From several years' teaching, combined with teaching practice, I think that cultivating students' practical ability in mathematics teaching should be done in three links: before class, during class and after class. Specifically, we will do it from the following three aspects:
First, collect data before class to cultivate students' hands-on practice habits.
(1) Collect relevant information and gain perceptual knowledge.
In the process of teaching, we should break the teaching materials and organize them skillfully, so as to teach students not only knowledge but also "living". We should start with the problems that students encounter in their daily life, let them observe their lives and collect information, so as to effectively stimulate their cognitive interest and urge them to explore and seek solutions to problems independently, so as to feel the value of what they have learned while understanding and mastering knowledge. For example, when teaching the "percentage" content in the first volume of the sixth grade, combining the survival rate of trees, the passing rate of exams, the germination rate of seeds, etc., let students go deep into the society and explore how these percentages are applied in real life. By collecting information, students have a perceptual knowledge of "percentage" and are no longer unfamiliar with new knowledge, but are easy to learn and accept new knowledge. In this way, learning knowledge from ten daily activities not only stimulates students' interest in learning, but also promotes students' understanding of new knowledge, which has taken a solid step to cultivate students' practical ability.
(2) Self-made learning tools to improve students' interest in learning mathematics.
For example, when teaching the first and second volumes of "Surface Area of Cylinders" in the sixth grade, students are required to make a cylinder by themselves before class. By making it themselves, they already know that the surface of a cylinder is composed of two round faces and a rectangle, so further calculation is much simpler. Arrange students to cut a standardized circle before teaching the first volume of the sixth grade "Understanding of the Circle". In order to cut a standardized circle, students must preview the relevant knowledge of the circle. Handmade learning tools are easy for students to accept and be willing to complete. In the process of making learning tools, students can not only learn these knowledge of mathematics, but also enhance their interest in learning mathematics.
Second, the classroom should correctly guide students to practice.
(1) Create an equal, democratic, cooperative and communicative classroom atmosphere and form conditions for students to practice.
In the teaching process, learning atmosphere is an important indicator to measure the teaching effect. An equal, democratic and cooperative classroom atmosphere will enable students to study in an atmosphere without depression, dare to ask questions and operate arguments, fully mobilize students' initiative and enthusiasm, and make students have the desire and requirements for learning. Let students discover the mystery of things through practical activities such as cutting, swinging, spelling and building, and gradually form the consciousness of experimental knowledge. Therefore, students' practical ability will be greatly improved under the conscious drive. For example, when "one digit subtracts two digits", how to subtract 9 from 17? In teaching, students can take out 17 sticks first, try to take out 9 sticks and think about how to put them. Students themselves will find that it is not enough to subtract 9 from the scattered 7, but they will find different arrangements through hands-on operation. After the students begin to operate, under the guidance of the teacher, let the students dictate their own process and conclusions in an orderly and complete manner, and then let the whole class comment on which method is better. In the process of teaching, the classroom atmosphere is warm, students exchange various views and get feedback from many sides.
(B) the creation of life scenarios to guide the operation
Mathematics comes from life, which is concrete but abstract. Therefore, in teaching, the abstract content of mathematics should be attached to the real background life, so that students can learn to produce, develop and learn mathematics from real life. Using students' existing life experience and creating certain life scenes to guide the operation can help students get the appearance of things smoothly. For example, when teaching the "Preliminary Understanding of Division", the teacher creates a situation: there are 10 pencils here. Can you help the teacher divide it among five students equally? The students raised their hands enthusiastically, and according to their accumulated life experience, it was easy to give an average of 10 pencils to five students. The teacher asked again: How do you know that you scored correctly? Health: Because everyone's life is the same now, both of them are two. In this way, it is easy for students to understand that the average score means that everyone gets the same amount of ideas through the created situation.
(3) Cultivate students' practical ability through independent exploration and cooperation and exchange.
In the sixth grade teaching, let the students make a cylinder and a cone in groups of four, and then carefully observe the similarities and differences between the two graphs, so that the students can explore the similarities and differences independently according to their own graph groups. Through discussion and communication, it is concluded that a cone has only one base and one height. In this way, students' cooperation ability and hands-on operation ability are cultivated.
(D) Guide students to abstract mathematical conclusions from specific operations.
In the teaching process, after the students have carried out specific hands-on operations, teachers should use language as an intermediary to help students abstract the thinking in images into mathematical knowledge, and then apply it to practice to form their abilities.
Third, apply what you have learned after class and cultivate students' practical ability.
It is the key to cultivate students' application ability to guide students to apply what they have learned, to solve life problems with what they have learned through hands-on practice, and to make students feel the joy of learning mathematics and realize the role of mathematics.
(A) the operation of the game, rich creative thinking
Mathematics game is a favorite activity of primary school students. It can not only improve students' interest in mathematics, but also develop their creative thinking. For example, "interesting puzzles" can let students begin to spell out all kinds of creative graphics; "Russian Grid" also allows students to create various programs. By operating games, students have exercised their hands-on operation ability and enriched their creative thinking.
(B) Handmade to cultivate innovative ability
It can consolidate what you have learned, improve your interest, and cultivate your operational ability and innovation ability. For example, after teaching the surface area of a cylinder, the teacher designed an activity class and asked students to make a physical model of the cylinder. Requirements: When you make a cylinder, you must first measure the development diagram of the bottom and side of the cylinder, and then cut it along the line to make a collage. Students make various cylindrical models by thinking, cutting and pasting, including oil drums, buckets, cups and so on. Some students also put cylinders together with other figures to make models such as rockets, TV towers and houses.
(C) small design to improve the application ability
Use students' mathematical knowledge and basic skills to put forward practical problems and ask students to design and solve them themselves. It can improve students' ability to apply mathematical knowledge, cultivate students' sense of accomplishment and promote students' interest in mathematical knowledge. For example, the teacher asked the students to design a circular flower bed with an area of 30 square meters in an open space after learning the formula of circle area. Students discuss in groups and design several different schemes.
In a word, cultivating students' practical ability is the requirement of the new curriculum standard, the need of the development of the times, an important means to cultivate students' mathematical ability and an effective method to improve students' interest in learning mathematics. We should strengthen the cultivation of students' practical ability in teaching, so that students can adapt to the times and develop in an all-round way.