For example, for junior high school students and senior high school students, it is a good teaching method to start with concepts and then build a building of concepts and methods through mathematical reasoning, which can connect knowledge logically. But in the lower grades of primary school students, it is not so easy to use. Most students get stuck at the first step.
We usually say that we should use their way of thinking and teach our children lively and interesting, but because we don't understand the meaning behind these words, we are eager to do so when we see that we are teaching our children with adult ideas and teaching methods, which is contradictory.
Because of the relationship between age and brain development, most people can't draw abstract concepts for the time being, and it is even more impossible for primary school students in grade one or two to draw abstract quantitative relations directly.
For example.
Now my problem is that there are three plates. There are five apples in each plate and two apples outside the plate. How many apples are there in a box? Children who can do it will know: 3*5+2= 17 apples. But children who can do this problem may not necessarily do the following problem. The children from Grade Two 1 class came to line up, with three rows of five students in each row, and two students didn't come. * * * How many children are there?
There is almost no difference between these two problems in the eyes of adults, but there is a difference in the eyes of children. Where does this difference come from? Let's elaborate on it.
Adults look at these two problems, take off the coat of specific situations directly, see the quantitative relationship among them, and turn this problem into an algorithm problem without considering too many practical meanings and situations. Children are different. What they read is not quantitative relations, but a situation, a scene, a process and a state. That is, when he was reading this question, he recreated the scene in his mind, and then he tried to describe it mathematically. To complete the operation process.
If parents understand this truth, then many things must be understood.
For example, a first-grade child can work out a series of application problems without learning multiplication: how much is a pack of biscuits 8 yuan and three packs of biscuits? The most direct way is to take three small packets of snacks and let the children know that there is a pack of 8 yuan. Three guarantees means adding up the money in each bag. It is more effective than drawing on paper, especially for children with weak deductive ability.
But the more fundamental solution must be reading, reading a lot, starting with picture book stories with pictures. Children who have not read enough since childhood and lack in-depth communication with their parents have weak language understanding ability.
Many children are brought up by the elderly, and parents hardly participate in parenting. What children hear every day is mostly the care and nagging of the elderly: Have you eaten? Drink some water, whether it is hot or not, whether it is cold or not ... There are few questions and discussions that cause children to think deeply, which also makes children have the habit of not thinking since childhood. When I get to primary school, I want to give up or ask the teacher's parents directly if I can't do it once.
Children in Grade One and Grade Two need to write units for application problems. What school teachers often teach children is: how many words are followed by units, so that some children can often guess the correct units according to the requirements, and at the same time, they will make a lot of jokes, because not every number has a corresponding unit. In fact, if children can read the topic, they can fully understand which word is the unit of the result obtained by the formula.
So, what can we do to help children increase their literacy, improve their reading comprehension and mathematical language conversion?
Choose a picture that combines graphics and text.
Ben, listen to the story and understand the words.
At present, children's thinking process often depends on concrete appearances, and it is difficult to understand things that are abstract or rarely related to daily experience. Parents should pay attention to whether the content is concrete, vivid and close to life when choosing children's books. Among them, a picture book with strong story, real life and one or two simple descriptions is a better choice.
In addition, at this stage, children's thinking is still very dependent and imitative, and their ability to think independently and flexibly is poor. When children start reading, parents can read to them word by word, and at the same time guide them to pay attention to the font of each word with finger movements, and read the pronunciation of each word at the same time.
In this way, children can learn to match the sounds they hear with the glyphs they see while listening to stories. In future reading, children can have a certain affinity for the same word in different language environments, thus deepening and enriching their understanding of words.