There are many contents about figures and spaces in this textbook, especially cuboids and cubes, which are difficult. In addition, students of this age group have limited spatial imagination, so they need some representation support when learning these contents. I remember the teacher said, "Students must make cuboids and cubes by themselves, let them feel the characteristics of cuboids and cubes, and lay the foundation for learning the surface areas of cuboids and cubes below." In fact, I was ready to teach cuboids and cubes that day. I have been using courseware to show students intuitively. But I still think Mr. Jin's suggestion is very reasonable. To this end, I asked the students to go home to do it the next day. Very effective. Through students' personal experience, we can provide representational support for students' learning activities.
2. Arrange mathematics culture according to the teaching content to expand students' horizons.
Stimulate students' curiosity with mathematical culture, arouse students' thinking about mathematics, broaden their horizons and strengthen their confidence in learning mathematics well. "You know what? The column "Mathematics in Life" introduces the concepts of perfect numbers and prime numbers, the application of odd numbers and even numbers in daily life, Goldbach conjecture and so on. , expanding students' horizons and stimulating students' interest in learning mathematics.
3. Respect students' personality and encourage diversification of problem-solving strategies.
Curriculum standards require that teaching "content should be presented in different ways to meet diverse learning needs." Following this educational idea, different expressions are adopted in the compilation of teaching materials to encourage students to think about the same problem from different angles.