Mathematics teaching process should be closely linked with students' real life. Starting from students' life experience and existing knowledge, we should create vivid and interesting situations, which is conducive to students' independent learning and cooperative communication, so that students can feel, experience and explore in vivid, concrete and realistic situations. When I was teaching the second book "Divide Apples" in grade two, I introduced it by telling the story of Kong Rong letting pears. Because junior students are young, listening to stories is what children are most interested in. I will make use of this characteristic of students to make them feel the modesty and comity contained in the story, and respect the old and love the young. At the same time, it also laid a good foundation for the introduction of "dividing apples" teaching, and students' learning enthusiasm was also mobilized.
Second, the design of mathematical practice activities should have "traditional" characteristics.
Practical activity teaching refers to a new teaching concept and form, which takes direct experience and comprehensive information as the main content and educational, creative, practical and operational student-centered activities as the main form, and encourages students to actively participate, think, explore and create, so as to promote the improvement of students' comprehensive quality. Since the implementation of the new curriculum, more and more attention has been paid to students' personal experience in teaching, and the role of mathematical activities in improving students' mathematical application ability is self-evident. I also found that ingenious design will also be an opportunity to educate students in traditional culture. "Large Numbers in Life" is the content of Unit 3 in the second volume of Grade Two of Beijing Normal University. In this unit "Dial a Dial", students have a systematic understanding of counters. But for abacus, a computing tool, students are still relatively unfamiliar. The textbook only briefly introduces the age of abacus calculation and the calculation method of abacus simple expression. But I think, as a tool invented in ancient times and still in use today, it is necessary for students to conduct extensive and in-depth exploration. So, I asked my classmates to use their spare time to collect the knowledge related to abacus, an ancient calculation tool, and mainly solved the following problems: 1, the emergence of abacus, its development, its structure, and how to make simple calculations with abacus. Through investigation, students not only know that the abacus is a calculator invented by China in ancient times, but also enjoys the reputation of "the fifth greatest invention" in China. Through practical activities, students have a deeper understanding of this ancient computing tool, enriched traditional cultural knowledge and fully felt the wisdom of ancient working people.
Third, use "traditional" culture to consolidate exercises.
Traditional culture is closely related to mathematical knowledge. In teaching, fully excavating the mathematical knowledge contained in traditional culture and applying it to all teaching links will certainly get a very effective auxiliary role. Especially in the consolidation practice, the infiltration of traditional culture will produce many unexpected effects. The first volume of Senior One contains the teaching content of "Understanding from 1 to 10". This content may have been contacted by senior one students for a long time, but they have not learned much. We must also organize teaching according to the syllabus. In intensive exercises, we can use the poem "Go to two or three miles".