First, the connotation and significance of mathematical practice activity class
Mathematics practical activity class is a new curriculum form, which aims to solve a practical mathematics problem and stimulate students' mathematical thinking under the guidance of teachers. It is the extension and development of mathematics teaching and the sublimation process of students' understanding and application of basic mathematics knowledge and skills. In this process, we always carry out the concept of respecting students' interests, hobbies and needs, give full play to students' subjectivity, pay attention to cultivating students' exploration spirit, cooperation consciousness and practical ability, and let students freely stretch their bodies and minds in practical activities. It takes students' life and practical problems as the carrier and background, focuses on promoting students' independent and harmonious development, takes students' direct experience and latest information as the main content, takes students' independent exploration and special research as the basic form, and takes cultivating students' independent thinking and problem-solving ability as the main task. Therefore, it has the characteristics of strong life, practicality, research, participation and openness.
As a new teaching mode, mathematics practical activity class has changed the old method characterized by knowledge memory in traditional teaching, and allowed students to understand, master and apply mathematics in the process of solving specific problems and exploring mathematics itself, and to actively acquire mathematical knowledge and gain direct experience.
Specifically, its role is manifested in the following aspects:
1. Students observe, analyze and solve problems in real daily life by using mathematical thinking mode in activities, which is conducive to improving their ability to find mathematical problems from surrounding situations and solve problems by using what they have learned, and cultivating their mathematical consciousness and exploration spirit. At the same time, they can use their knowledge and methods to solve simple practical problems in their activities, gain some preliminary experience in mathematics activities, basic thinking methods and necessary application skills, understand the close relationship between mathematics and nature and human society, appreciate the value of mathematics, feel the role of mathematics in daily life, and enhance their understanding and confidence in applied mathematics. Moreover, because students have greater initiative and enthusiasm in these activities, communicate with each other and consult each other, everyone's creativity, scientific interest and personality differences have been clearly demonstrated, which is conducive to teachers teaching students in accordance with their aptitude.
2. Promoting the expansion, deepening and consolidation of knowledge in the classroom is conducive to broadening students' understanding scope and improving students' self-study ability and practical ability. Many questions encountered in the activity were not answered in the textbook. Such as: skillfully using the remainder to solve practical problems, how to buy the most economical; Calculate the floor area and construction area of the teaching building; Design a plan for a spring outing or an autumn outing, etc. Faced with these problems, students are eager to solve these problems and urge them to collect information and materials through various channels and forms. In the process of processing and analyzing these information and materials, students' self-study ability and practical ability have been improved, laying the foundation for their lifelong learning.
3. Promoting cooperation, communication and competition among students is conducive to improving students' expressive ability and promoting all-round development. In mathematics practice, every student has the opportunity to express himself and observe others. Have their own chances of success, but also have their own failures in front of everyone; When there is an argument, there is also a time to overthrow yourself and admit others. When students think they have successfully solved a problem, they will try their best to describe and demonstrate their methods and viewpoints to the rest of the students in an orderly way, which undoubtedly improves their expression ability. At the same time, in the process of activities, mutual communication and competition among students can make them realize how to treat themselves and others correctly; Treating truth and honor is very beneficial to the all-round and harmonious development of students' psychology.
Second, the basic operating procedures of mathematical practice activity class
Mathematical practice is an exploratory problem-solving activity with students as the main body. It is by no means a simple form of outdoor activities. It can be manifested in the exploration of managers in the classroom, the combination inside and outside the classroom, and the investigation activities completely exposed to the social environment. But no matter what kind of activity, from a certain point of view, it is a kind of research learning activity. Students have experienced a complete process of collecting information, processing information and drawing conclusions. In the process of learning, students have certain autonomy, and the choice of strategies from asking questions to solving problems is made by students themselves. Generally speaking, the basic operation procedure of mathematical practice activity class is: determining the subject-agreeing on the activity plan-demonstrating the activity plan-summarizing and evaluating. The author tries to take the practical activity class "Let's go for an autumn outing" in primary school mathematics as an example to elaborate.
1, determine the theme
Mathematics learning must be an active process, and every teacher must create a situation that encourages students to explore and let students actively participate in practical activities. So at the beginning of the class, the teacher introduced the dialogue, and the classroom atmosphere was extremely relaxed and happy. "Autumn is here, all kinds of flowers are in full bloom on campus, and the weather is particularly sunny. What is your greatest wish in such a good season? " When a student suggested organizing an autumn outing for the fourth grade, the teacher guided him: "Autumn outing is very meaningful, but there are many classes and people in the whole fourth grade." To organize such an activity, you need to plan well and make some preparations. Do you want to make a small plan and design an autumn outing plan yourself? " Then, the teacher opened the topic: autumn outing. In this way, this practical activity has a direction.
2. Agree on the programme of activities
This link is to clarify the purpose of practical activities and agree on the procedures of practical activities. The teacher asked the students to discuss and determine the preparation before the activity according to the existing experience. "Think back to several spring outing activities I have experienced, and think about what aspects should I consider if I want to organize such a large-scale autumn outing?" The students expressed their opinions one after another, and their enthusiasm was extremely high. First of all, teachers and students determined the location of the autumn tour through communication-Suzhou Amusement Park. Secondly, teachers guide students to sort out and summarize many questions raised. Finally, under the guidance of the teacher, students determine the problems that need to be solved before the activity through discussion and exchange, and determine the procedures of this practical activity. (1) Formulating a car rental scheme; (2) Choose a ticket purchase scheme; (3) Suggest a play plan.
3. Demonstration activity plan
In this link, teachers create problem situations that are conducive to students' exploration and discussion, and provide some research materials and information that are conducive to students' exploration and discovery, so that students can participate in activities with a positive attitude and fully verify their own autumn outing activities.
(1) Demonstrate the number of rented vehicles and the rental fee.
Multimedia provides information: the number of fourth-grade students in Luoshe Town Central Primary School is 40 1, and there are 24 teachers. Each car can take up to 45 people, and each car is chartered in 500 yuan. The students quickly listed the formula: (40 1+24)÷45=9 (vehicle) ... 20 (person). The teacher asked how many cars to rent, and most students said 10, but a few students objected, on the grounds that the last car only had 20 people, and it was too wasteful to ask for 500 yuan. At this time, the teacher took advantage of the trend to guide: "from the perspective of thrift, 20 people rent a car, and there are too many vacancies, which is too wasteful." So, do you have any good solutions? " The students began to discuss in succession. Some students suggested that "these 20 people crowded into other cars." However, some students immediately objected that such a practice was "overloading passenger cars, violating traffic regulations and unsafe." At this time, some students suggested that they could rent a car. This can not only solve the problem of redundant personnel riding, but also not waste. After discussion, we finally reached an agreement to rent a car. The teacher then provided another message: Rent a car to 300 yuan. So the cost of renting a car is also solved. Invisible middle school students have learned the strategies to solve practical problems flexibly in real life.
(2) Demonstrate the ticket purchase scheme.
First, let the students imitate the role of ticket buyers and ask for relevant information: according to the relevant content provided in the information, ask the simulated ticket buyers questions in the form of free questions and answers. What do you mean by "group ticket" and "over 30"? Secondly, let the students discuss how to buy tickets more reasonably, and then calculate how much it will cost. Finally, choose the best scheme in the group and state your own views. When the students listed various schemes, the teacher inspired comparison: "There seems to be more than one scheme for purchasing tickets, so how should a fourth-grade teacher choose?" Can you give me some advice? "In the process of expressing their opinions, students are encouraged to choose the best scheme. that is
40 1 students buy group tickets 40 1× 30= 12030 (yuan); 24 Teachers buy adult tickets 24×60= 1440 (yuan). Finally, the teacher asked the students to talk about the fees that each student should pay for this autumn outing.
(3) Demonstration and play plan
The teacher provided the students with the price list of some scenic spots in Suzhou amusement park. "Refer to the price list provided and make a decision according to your hobbies: If you go, how much are you going to ask your parents? How to arrange the money? " When the students talked about their play plans in groups, the teacher asked for more flexibility and openness: "If you only bring 20 yuan money, how many projects do you think you can play at most?" ? What are they? How many projects can you play at least? What are they? How many projects? On this basis, the teacher evaluation incentive: "According to the personal play plan design, judge which students in the group spend more reasonably, so as to save and enjoy themselves. "
The demonstration program emphasizes that students should take the initiative to acquire knowledge, find problems and study problems. It is not only to let students use the existing knowledge to solve problems, but also to stimulate students' creative potential in the process of seeking to solve problems.
4, summary evaluation
The summary of math activity class includes process summary, result analysis, communication and even defense activities. Pay attention to students' reflection on the gains and losses in exploration and practice. Such as: "What have I learned", "What methods have I mastered", "My gains and losses in practical activities" and "How am I going to improve". So, the teacher asked this question: "National Day is coming, quietly design a family outing plan to surprise your family." Let the students leave the classroom with questions.
Because of the characteristics of mathematics practical activity class, its evaluation criteria and methods are different from those of conventional learning. It should be based on students' existing knowledge and ability, not on the level of scientific development. When evaluating, we should not only evaluate the results of students' practical activities, but also evaluate the changes and development of students in the process of mathematical practice activities; We should not only evaluate students' level of learning mathematics, but also evaluate their emotions and attitudes in the learning process.
Third, the problems that should be paid attention to in the mathematics practical activity class
1, to avoid the math practice class becoming extracurricular activities and math activity classes.
Extracurricular activities are "the general name of various educational activities that students voluntarily participate in outside the scope of the syllabus", which does not belong to the scope of the curriculum. Mathematics activity class focuses on cultivating students' thinking quality, with the primary goal of developing students' personality elements. Although the breadth and depth of its content are hierarchical with the increase of grade, these contents are uncertain and are flexibly arranged by teachers according to the age of students. Its forms are also varied, including math games, math lectures, math wall newspapers and so on. However, mathematics practical activity class is different from extracurricular activities and mathematics activity class. Its design and implementation have certain norms, and the teaching process is strictly implemented according to this norm. It involves a wider range of fields, pays attention to the relationship between man and nature and between man and society from the perspective of mathematics, and is mainly based on the mathematical knowledge learned by students, so that students can understand, apply, develop and master mathematics in practical activities and real life.
Therefore, teachers should correctly understand this point and avoid turning mathematical practice into extracurricular activities and math activity classes.
2. Correctly handle the relationship between teachers and students in mathematical practice.
Primary school students are willing to take the initiative and take an active part because of their life, practicality, research, participation and openness. They are always in a dynamic activity through their hands, brains and mouths. At the same time, through their own independent exploration and cooperative research experience, they can increase their knowledge, cultivate their ability and develop their personality, instead of being passively instilled by teachers. Therefore, students are the protagonists of mathematics activity classes and occupy the main position. However, their learning activities are inseparable from the careful guidance and help of teachers. Teachers' timely guidance, organization and help are very important for their learning activities. At this time, teachers played an auxiliary role and occupied a dominant position. Therefore, in the mathematics practical activity class, students are the main body, teachers are the dominant, and activities are the main line.
3. The organization form of mathematics practical activity class should be flexible.
Teachers can organize grade activities, class activities, group activities and individual activities according to actual teaching needs; Can organize extracurricular activities and in-class activities; Activities can be organized under the guidance of teachers and parents. But no matter what kind of activities, we should link mathematical knowledge with social life and highlight the application of mathematical practice activities. Let students establish the concept of "popularizing mathematics", realize that mathematics comes from and serves life, and gradually form a sense of quantity and a good sense of number. At the same time, pay attention to strengthening the connection between mathematics and other disciplines, soften the boundaries of disciplines, dare to break the traditional pattern and discipline restrictions, and let students study other problems related to mathematics in mathematical practice activities, rather than "pure mathematics."