Students are the main body of practical activities, and activities are the basic way for the existence and sustainable development of the main body. Students must have a process of active participation, active acquisition and active development. In this sense, in mathematics practice, teachers should increase students' freedom as much as possible, and let teachers establish a new teaching concept to promote development through practical activities.
1. Form the basic mode of "activity situation-modeling-explanation and application"
The so-called activity situation is to put children in the activity atmosphere of studying unknown problems in reality, so that students can learn mathematics in the process of asking questions, thinking about problems and solving problems. Modeling means that students explore methods and models to solve problems from a mathematical perspective. Interpretation and application means that students apply what they have learned in practical activities to practice, so as to apply what they have learned.
2. Adopt the learning mode of "group cooperation-research discussion-exchange summary"
Good cooperation, research and communication between classmates are better than personal efforts. Therefore, in the activities, teachers should return the study time and space to students, so that students can take the initiative. Students unite and cooperate to actively participate in mathematics activities, perceive things in pleasant activities, learn and discuss through hands-on operation and practice, and get personal experience and direct experience. In the process of learning together, students really feel the meaning of learning and learn how to cooperate, learn and communicate with others. Enhance students' sense of cooperation and improve their communication skills.
Second, activities are the media to publicize individuality and reflect innovation.
Activity is a way to make personality explicit, and only with personality can you create. In the activity, I broke the traditional education mode, provided students with the space to expand their thinking and the possibility of divergent thinking, and created a natural and relaxed learning atmosphere for students, allowing them to think about problems in multiple dimensions, seek differences in similarities and seek Excellence in differences. In the process of activities, we should also pay attention to students' exploration and creation of mathematical problems, encourage students not to stick to books, dare to innovate, put forward new ideas, new ideas and new methods, and fully mobilize students' intelligence to solve practical problems.
1. Encourage thinking to seek differences and publicize students' personality.
There are often many solutions to a problem, and different people adopt different strategies because of their different ways of thinking. Teachers should be good at discovering and caring for the seeds of students' creative thinking, and we should protect and encourage novel ideas; It is necessary to create "whimsical" opportunities for students and never deny them casually. In the activities, when students encounter setbacks, we should strengthen their indomitable confidence and courage, let students dare to put forward ideas, encourage them to make innovative attempts, and let students actively explore knowledge by virtue of their own wisdom and ability, think about problems from multiple channels and angles, and realize creative solutions.
2. Cultivate mathematics emotion and stimulate creative enthusiasm.
Emotion, as a necessary condition for human existence and the master of students' spiritual life, can not be ignored. How to make positive and healthy emotions become the catalyst for students to learn mathematics in mathematics practice? I think that only by studying mathematics in life and in activities can we cultivate students' good mathematical feelings. The conclusion of mathematics is abstract, but the math class is not abstract. In mathematics practice, teachers should try to give students a space to show themselves and an imagination. In this vast space, exchange feelings and collide with the sparks of creation.
Third, activities are an open world and a place for practice.
Only by adopting open mathematics activities can we break the closed teaching process with questions as the "starting point" and conclusions as the "end point". Construct an open teaching process of "finding problems-solving problems-drawing conclusions-finding problems again …". Therefore, in mathematics practice, teachers should give students space for self-development, make mathematics activities form a free, open and comprehensive development mechanism in teaching process, objectives, methods and evaluation, and strive to make mathematics activity classes a "lecture class" for solving problems, a "research class" for solving problems, an "incentive class" for learning motivation and a "guidance class" for applying knowledge to practice.
1. reflects the openness of activities and promotes all-round development.
The fundamental purpose of mathematics teaching is not only to teach students to answer and grasp the conclusion, but to let students exercise their thinking, develop their ability and stimulate their interest in the process of exploring and solving mathematical problems, so as to actively seek and discover new mathematical problems. Therefore, teachers should provide every student with as many opportunities for participation and success as possible in open mathematics practice, fully mobilize students' various thinking, and stimulate their strong thirst for knowledge and potential innovation consciousness.
2. Highlight the practicality of activities and cultivate practical ability.
Good mathematics education should start from learners' life experience and existing knowledge background, and provide students with opportunities to fully carry out mathematical practice activities and exchanges. Highlighting the practicality of mathematical activities is an important information way to cultivate students' active exploration and cooperation. The emergence and development of mathematics depend on human practical activities. Practice is the source of knowledge and the driving force of knowledge development. In mathematical activities, we should emphasize practice, strengthen understanding, and strive to let students explore ways to solve mathematical problems through practice, so as to solve mathematical problems and cultivate students' practical ability.
Fourthly, activity is the carrier of extracurricular practice and the reappearance of mathematical value.
In traditional mathematics teaching, teachers pay special attention to imparting knowledge, but seldom pay attention to the relationship between this knowledge and students' real life. Appropriate extracurricular practical activities are the extension and development of mathematics classroom teaching and the continuation and expansion of textbook knowledge. Students from the classroom to life, to nature, to society, broaden their horizons and increase the space for thinking.
My specific approach is:
1. Carry out social investigation activities, collect mathematical information and enrich students' perceptual knowledge.
The important goal of carrying out mathematics extracurricular practice activities is to let students experience the formation process of mathematics knowledge, learn to collect mathematics information and problems from life, understand the value of mathematics, enhance the awareness of applied mathematics, and fully develop students' emotional attitude and general ability. This will play a positive role in broadening students' horizons, broadening their knowledge, cultivating their hobbies, enriching their perceptual knowledge of mathematics and developing their mathematical talents. Social investigation is an important form of extracurricular practice in mathematics, and it is an important way to mobilize students' learning enthusiasm, change passive learning into active learning, and change passive coping into active participation.
2. Carry out practical activities according to the collected mathematical information, and learn and re-create knowledge.
The only correct way to learn mathematics is to let students "re-create", that is, students discover or create their own mathematical knowledge; The task of teachers is to guide and help students to do this kind of re-creation work, rather than instilling ready-made knowledge into students. Therefore, students should be organized to carry out practical activities according to their collected mathematical information, and learn and re-create knowledge, so that the knowledge acquired by students can be truly mastered and flexibly used.
In a word, it is the fundamental task of modern education and the urgent need of the development of modern society to cultivate students' practical ability and improve their comprehensive quality. We have the responsibility to make mathematics practice a bridge with transformation function from our own efforts.