1, create situations to stimulate our rural primary school students' interest in learning.
Only when students are interested in math class can they participate in it. Therefore, it is quite necessary to create a mathematics teaching situation that conforms to the characteristics of primary school students. If we can attract students' attention at the beginning of the class and let them participate in the teaching content, there is no doubt that such situation creation is successful and can stimulate students' interest in learning.
2. The situation created should be conducive to the development of students' mathematical thinking.
As a math class itself, he undertakes the task of teaching students mathematical knowledge and developing their mathematical thinking. Therefore, mathematical situation should provide a platform for students to explore mathematical knowledge and pay attention to the development of students' mathematical thinking.
3. The situation created should reflect the characteristics of mathematics teaching itself.
As a math class itself, he undertakes the task of teaching students mathematical knowledge and developing their mathematical thinking. Therefore, a mathematical situation should provide students with space to explore mathematical knowledge and pay attention to the development of students' thinking in learning mathematics.
I think we can start from the following aspects to create a mathematical situation that conforms to the characteristics of primary school students, stimulate students' interest in learning, and promote the development of students' cognition and thinking:
First, create problem situations when introducing new courses.
All children's learning activities are accompanied by their emotional participation. Positive emotions will make children have a strong interest in learning and a strong thirst for knowledge. And this strong interest is an internal motivation to directly promote students' learning. Therefore, teachers should introduce students into the situation of the questions raised, arouse students' urgent desire for the unknown and induce students' exploratory thinking activities.
1. Create suspense situations and let students "ask questions" in "strangeness".
In view of the psychological characteristics of primary school students' strong thirst for knowledge and curiosity, when introducing new courses, suspense is created according to the teaching content to induce students' awareness of revealing problems.
2. Create conflict situations and let students "ask questions" in "anxiety".
"Thinking begins with questions and surprises." The development of students' cognition is an iterative and gradual process of "balance-imbalance-rebalancing" in concept. In the introduction of the new curriculum, teachers should start from students' cognitive structure, create novel, interesting and challenging problem situations, induce students to think about some problems different from existing knowledge, and make students form cognitive conflicts psychologically, thus breaking the original psychological balance, resulting in "angry" and "embarrassed" psychological States and the desire to explore new knowledge.
3. Create interest in life and let students "think" in "fun".
There is a saying: "Ask where the canal is as clear as water, because there is flowing water at the source." Life is the source of existence and development of mathematics. Therefore, primary school mathematics teaching must be liberated from the abstract and boring form, get out of the pyramid, move towards life and make mathematics alive.
Case: In the teaching of "original cone volume", I created such a situation. The teacher put some large and small objects (cuboids, cubes, cylinders, cones) on the lecture table and asked the students to classify them. "Which volumes of these objects can you calculate and which can't?" (conical)
"Guess, the volume of those objects in these types is related to the cone. Can you tell me the basis? " (Related to a cylinder, the upper and lower surfaces of the cylinder are reduced to a point and become a cone)
"How to calculate the volume of a cone?" (blackboard writing topic)
The teacher showed several large and small cones and cylinders for students to observe and compare. Which is bigger? Is that small? Those are hard to compare?
Please find out what you think is related to the cone (specified) volume. Why are you looking for so many things? According to the observation and comparison just now, we know that equal bottom and equal height are related.
What do you think is the relationship between their volumes? Use your learning tools to test your guess.
Second, in exploring new knowledge, create operational situations.
"The best way to learn any knowledge is to discover it yourself. Because of this discovery, it is the deepest understanding and the easiest to grasp the law, essence and connection. " This discovery was made through students' hands-on operation, eye movement observation and brain thinking. Therefore, in the teaching process, especially when exploring new knowledge, it is necessary to provide students with necessary thinking materials and set up a "dynamic environment" so that students can mobilize a variety of senses to participate in the active exploration of new knowledge with the help of existing knowledge and skills.
Derivation of the formula for calculating the volume of a cone: Teacher: Use your learning tools to verify your guess.
Students' cooperative verification and reporting methods. The formula for calculating the volume of the cone was quickly obtained.
Third, in the application of knowledge, create practical situations.
Primary school students' learning mathematics is not only the basis for further learning mathematics, but also an essential tool for solving some simple practical problems by using the mathematical knowledge and methods they have learned. Guiding students to apply what they have learned to real life can continuously expand and extend what they have learned. At the same time, it can promote the formation of students' exploration consciousness and cultivate their preliminary practical ability. Therefore, after learning new knowledge, we should create some practical activity situations closely related to real life, so that students can apply what they have learned to real life in time. For example, after teaching "triangle stability", create "activities to help families repair tables and chairs", and after teaching "percentage" knowledge, let students investigate the practical application of "percentage" in real life. After teaching statistics, ask the students to count the height of their own class or students at the same level. In this way, through practical activities, students can realize that mathematical problems are everywhere in real life, and try to solve practical problems by using what they have learned, so that their practical ability can be really cultivated.
Fourth, create a democratic and harmonious teaching situation in the whole classroom teaching.
The classroom under the guidance of modern teaching theory is a classroom of teacher-student interaction and student-student interaction. In the classroom, teachers should strive to create a teaching atmosphere of mutual love between teachers and students, equality of personality, teaching democracy and harmony between students and students. Because good interpersonal relationship is the basis of students' active learning. Democratic and harmonious classroom environment is the guarantee to develop students' creativity. Therefore, in the usual teaching, I care about every student, making students feel that the teacher is both a teacher and a friend they can talk to, filling the whole classroom with love and forming a good relationship of harmony, friendship, mutual assistance and competition among students. In class, I try to create opportunities for students to discuss with each other, give feedback to each other, listen to each other, encourage each other, fall in love with teachers and students, and cooperate with each other, so as to arouse students' enthusiasm for learning and promote the exchange of emotions and the collision of ideas.