First, let children know the basic structure and relationship of adjacent numbers.
1, starting from the whole, let children understand the shallow meaning of the adjacent numbers in the sequence 1 to 10.
First, explain the concept of neighborhood in children's language. "Liu Ming, who is sitting next to you?" Liu Xiaoting! "Why are you sitting with her?" "I like her." "Oh, she is your good friend, right? Our children like to sit with their good friends. Does the digital doll have good friends? "
The teacher shows 10 digital dolls (which can be made into finger pairs), and asks children to arrange them in order from small to large and explain why they are so arranged, so as to review the relationship between 10 and 1. The teacher manipulated finger 2 and imitated it. "I am No.2, and my good friends are 1 in front and 3/in the back." Manipulate finger 3, "I am the number 3, and my good friends are the front 2 and the back 4."
Similarly, manipulate the finger lovers 4, and then guide the children to find the rules. "Let's see who has discovered this little secret and can find a good friend with the number 5." Let the children operate their fingers themselves to stimulate their enthusiasm for finding. In this way, according to the order in the sequence, the child infers that the best friends of 5 are the front 4 and the back 6. By analogy, children know that in the series, a number's good friends are the two numbers before and after it.
2, starting from the individual, find out the regularity.
"Who is your best friend?" "1 and 3" "Why are 1 and 3 good friends of 2?" "Because 1 comes before 2 and 3 comes after 2." Then why is 1 ahead of 2? "Oh, the teacher found a secret. A number of 1 less than 2 is a good friend of 2.
Is it the same with 3' s good friends? "Guide children to discover and verify that 1 a number less than 3 is a good friend of 3. Then, prove the good friends of 4, 5, 6, 7, 8 and 9 one by one.
3. Guide children to put the law of individual verification back into the whole and draw a conclusion.
Just now, we all know that 2' s good friend is 1, one more than 2; 3' s best friend is 1, which is one more than 3 ... So how to explain this little secret we found in one sentence?
Guide children to say a number of good friends, one less than it, one more. In this process of guiding discovery, children's reaction and reasoning ability are not very good, and teachers need great patience. Because of this foundation, children will learn faster and faster.
Second, on the basis of children's understanding of neighbors, learn step by step.
Learn the numbers within 5 and adjacent numbers first. Practice and consolidate through various forms of games. The difficulty of the game can be gradually increased. For example, "Two friends come together" is put on the child's head, and one child says, "I am the number X, and my two friends come together." His two digital friends quickly stood beside him.
After you are familiar with this game, you can play the game of "finding friends", that is, a digital doll looks for his two friends. You can also look at the pictures and practice: number the houses and line up the animals. After the child is proficient, he can ask the teacher and answer the teacher: "Children, let me ask you, who are X's good friends?" "Teacher X, I tell you that X's good friends are X and X." Although this form is very old, children have always liked it.
Third, practice in the opposite direction
Children can practice in the opposite direction after they are familiar with neighbors. For example, 1 and 3 have the same friend. Whose good friends are 1 and 3. Exercise children's logical thinking and let them "change quickly". "
Fourth, according to the relationship between adjacent numbers, children can find out the adjacent numbers of 6-9 by their own reasoning.
After learning odd and even numbers, let the children extend their understanding of adjacent numbers.
For example, 2 is an even number, 2 best friends are 1 and 3, and 1 and 3 are singular; 3 is singular, 3' s best friends are 2 and 4, and 2 and 4 are even. Such arguments come to the same conclusion: odd friends are even, and even friends are odd.
In this way, children not only master the basic structure and meaning of adjacent numbers, but also extend to the understanding of single and even numbers. It embodies the characteristics of mutual connection of mathematical knowledge.
Therefore, in the process of mathematics teaching, children should not be taught some scattered knowledge artificially and in isolation, but should be organically combined with the whole and scattered, so that children can deeply understand the relationship between mathematics and physics. Only in this way can the adaptability of children's mathematical knowledge be strong and their reasoning ability be developed.