The first is systematization.
Take counting, counting and operation as examples. Sing numbers and dots first. Only by learning a little can we understand the order, practical significance and composition of numbers. Only by knowing the order, practical meaning and composition of numbers can we know numbers and add and subtract them. Learning the addition and subtraction of numbers is a systematic process. First of all, it is the addition and subtraction of the action level. At the beginning of learning addition and subtraction, you must take out three building blocks, and then take out two building blocks, so that children can count how many * * *? To use physical objects, children can understand on the basis of points. Second, the addition and subtraction at the representation level, for example, I drew two apples and three more, and asked the children to tell how many are in a * * *. On these two foundations, we can add and subtract conceptual levels. For example, what are 5- 1 and 4+4? We must not put the cart before the horse. We should follow this step and carry out systematic teaching.
The second is life.
It is emphasized that the experience and application of mathematics must come from reality and be used in reality. Of course, the reality he said is not only the reality of life, but also the reality that is most closely related to children in combination with the characteristics of children's thinking development. It is emphasized that the process of human learning mathematics is a mathematical process, that is, the process of transforming the mathematical knowledge in children's minds from life reality to mathematical reality is the most important process of learning mathematics, which is divided into four stages, from life experience-symbolization-concept-reflection and re-creation. If mathematics learning is regarded as a long process, then the most concrete, vivid and easily accepted by children is life experience.