The thinking of junior students is in the stage of concrete image thinking, and mathematics is highly abstract, so

How to promote the transition from students' thinking in images to abstract thinking in the teaching process? In my opinion, teachers should pay attention to using rich perceptual materials to draw out mathematical problems from things familiar to students. Through intuitive teaching, students' logical thinking ability can be cultivated.

For example, when teaching "understanding of addition", I first show the picture of "two children jumping rubber bands", and then demonstrate "another child is coming" and ask, "How many children are jumping rubber bands?" Then draw a big circle. Then, ask the students to demonstrate their gestures and dictate their meanings. In this way, students intuitively perceive that the sum of "two children and one child" is "three children" and should be calculated by addition. At this point, the students initially made it clear that "the two parts are combined to get the sum, and the addition calculation is applied". Then let the students talk about the meaning of "2+ 1=3" and let them analyze the information they get, that is, "3 consists of two parts, one of which is 2, which means the original two children; The other part is 1, which means another child has come. 2 is part of 3, and 1 is another part of 3. " In this way, students not only solve the quantitative relationship of addition, but also lay the foundation for the next step of learning subtraction.

Second, through practical operation, stimulate students' thinking

Hands-on operation is an effective means to develop pupils' thinking. Therefore, through intuitive operation, make

Students' multiple senses participate in teaching practice, so that students can think in operation and operate in thinking.

For example, when teaching "carry addition within 20", I asked students to prepare a digital cylinder in advance.

Put small sticks in it. First, put 9 sticks in each bucket and take 2 sticks in your hand. Then ask the question: "How many sticks can you take out of your hand to make 9 sticks 10?" Students will think, "1 and 9 make up 10, take 1 stick from your hand and put it in a bit tube." Then he asked, "When the number of digital cylinders is 10, which one should be put into the digital cylinder?" 2 pieces, take out 1 and 9 pieces to make 10 pieces. How many sticks are left? Which one should be put in the digital cylinder? " In this way, students can use their hands and brains to think and master how to calculate the carry addition within 20 by the method of "adding ten". Finally, I also ask students to describe the thinking process in language to promote the internalization of new knowledge. In this way, by mobilizing the enthusiasm of students' thinking activities, guiding them to use their brains, talk and use their brains, and actively acquire knowledge, it is conducive to cultivating students' thinking ability.

Third, train language expression and develop students' thinking.

Let students think methodically and reasonably, and describe the thinking process, which can not only exercise students' ability.

Oral expression ability is more important to the development of students' logical thinking ability. Therefore, in the teaching process, in addition to using intuitive demonstrations and organizing students' operations, it is also necessary to pay attention to the training of students' thinking order, so that students can tell the thinking process of using intuition and operation in their own language.