Analyze their mastery of mathematical knowledge and ability.
1. For the first-year math study, freshmen are prepared in both math knowledge and math ability.
As far as the understanding of numbers is concerned, the numbers of freshmen within 20 are very smooth and coherent, and they can count down from positive numbers.
One of the reasons why students are well prepared for this knowledge is that they have been trained in this field. Most students have learned addition and subtraction within ten in kindergarten, and some parents have tutored them at home. On the other hand, students have the opportunity to use the decomposition and combination of numbers and numbers within ten in their lives, so they are better prepared in this respect.
2. In the calculation of numbers, students are more skilled in the calculation of numbers within ten, which is related to the needs of students' life and study.
3. The development of freshmen's sense of numbers is unbalanced.
Sense of number-it is difficult for students to understand the meaning of logarithm.
Through individual interviews, I learned that students have a more accurate understanding of the meaning of numbers contained in real life. For example, for the question "How many children are there in your group, from the front to the back, who are you and who is that child?" Students can make correct answers according to the actual situation without any questions, but they have some difficulties in understanding graphics. This may be because students' understanding of graphics has interfered with the understanding of the cardinal ordinal meaning of logarithm.
4. Generalization ability and reasoning ability-the average student pays attention to a small range and has a single angle.
Suggestions and measures 1. First-year students' computational learning should combine meaning understanding and thinking training.
In primary school mathematics classroom teaching, we should pay attention to the optimization of calculation strategy and the infiltration of calculation theory, and at the same time infiltrate thinking training in the process of calculation teaching.
2. Strengthen the accumulation of students' life experience and direct perception of learning objects in mathematics teaching.
Students' life experience and existing knowledge and ability are of great help to students in solving problems, and even many students study on the basis of life experience. Therefore, first-year mathematics teaching should strengthen students' actual perception, enrich students' life experience, let students master the meaning of numbers and operations in real situations, and develop students' sense of numbers and symbols. Expand students' information reserves, provide students with life scenes that are conducive to understanding and exploring mathematics, and give students the opportunity to perceive, operate and know mathematics knowledge, understand mathematics and learn mathematics in actual situations.
3. The cultivation of spatial concepts should be well grasped, and the establishment of concrete and abstract spatial concepts should be closely linked with students' hands-on operation in the next stage. Students can understand geometric shapes and establish spatial concepts through observation and contact (touching, folding, cutting, spelling, etc.). ) and other means. At the same time, it is necessary to mathematize the living materials, build a bridge between concrete, semi-abstract and abstract, and develop students' spatial imagination ability.
4. In teaching, important mathematical concepts and mathematical thinking methods should be gradually infiltrated.
Mathematical thinking method has been regarded as a part of mathematical knowledge, and teachers should gradually infiltrate with the learning of mathematical knowledge in teaching. For example, there are many places in the first-grade textbooks that can be permeated with one-to-one correspondence ideas, function ideas and symbol ideas, which should be implemented in normal teaching.