First, practical operation is the source of children's intellectual activities.
Practical operation can stimulate students' interest in learning and change "I want to learn" into "I want to learn". Because mathematics knowledge is abstract, students are not easy to understand and lack interest. In teaching, students' active and curious psychology is used to provide opportunities for observation and operation from their familiar life situations and interesting things, so as to give full play to students' learning consciousness, turn abstract mathematical knowledge into vivid operation and obtain correct cognition from their feelings.
For example, in the teaching of "triangle understanding", let students make a triangle model and a quadrilateral model with learning tools, and then gently pull these two models. Through perceptual experience, students will realize that the triangle is stable. In this way, students can experience physical objects by looking, touching and pulling, and directly obtain conceptual representation. Another example is the teaching of "knowing cuboids and cubes". Let the students work in groups and make a cuboid model and a cube model with learning tools. Students will encounter many problems in the production process, and these problems are caused by the characteristics of cuboids and cubes. Therefore, when observing the self-made model to discuss the characteristics of cuboids and cubes, students can easily find conclusions with the help of image thinking. After learning the understanding of "rectangle, square, triangle and other graphics", the teacher arranged for students to use these graphics learning tools to play jigsaw puzzles. The students were very enthusiastic and worked very hard, and finally made all kinds of patterns, houses, robots and small animals. In the process of playing games, students' imagination is brought into full play, their aesthetic value is cultivated and their hands-on operation ability is improved.
Second, hands-on operation is conducive to stimulating students' innovative thinking.
Suhomlinski said: "Children's wisdom is at your fingertips." It can be seen that more hands-on operation can develop students' thinking and achieve the purpose of innovative teaching. In teaching, letting students do more hands-on and practice in person can stimulate students' interest in learning, arouse their enthusiasm for learning, enliven the classroom atmosphere, deepen their comprehensive understanding of what they have learned, and at the same time develop their intelligence and let them actively use their hands and brains. Think boldly, explore and innovate, so that students are no longer passive recipients of knowledge, but active participants, explorers and subjects of learning activities in the cognitive process.
For example, when teaching "Understanding of Cuboid and Cube", let students count how many faces a cuboid has by observing and touching, and students can count how many faces a cuboid has by various methods. At this time, the teacher became suspicious: "How can I count in order not to repeat or omit?" "To arouse students' thinking, the general method to finally draw a number of faces is that there are six faces: up and down, front and back, left and right. After students know what opposite faces are, guide them to observe and compare the two opposite faces of a cuboid. What did you find? Thirdly, mobilize students to mobilize a variety of senses to participate in activities, some touch with their hands, some measure with a ruler, some put two identical cuboids together, some draw the opposite sides of the cuboids on paper along the outer frame for comparison, and so on. Through practical operation, the relative face size and shape are initially perceived to be the same. Then, the teacher verifies whether the size and shape are the same by removing the reverse side of the cuboid. Through a series of operations, observation and thinking, let students understand that a cuboid has six faces, and the opposite faces are the same size and shape. In this way, students operate in thinking, think in their hands, and "internalize" the operation process into thinking through language, so that thinking can develop.
Third, practical operation can promote students' active learning.
In the teaching process, the process of teachers guiding students to master knowledge is the process of transforming human knowledge achievements into individual knowledge. The cognitive process of scientists is a process of producing new knowledge, while the cognitive process of primary school students is a process of reproducing knowledge.
If teachers can create a practical operating environment for students, let them make a gesture and play, increase the amount of information they receive knowledge, let them discover the unknown world in exploration, discover laws, solve new problems with laws, and let them learn to learn while acquiring new knowledge. Students' understanding of knowledge will be deeper, all aspects of quality will develop harmoniously, and their thinking will develop accordingly. It is easy to push all students to the main position and arouse their initiative and enthusiasm. At the same time, it is beneficial for students to form the transformation of "action thinking-representation-abstract thinking", which makes the concepts obtained by students clearer and easier to maintain and extract. Moreover, independent inquiry and self-help can also enable each student to explore, discover and recreate relevant mathematical knowledge freely and openly in his own way of thinking according to his own experience. Let students operate and guess by themselves, let students try to solve new problems and explore new knowledge by using existing knowledge and experience, and try to take the initiative to participate in any problems that students can solve by themselves. In this way, students can not only learn knowledge, but also learn methods by exploring in operation and innovating in exploration, thus cultivating students' innovative consciousness and practical ability.