The teaching task of primary school mathematics is to cultivate students' thinking ability while imparting knowledge. Thinking is always associated with problems, which are both the starting point and the driving force of thinking. The teaching process is a two-way thinking process between teachers and students. Teachers can further motivate students to actively participate in the teaching process by cultivating students' perception of mathematical problems, thus realizing students' main role in the teaching process.
Although in previous teaching, we paid more or less attention to cultivating students' "perception ability", but this never attracted our attention, while the new textbook of curriculum reform attaches great importance to helping students establish their initial perception ability of mathematical problems, and regards developing students' perception ability of mathematical problems as a basic goal of mathematics curriculum. It is embodied in the following aspects: in the recognition of numbers, let students understand the meaning of the numbers they have learned, use coloring, drawing and learning tools to represent numbers, ask students to express and exchange information with the numbers they know, and let students estimate the results of formulas in calculation to realize the rationality of the estimation method; Let the students choose the appropriate method when exploring the problem.
Let's talk about some strategies to cultivate students' perception of mathematical problems:
(A) combined with life examples, to establish the perception of mathematics.
1, contact with real life, and establish the ability to perceive mathematical problems in real life.
Primary school students have had some life experience and are full of curiosity about all kinds of things and phenomena around them. In teaching, teachers should start from students' life experience and be good at digging up the materials in life, so that students can find that mathematics is around and life is full of mathematics. Let students observe and understand things around them from a mathematical point of view, and express and communicate in mathematical language. For example, when learning the understanding of numbers within 10, when understanding "1-5", students are required to say what numbers express in real life. Students cite: 1 book, 2 birds, 3 trees, … Then the teacher can show 5 baskets of apples, 3 bunches of grapes, 4 bundles of sticks … Let students use numbers, and then the teacher can show a picture of students running, so that students can point out who runs first and who runs second can be represented by numbers …, so that students can understand that numbers can not only be represented.
2. Develop the ability to perceive mathematical problems in life.
Mathematics teaching should be close to students' life, make mathematics knowledge live and mathematize practical problems. The famous mathematician Paulia said: The best way to learn any knowledge is to discover it by yourself, because this kind of discovery is the deepest to understand and the easiest to grasp the internal laws, properties and connections. After teaching the understanding of "yuan, jiao and fen", teachers can design such a math activity class, the math problem in coins. Take 50 yuan, go to the market to buy food and prepare dinner today. In the game, the teacher provides some prices of meat and vegetables, and makes some students become shop assistants, while the rest of the students are free to form families. At this time, students should first open a menu according to their family's preferences. They should not overspend by estimating the total price of food, but also know how to shop around. Some students also know how to bargain in business. In such games, not only the students' sense of numbers is cultivated, but also their emotional intelligence is developed, which makes them feel that mathematics is an emotional and energetic thing.