First, introduce the old law into the new law.
Many concepts in mathematics are intrinsically related to old knowledge, so teachers should guide students to make full use of old knowledge and learn new concepts from it. This not only summarizes the old knowledge, but also learns new concepts, which is conducive to intensive reading and more practice. For example, when teaching the concept of "the basic nature of ratio", we should first review and consolidate the basic nature of division and fraction we have learned before. Let the students understand that "divisor and divisor expand or shrink the same number (except zero) at the same time, and the numerator and denominator of the fraction are multiplied or divided by the same number (except zero) at the same time, and the quotient (fractional value) obtained remains unchanged." From these two properties, students can draw the following conclusion: "The basic property of the ratio is that the former and latter items of the ratio expand (or contract) at the same time by the same multiple (except zero), and the ratio remains unchanged." Thus, we can master new concepts while reviewing and consolidating the concepts we have learned, and use and master new knowledge flexibly in our study.
Second, the intuitive introduction method
Perception is the primary stage of cognitive process, and the perceptual materials accumulated by perception are the basis of rational cognition. Without enough perceptual materials, thinking can't be carried out. It is helpful for the formation of concept teaching to let students form full representations with the help of intuitive functions. The intuitive introduction method is suitable for concepts such as geometric shape, integer and fraction. Mathematical concepts are not isolated, but have various connections, such as adjacency, opposition, juxtaposition and so on. Especially in senior high school, with the continuous expansion of knowledge and increasing concepts, the way of thinking has changed from image thinking to logical thinking, but this abstract logical thinking still depends on the concrete image or representation of things to a great extent. For example, when teaching the concepts of edge and surface in a unit of cuboid and cube, it is difficult for teachers to make it clear, and it is difficult for students to understand and master it only from books. As long as students are shown a cuboid, they can clearly see that an edge is the edge where two faces intersect. A cuboid has several faces, each of which is a rectangle (or two opposite faces may be squares), thus establishing a correct, rigorous and complete concept of edges and faces for students, which not only stimulates students' interest in learning, but also mobilizes their enthusiasm for learning.
Third, the difference and comparison method
In primary school mathematics, some concepts have similar meanings, but their essential attributes are different. Such concepts are easily confused by students, so we must compare them to avoid mutual interference. When comparing, it is mainly to find out their similarities and differences, so that students can see the internal relations of the compared objects and their differences, and make the concepts they have learned clearer. For example, in the chapters of "Bi" and "Proportion", it is difficult for students to understand the basic nature of "Bi" and "Proportion" and it is easy to be confused. In order to help students understand and master these two concepts, in classroom teaching, teachers can adopt the teaching method of distinction and comparison, and start with the concepts of "ratio" and "proportion" to understand the division of two numbers, that is, the ratio of these two numbers and the operational relationship between them. "Proportion" is the equal relationship between the two "ratios". "Ratio" is composed of two numbers, while proportion is an equation composed of four numbers. For example, 2: 3 and 3: 7 = 9: 2 1, the former is the ratio and the latter is the ratio. In this way, students can understand the basic nature of the ratio, that is, "the two terms before and after the ratio expand or shrink by the same multiple (except zero)", and then understand that "in the ratio, the product of two internal terms is equal to the product of two external terms", which makes the basic nature of this ratio easy. For another example, this method can also be used in the teaching of "prime numbers" and "coprime numbers". Prime number refers to the number of divisors, and prime number refers to the conclusion of a certain number (natural number). That is, the divisor of a number is only 1 and itself, and this number is a prime number. The common divisor of two numbers is only 1. These two numbers are called prime numbers. In contrast, students will not confuse the two.
Fourth, the situational introduction method
Marx once said: "Passion and enthusiasm are the essential forces for people to strongly pursue their own objects." Therefore, in classroom teaching, teachers should pay attention to using specific examples to stimulate students' thirst for knowledge and create a happy learning situation for students. For example, when teaching "the understanding of circle", we can do this: "Students, what are the wheels we usually see?" Students will definitely answer: "They are all round." "Is Fang all right?" "How is that possible? How can a square roll? " "Is that all right?" The teacher casually drew an ellipse on the blackboard and asked. "No, it was a terrible bump." The teacher asked again, "Why is it round?" When the students were thinking actively, the teacher revealed the topic: in this class, we will learn the method to solve this problem. Writing on the blackboard at the same time: the understanding of circle. Such a stone stirs up a thousand waves, and in just a few words, it mobilizes students' motivation to actively explore knowledge and their learning mood, so that students can enter the best learning state as soon as they attend class, thus achieving the effect of getting twice the result with half the effort.
Introduction method of verb (abbreviation of verb) calculation
Some concepts are closely related to calculation. So the concept can be introduced by calculation. For example, by calculating11÷ 3,41÷ 33,55 ÷ 6, etc. It is found that the remainder and quotient appear repeatedly, and then the concept of cyclic decimal is introduced. Another example is to introduce the concepts of dividend, divisor, quotient and remainder by calculating 19 ÷ 7; Another example is to introduce the concept of pi by calculating the ratio of circumference to diameter.
In a word, there are various teaching methods of mathematical concepts in primary schools. As long as teachers can teach students methods in teaching, they can not only teach students knowledge, but also cultivate their thinking ability and comprehensively improve the quality of mathematics teaching.