The two "mathematics" mentioned in "mathematics teaching other than mathematics", the former refers to mathematics textbooks and mathematics classrooms, while the latter refers to mathematics knowledge, mathematics methods and mathematics thoughts. Jumping out of mathematics to teach mathematics means that mathematics teachers should not rigidly bind themselves and their students to textbooks and stubbornly chew on formulas and definitions that primary school students think are boring, but should bravely jump out of books and combine the contents of textbooks with life practice to carry out teaching activities in a wider world, so as to achieve better teaching and educational effects.
Let's look at the lesson "Axisymmetric Graphics" given by Mr. Liu, who is over 70 years old, to the seven-year-old first-grade children. First of all, he introduced the anti-question, and the students tilted their heads to read. In order to make everyone see clearly, draw a dotted line in the middle and turn over all the words, so that students can intuitively feel the axisymmetric phenomenon of infiltration. Then it shows that there are three pronunciations of "Wei", which makes the whole lead-in link both creative and interesting.
Next, Mr. Liu began to teach by drawing a symmetrical vase: he drew a vase with non-axisymmetric graphics, so that students could initially perceive asymmetry and find a way to draw a symmetrical vase by "folding in half → painting → cutting → unfolding". From this interactive link, children can gradually think, observe and think about how to cut vases, and introduce the concept of "axial symmetry" into their hands-on practice. In practice, let students find and judge symmetrical figures from various intuitive figures, especially "tortoise who can do broadcast gymnastics". Wake up the tortoise to make its head, tail and limbs appear, and then let the students judge whether it is an axisymmetric figure through various actions of the tortoise. Let people shine at the moment, let students understand and discover the essence of axisymmetric graphics more deeply in laughter.
Then there is the comparison between "axial symmetry" and "axial symmetry". Axisymmetric refers to the characteristics of a figure, which is axisymmetric. Axisymmetric means that it should have at least one axis of symmetry, which is a line. The symmetry axis of "Dragonfly" is horizontal, that of "the Monkey King" is oblique, and that of "Car" is vertical. Even when I met all kinds of traffic signs on the road, it became teacher Liu's teaching material. These images and interesting patterns show that whether a figure is symmetrical has little to do with its direction and angle, but with its shape. Let's see if the two sides will completely overlap after folding. In class, Mr. Liu also gave an explanation with Oracle Bone Inscriptions. Vivid language presents "person", "genus", "north" and "ratio", and then finds out the symmetry axis in the text. Relying on a six-petal flower, under the action of "wind", Mr. Liu's petals are constantly blown off and turned into residual flowers, forming corresponding symmetrical figures, which not only broadens students' thinking, but also improves students' aesthetic feeling and pushes the classroom to a climax again. As Mr. Liu asked the students to explore the time on the electronic watch, they fell into a thinking storm again. "12: How did12 become an axisymmetric figure?" The design of this link is not only close to life, but also tests children's usual observation ability and imagination. Through imagination, folding, identification and other operations, the more you argue, the more you understand. The appearance of 13: 13 makes students' thinking more open. When students learn to think from different angles and observe 10 and 0 1 again, they can find two axes of symmetry, which is also the finishing touch in class.
Every design link of Mr. Liu appears by asking questions about knowledge points and thinking about students' learning, including exercises. Students also perceive today's learning content in life materials. It is really a demonstration class full of personality charm, artistic charm and innovative charm. 202 1, I hope I can also be a teacher who teaches mathematics other than mathematics, so that students can be good at discovering mathematics in life and children can learn mathematics well through laughter.