First, help students form concepts through intuitive demonstrations.
When concepts appear in teaching, we should pay attention to operational observation and gradually cultivate students' abstract generalization ability. If we can make teaching full of colors in classroom teaching, then we will initially have perceptual materials, which are to impart knowledge, develop intelligence and cultivate skills, so that students can easily accept and master them. Practice has proved that abstract knowledge can be visualized and easily accepted by students with the help of intuitive demonstration teaching.
For example, when teaching the area of a parallelogram, the teacher can ask each student in the class to cut out a parallelogram with cardboard, and let the students cut it by hand in class to see if they can turn the parallelogram into a figure I have learned before. Students began to draw while thinking. Finally, they found that they could make a height along a vertex of the parallelogram, then divide the parallelogram into a triangle and a figure along the height, and then translate the triangle to the other side to make a rectangle. The area of this rectangle is equal to the area of the original parallelogram, the length of the rectangle is the bottom of the original parallelogram, and the width is the height of the original parallelogram. The area of a rectangle is equal to the length times the width, so the area of a parallelogram is the base times the height. In this way, we can think while doing, help thinking with operation, guide operation with operation, master the process of parallelogram area formula through hands-on operation, and internalize knowledge.
For another example, in the initial understanding of teaching scores, it is necessary to compare scores with the same denominator. If the teacher explains the truth blindly, the students may not understand. If rectangular pieces of paper with the same size are used, color their 1|3 and 2|3 separately, and then align the two pieces of paper up and down. By comparison, students can easily draw the conclusion that 1|3 and 2|3 are bigger and smaller.
Strengthen demonstration and practical operation, and let students participate in the process of knowledge formation.
Teachers demonstrate and operate the basic knowledge of mathematics through intuitive media, making it popular, visual and concrete, and allowing students to understand the process of knowledge formation through "pendulum, number, ratio, sight, drawing, thinking and calculation", thus encouraging students' hands, ears, eyes and brain to participate in cognitive activities, strengthening the cognitive process and enhancing their understanding and memory ability, which can obviously improve classroom efficiency.
1. Strengthening practical operation helps students to disperse their thinking and concentrate easily. The creation of the scene is just right, which not only reveals contradictions, but also attracts students, and also induces students' interest in learning mathematics, resulting in the effect of entertaining. For example, when teaching "the volume of a cylinder", the following questions are raised: A What method is used to derive the volume formula of a cylinder? How to transform a cylinder into a long cylinder, and what has changed? What hasn't changed? Then let the students take out the prepared cylindrical radish and guide them to cut things, spell words and think about problems according to the textbook. If they fail, try again and again, divide the class into several groups for them to explore, discuss and summarize in the groups, and finally answer the second question above. Students have had personal cutting and spelling, personal experiences and heated debates. * * * With the exploration of the internal relationship between cuboid and cylinder, the initial changes are volume, bottom area and height, while the changes are lateral area surface area and bottom perimeter. Not only that, the surface area that students can easily increase is the area of the left and right sides of a cuboid, which is twice the product of the radius and height of the cylinder bottom. In this way, abstract teaching problems are concrete, which is convenient for students to observe and analyze, conforms to children's cognitive laws, stimulates students' desire for knowledge, and develops students' thinking in a relaxed and happy way. Strengthening practical operation is helpful to develop students' imagination and creativity. Strengthening operation is not only convenient for students to understand mathematical concepts, calculation methods and reasoning, but also conducive to giving full play to students' imagination and creativity, so that students can actively participate in the whole process of learning. For example, when teaching "Preliminary Understanding of Fractions", it is required to divide a rectangular piece of paper into four parts on average. How many ways are there? Students can speak quickly through practical operation. For another example, when teaching "Understanding Graphics", you can spell out various graphics with triangles, cylinders, rectangles and squares for students to imagine. What do these numbers look like? Ask the students to tell each other what they are assembling. This not only deepens students' understanding of graphics, but also develops their imagination. Of course, in daily life, teachers' demonstration operation and students' actual operation run through the whole teaching activity. Especially junior high school mathematics, some of them are operated from a few steps to a few steps. Its purpose is to train students' practical ability and let them know the whole process of learning, because it fully conforms to the psychological law that primary school students gradually overthink from abstract thinking to logical thinking.
Second, pay attention to the guidance of operation methods.
"Moving" is a child's nature, and every child is full of "moving" nature, but if the teacher's guidance is ignored, the students' operation will become blind. You won't draw a conclusion, thus losing the meaning of hands-on operation. The concepts, skills and mathematical thinking methods of primary school students' Guxue are obtained by observing, comparing and analyzing multi-sensory materials with the help of operational activities. As an educator said, "it only happens at people's fingertips." It can be seen that operation is also a learning method that can affect the effect of mathematics learning and promote reinforcement. Only the correct operation can show the efficacy of the operation, and the correct operation of students comes from the guidance of teachers who attach importance to the operation methods. Because of the teaching content and the characteristics of students, teachers can choose a variety of ways to understand. For example, teachers can operate demonstration methods, and students can also demonstrate. In the process of demonstration, we should cultivate students' observation ability and guide the focus, method and order of observation. It can also be grouped in the whole class, so that each student can cooperate and guide each other in his own group and use the collective strength to operate, discuss and analyze. The third is to use multimedia simulation to guide the operation, intuitive and dynamic, audio and video combination, and high communication efficiency. Therefore, the use of multimedia simulation operation is more vivid than the teacher's demonstration by other means. If combined with students' actual operation, it can help students master the operation methods correctly and form operation skills, which can get twice the result with half the effort. For example, in the teaching of angle measurement, we can demonstrate the operation method of angle measurement (including the placement of protractor and how to read the scale, etc. With the help of multimedia, it is more clear and intuitive than the operation demonstration of teachers and students.
From the perspective of students' cognitive level, teachers should also handle the relationship between autonomous operation and operational guidance. Influenced by the existing knowledge base and practical ability, junior students need the guidance of teachers and peers. For example, when I teach one-digit division and two-digit division, when 42 is divided by 3, I divide the students into groups of five, and prepare 42 for each group, and tie one for each 10, that is, four bundles of two, which is more intuitive for students to operate. The teacher can demonstrate that 42 is divided by 3 while explaining, that is, 42 sticks are divided into 3 parts on average. How much is each part? Divide it into three bundles, each bundle is 1 (10), that is, 30 divided by 3 equals 10, and the remaining bundle is 0.2, that is, 12, and then divide 12 into three equal parts, each of which is/kloc. In this way, the problem is divided into three steps for oral calculation, and then the students in the group cooperate with each other. Thirdly, teachers can give guidance. After the students cooperate, they not only quickly master the method of oral division, but also understand the significance of oral division and know arithmetic. However, with the growth of age and the accumulation of knowledge, students also have the ability to operate independently, so students can try to operate independently first, and then analyze and discuss, which is more helpful to play the main role of students.
Mathematics teaching focuses on cultivating students' interest. With interest, students will be willing to go into the classroom to taste the interest in learning mathematics, and they will have the desire to show their self-ability. As a teacher, in teaching, we should strive to create opportunities for students to operate effectively, arouse their enthusiasm for learning, cultivate good study habits, teach students the methods they need, and let them master the ability of collecting, processing and utilizing information. Intuitive operation can better reflect students' main role, which is more conducive to stimulating students' interest in learning and cultivating students' independent consciousness and innovative ability.