematics
Change the teaching concept, so that students can get psychological support and recognition from teachers.
In the reform of mathematics classroom teaching in primary schools, students should be the main body and the classroom should be returned to students. On the one hand, teachers should change the traditional concept of education, make use of classroom and extracurricular time, and cultivate primary school students' innovative thinking ability through effective ways. First, teachers should change the textbook-centered way of thinking in the past, broaden the scope of the classroom, introduce various common problems and behaviors in life into the classroom, arouse students' thinking, and let them walk into the classroom with problems and think in action. Second, teachers should go beyond the traditional classroom subject, let students become the subject of the classroom, and teachers should play the role of guides or instructors.
The new curriculum standard of mathematics points out: "Students are the masters of learning, and teachers are the organizers, guides and collaborators of mathematics learning. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. Students' mathematics learning activities should be a lively and personalized process. "Therefore, teachers must establish a correct concept of education and teaching, adhere to the student-oriented development, change the roles of teachers and students, change the teaching methods of teachers and students, and fully mobilize students' initiative, enthusiasm and creativity in learning. On the other hand, teachers should give students more psychological support and recognition. As a teacher, we should be able to give students enough trust, listen carefully to the different opinions expressed by students in class, guide students to divergent thinking, reduce the difficulty of students' thinking, and let students feel the psychological support and recognition from teachers. Pupils don't have a mature outlook on life, world and values. Teachers' psychological support is the basis to help them improve their personality and cultivate their innovative potential.
The method is reasonable, the teaching forms are diverse, and the interest in learning is cultivated.
Different teaching methods will produce different teaching effects, so adopting reasonable teaching methods is the key to improve teaching quality. Students are the main body of mathematics learning, and teachers are the organizers and guides of mathematics learning. Teachers' guidance, appropriate hints, students' self-discovery and independent exploration have effectively stimulated students' interest in learning. Mathematics is to solve various problems in life and production practice, reflect the social significance of mathematics learning in reality, and stimulate students' interest in learning mathematics. Linking teaching with the surrounding environment, let students find mathematical problems in their lives, concretize mathematical concepts, and let students feel the fun of mathematics learning.
In the form of teaching, various teaching forms coexist, so that students will not find mathematics learning boring, gradually cultivate students' interest in learning, and improve the efficiency of mathematics learning. In the teaching process, according to the characteristics of teaching content, students can see the vivid changes of function images at a glance through audio-visual teaching forms such as slide show, TV video recording and computer software-assisted teaching. Let students have a brand-new feeling in learning and improve their interest in learning, because apart from teaching, we can also mobilize the enthusiasm of all kinds of students to learn mathematics by carrying out various forms of extracurricular activities in mathematics, such as interesting mathematics lectures, related mathematics lectures, and mathematics classroom posters. Group teaching and individual counseling can also be used to cultivate students' interest in learning.
4 the cultivation of mathematical thinking ability
Encourage curiosity and doubt, and enlighten thinking in "strangeness"
Pupils are always full of curiosity and thirst for knowledge about the unknown. Teachers can make use of this feature of students and let them actively discover and explore problems. In the teaching process, teachers should be good at arranging questions, let them learn to ask questions themselves, and also learn to ask questions from different angles, and then think about problems from all aspects, ask more questions and express new ideas.
For example, in the class of knowing the teaching area, the teacher demonstrated touching the surface of the blackboard. Now let the students touch the surface of the textbook and let them feel the surface of the object intuitively. Because these faces are regular rectangles, students must take out big ones and small ones. Teachers can also guide students to say what else they can think of, so that students can put themselves in other's shoes and ask questions: What is the surface shape of basketball? What is the surface of the teacup? At this time, the teacher can let the students discuss and guide them in time, so that the students know that what we can see and touch is the surface of the object. Under the guidance of teachers, students ask, explore and solve problems themselves, which fully develops students' thinking.
Questioning teaching.
The interest in learning comes from thinking. Nowadays, students are curious and have various associations with things around them. Therefore, "curiosity in mathematics classroom" is particularly important for students. In the teaching process, teachers ask questions in time and let students explore actively, which can promote the development of students' autonomous learning. First of all, teachers should fully trust students and create a democratic and harmonious questioning environment for students in teaching. In teaching, we should treat students as the masters of learning, trust and respect them, and give them room to play freely. Every kind word, expectant eyes and loving smile of the teacher will encourage the students. Students' bold questioning and imagination are conducive to tapping their innovative consciousness. For example, after a self-study class, students may unconsciously discuss with each other and ask some questions. A classmate will point to the center, but most students are one-sided. At this time, teachers should not give evaluation, but should use encouragement to grasp the importance.
Secondly, we should be good at guiding, but most students don't know where to start wondering. Attention should be paid to guiding students' reasoning ability in teaching. We can use students' guidance and imitation. For example, when explaining Feeling Big Numbers, I designed a question: Xiaoming's father won 5 million in the lottery and he wanted to get it back from the bank. Can he put it back in a sack? The students immediately became interested in discussing the accumulated RMB 5 million. With strong interest, the students feel that there are many people.
How to Cultivate Students' Core Literacy in Primary Mathematics Teaching