First of all, make clear the arrangement intention of the course "Practice and Comprehensive Application"
For example, the first volume of grade four: 1 100 million? What is the purpose of arranging this section in the textbook?
Textbooks attach great importance to the cultivation of number sense in the concept teaching of number. Let the students understand the meaning of numbers and establish their digital consciousness through their perception and experience of specific numbers. However, because the number 1 100 million is too large, it is difficult for students to get an intuitive feeling by combining specific quantities. Therefore, after the "understanding of large numbers" unit, this comprehensive application is arranged, so that students can experience the process of guessing, experimenting, reasoning and comparing through inquiry activities, and fully feel the number of 654.38 billion by using imaginary materials.
Another example: the second volume of senior two: 46 pages: cut it.
This part of the textbook is based on the traditional Chinese folk handicraft "paper-cutting" and designs two relatively simple paper-cutting activities. Through this activity, on the one hand, we can cultivate students' practical ability, on the other hand, we can cultivate students' initial thinking ability in images and logical thinking ability in the process of exploring laws. This activity, mainly through students' hands-on cutting, cuts out regular graphics, deepens the understanding of graphic translation and rotation, and feels the joy of learning and success, thus improving the interest in learning. The textbook also puts forward some enlightening questions for students to make simple reasoning by observing the formation of graphics in the process of paper-cutting. In addition, the textbooks also leave room for students to create. Students can design other patterns by themselves, give full play to students' imagination and creativity, and initially cultivate students' innovative consciousness.
It can be seen that the arrangement intention of comprehensive practice course is to help students comprehensively use existing knowledge and experience through a series of activities, and to solve challenging and comprehensive problems closely related to life experience through independent exploration and cooperative exchange, so as to develop students' problem-solving ability, deepen their understanding of "number and algebra", "space and shape" and "statistics and probability" and realize the close relationship between each part.
Second, clear the characteristics of the curriculum standard of Practice and Comprehensive Application
In order to teach the practical comprehensive course well, we must also make clear the characteristics of the practical comprehensive course. So what are the characteristics of the course "Practice and Comprehensive Application"?
1. "Practice and comprehensive application" should emphasize exploration.
"Practice and comprehensive application" is essentially a problem-solving activity. In the process of solving problems, students need to think independently and explore independently. Teachers should respect students' autonomy, let students master thinking methods in exploration and cultivate students' innovative thinking. It can be seen that practical activities are not only simple activities, but also methods to cultivate students' problem-solving ability through activities. Is to let students learn and grow in activities.
2. Close contact with real life.
An important goal of "practice and comprehensive application" is to let students understand the connection between mathematics and the real world, and make it clear that mathematics comes from life, and life is full of mathematics and inseparable from mathematics. Mathematics and life are inseparable. So as to establish a correct view of mathematics.
3. Emphasize comprehensive application
Strengthen the connection of mathematics content and cultivate students' comprehensive application ability. It is another important goal of this part of learning activities. This comprehensiveness is mainly reflected in: in the learning space, it embodies the organic integration of classroom learning and extracurricular learning; In the learning content, it embodies the integration of nature, art, thinking, life and mathematics curriculum content; In the way of learning, it embodies the synthesis of practical learning, inquiry learning, cooperative learning and experiential learning.
4. Diversification of forms
The forms of "practice and comprehensive application" are diversified, such as small investigation, small production, small topic research, small games and so on. The activity of "practice and comprehensive application" can be carried out in the form of combining in and out of class. These activities can be done through classroom study or homework.
Third, make clear the teaching principle of "comprehensive practical course" in mathematics.
(1) practical principle, the implementation of a "dynamic" word (dynamic here also includes two meanings. One is physical exercise, that is, students personally participate in activities to understand, including hands-on, eye movement observation, etc. Second, the most important thing is to seriously think about the mathematical problems in the activity and put forward your own views and opinions. )
(2) The principle of autonomy embodies the word "exploration" (that is to say, to guide students to explore problems freely and actively, sometimes the teachers that students think of may not be able to think of them, so you should fully trust students and give them a chance, and they may give you a surprise. )
(3) the principle of fun, highlighting the word "fun" (let students experience fun in the process of activities. Interest generates interest, interest increases enthusiasm, enthusiasm promotes desire, and desire urges action. The selected content should conform to the knowledge and experience, interest characteristics and language expression ability of students at all stages. For example, junior students can choose "finding rules" and "assembling graphics", and middle and senior students can choose "dense shop problem" and "overlapping problem". )
(4) the principle of openness, advocating the word "freedom" (comprehensive learning and inquiry activities must be brand-new, open activities, including two aspects: first, the content is open, extending from class to extracurricular. The second is the openness of methods, and different students adopt different methods. )
⑤ Cooperation principle; Inquiry activities are inseparable from mutual cooperation among students. In the process of cooperative inquiry, team members have a clear division of labor and full cooperation. For example, when students design the "go on road trip" scheme, they adopt the learning mode of group cooperation and inquiry. Each group member goes to different travel companies to investigate relevant information, then reports and exchanges, and finally integrates all the information to design the best scheme. This strengthens the cooperation and interaction between teachers and students and students, produces * * * effect and realizes * * * common development.
In a word, the comprehensive practical course of mathematics is to let students "do mathematics". The key lies in "reality", the form must be "lively" and "dynamic", and the activities must have a foundation (based on teaching materials), "lively" without chaos, "lively" with wisdom, and "lively" with reality. Strive for "dynamic" order, "dynamic" guidance, "dynamic" harvest.