Synthesis and practice mainly include theme activities and project learning. The first, second and third phases mainly adopt project-based learning, and the third phase can adopt project-based learning appropriately.
Thematic activities are divided into two categories:
The first category, the theme activities integrated into mathematics knowledge learning. In this activity, students will learn and understand mathematical knowledge and feel the meaning of knowledge, mainly involving the study of quantity, direction and position, negative numbers and other knowledge.
The second category, the use of mathematical knowledge and other subject knowledge of the theme activities. In this kind of activity, students will comprehensively use mathematical knowledge to solve problems and realize the value of mathematical knowledge and the relationship between mathematics and other disciplines.
In the theme activities, students will face the realistic background, find and ask questions from the perspective of mathematics, and comprehensively use the knowledge and methods of mathematics and other disciplines to analyze and solve problems.
The design of project learning focuses on solving practical problems, comprehensively applying mathematics and other disciplines to solve problems, and realizing the value of mathematical knowledge and the relationship between mathematics and other disciplines.
The following three paragraphs, in order to facilitate understanding, list the names and specific activities of theme activities and project learning respectively, for reference only. When compiling teaching materials or designing teaching, we can use different topic names and design different activities, but we should pay attention to the choice of topic content and students' acceptance ability to meet the content and academic requirements of theme activities.
The first phase (1, second grade)
Content requirements
The first phase of the theme activity of synthesis and practice involves the study of knowledge such as "knowing monetary unit, knowing time unit hours, minutes and seconds, and knowing the four directions of east, west, north and south", focusing on the connection between young and old, and helping students accumulate experience in mathematics activities.
Theme activity 1: math game sharing
In specific situations, review the activities related to mathematics learning that I experienced in the preschool stage, arouse my perceptual knowledge and learning experience of mathematics learning, stimulate my interest in learning mathematics, try to use words related to mathematics learning, and gradually form a good habit of learning mathematics (Example 47).
Theme Activity 2: Happy Shopping Street
In the actual situation, we can understand RMB by simple unit conversion, understand the meaning of currency, have a sense of thrift, and form a preliminary financial literacy (Example 48).
Theme activity 3: Where is the time?
Know the hours, minutes and seconds in life situations, experience and tell the length of time in combination with life experience, understand the meaning of time and know how to be punctual (Example 49).
Theme activity 4: My classroom
In daily life situations, the relative position of objects will be described by up, down, left, right, front and back; Understand the four directions of east, west, north and south, and form a preliminary concept of space (Example 50).
Theme activity 5: ruler on the body
Use the learned knowledge of length measurement to find out some "lengths" in yourself; Use these "lengths" as units to measure space or other objects, accumulate measurement experience and cultivate a sense of quantity (Example 5 1).
Theme Activity 6: Mathematical Comics
Combine your own life, record your own experience with the knowledge of mathematics you have learned, or tell a short story with mathematical knowledge to express your understanding of the quantitative relationship and feel the connection between mathematical knowledge and real life (Example 52).
Academic requirements
I can actively participate in activities, express myself and communicate with others, so as to deepen my understanding of mathematical knowledge, realize the connection between mathematical knowledge and real life, develop my curiosity about mathematics, enhance my interest in learning mathematics, and initially gain some experience in mathematical activities.
Math game sharing. Can clearly describe the content of mathematics activities in kindergarten and preschool life, and accurately express their understanding of mathematics knowledge such as logarithm, quantity, figure and orientation; Be able to explain or demonstrate the contents and rules of the math games you have played, and lead your partner to play these math games with the help of the teacher.
Happy shopping street. Actively participate in simulated shopping activities, can clearly express and exchange information, know yuan, jiao and fen, and know the relationship between yuan, jiao and fen; Will use RMB reasonably in real or simulated situations; Under the guidance of the teacher, I can reflect and describe the shopping process and accumulate experience in using money; Form a sense of money and a preliminary financial literacy.
Where is the time? Know the hours, minutes and seconds, and tell the time on the clock; Understand the relationship between hours, minutes and seconds, and understand the length of time in combination with life experience; Be able to connect the events in life with time and realize the relationship between time and process; Form a sense of the length of time and understand the importance of observing time.
My classroom. You can use up, down, left, right, front and back to describe the relative position of objects in real life; Will use east, south, west and north to describe the direction of objects; Given one of the four directions of east, south, west and north, we can distinguish the other three directions; Understand the relativity of position and direction between objects, and form the initial concept of space.
A ruler on the body. Can use the knowledge of measuring length to understand some "lengths" on the body; You can use these "lengths" on your body to measure the length of the classroom and some surrounding objects; Can record measurement results, communicate with others, share measurement experience and cultivate a sense of quantity.
Math comic books. Can simply sort out the mathematical knowledge learned and think about how to record your own experience with mathematical knowledge; Can be combined with life experience or through access to information, write a contains.
A short story about learning knowledge; I can express the meaning and quantitative relationship of mathematical knowledge in mathematical comic books in my own language, understand the mathematical information and relationship in other people's mathematical comic books, and learn to express and communicate in mathematics.
Teaching skills
In order to enable students to better complete the transition from kindergarten to primary school, in 1? 2 weeks to arrange "math game sharing" theme activities. Students can introduce their own math activities, express their gains in kindergarten math activities, share the math games they played in kindergarten, and invite their peers to play these math games together to connect kindergarten and primary school life, so as to successfully start primary school math learning.
The synthesis and practice of this period involves the understanding of common quantities such as money and time, as well as the study of direction and position. In specific activities, we should guide students to know the value of money, understand the meaning of time, find the right direction and position, enrich the quantity of experience, form a preliminary sense of quantity and space, and initially accumulate experience in mathematical activities.
As a comprehensive and practical activity, the teaching goal not only includes the common requirements of quantitative mathematics knowledge, but also pays attention to the acquisition of students' activity experience and the development of emotional attitude. For example, "Happy Shopping Street" should not only focus on the teaching goal of "understanding RMB and making simple unit conversion", but also consider "actively participating in simulated shopping activities, being able to clearly express and exchange information", "being able to use RMB reasonably in real or simulated situations", "being able to reflect and tell the shopping process" and "forming the perception of the amount and preliminary financial literacy" as the teaching goal of the theme activities.
The design of theme activities advocates multi-hour distance learning. The content and form of activities can be designed flexibly according to the actual situation, which is helpful for students to deepen their understanding of knowledge and accumulate basic activities experience. For example, the "Happy Shopping Street" can be designed to be completed in 4 hours: 1 hour to review life experiences and get to know RMB; The second one? Prepare and carry out shopping activities during class hours, which can be integrated with the teaching activities of school mathematics festival or other disciplines; The fourth lesson is to reflect on and evaluate the harvest of shopping activities, accumulate experience of reflection and exchange, and expand financial knowledge.
The implementation of theme activities should be conducive to students' participation and experience. Guidance should be geared to all, follow up all the way, and pay attention to students' participation, including what kind of experience they have gained, how to communicate with others, and what kind of help they need. Guide students to reflect on exchange activities, describe their feelings, express their gains and summarize their findings.
The evaluation of thematic activities is an important part of synthesis and practice. We should pay attention to the process evaluation and determine the evaluation method according to the teaching objectives of the theme activities. We should not only pay attention to students' mastery of the teaching content, but also pay attention to the degree of students' participation in the activities. For example, in "Happy Shopping Street", students' existing shopping experience should be known before the activity, and their pre-class knowledge base and experience should be determined. 1 class, evaluate students' understanding of RMB; The second one? 3 hours, design students' self-evaluation tools to guide students to pay attention to their own activity process; In the fourth class, students can be organized to reflect and evaluate each other.
The content of theme activities can be established with reference to the above cases. According to the connotation of mathematical knowledge in this period, its application in life and its connection with other disciplines, we can independently design various interesting activities, such as the thickness of paper (Example 53), magic puzzles, favorite story books and so on. To help students deepen their understanding of mathematics knowledge and realize the connection between mathematics and real life.