1. Pay attention to the establishment of junior students' sense of number, and deal with the relationship between stages and development in the cultivation of sense of number.

Cultivating students' sense of numbers in teaching is the focus of the first stage. In the first phase, it was clearly pointed out: "Develop a sense of numbers in the process of describing simple phenomena in real life and estimating operation results with numbers and appropriate units of measurement." In this period of teaching, it is best to choose a way suitable for students' age characteristics, provide physical objects, contact with specific things around them, observe operations and play games.

For example, when the number of newly enrolled children is less than 10, the number should be matched with the object through objects and pictures. In the future, when you know the number within 20 and 100, you can help students form a sense of number of 10 or 100 by estimating and counting specific objects, such as 100 soybeans and 100 sticks, and estimate the number of students and a pile of fruits in the classroom.

We can also strengthen our perception of logarithm according to the number of multiple meanings of a number in real life. For example, how thick is 1200 sheets of paper? How long is your 1200 step? 1200 how much space does the student station need to broadcast gymnastics formation? Questions like this can make students draw inferences.

Students' sense of number should be gradually improved and developed according to the specific teaching content of each paragraph. For example, in the second stage, students should feel the meaning of large numbers in combination with the realistic materials they are familiar with, and can estimate some problems; Can understand the meaning of negative numbers, express problems in daily life with negative numbers, and establish a sense of numbers about negative numbers.

② Closely combine real life situations and examples to cultivate students' sense of numbers.

Real life situations and examples are closely related to students' real life experience, which can not only provide students with a real and natural digital perception environment, but also enable students to experience the process from concrete to abstract in digital cognition, and gradually develop students' thinking about numbers. On the contrary, the improvement of students' sense of numbers also enables them to look at the world around them from a digital perspective. As the standard says, "establishing a sense of numbers helps students understand the meaning in real life and understand or express the quantitative relationship in specific situations."

For example, let students find out the regularity and significance of their student number, area postal code, car license plate number and ID number through investigation and discussion. The following questions can make students feel the importance of establishing good digital consciousness and making reasonable explanations and inferences about digital information:

If the number of trains on the train ticket has two meanings, one is that the smaller the number, the faster the speed, 1-98 is the express train,1-kloc-0/-98 is the real express train, 30 1-398 is ordinary express, and 40 1. Second, odd numbers mean starting from Beijing and even numbers mean going to Beijing. Now there are tickets with the train number 122. What information did they give you?