In teaching, I arranged some activities for students to measure.
Encourage students to give full play to their imagination and logical reasoning ability in activities, make them realize the length of 1 decimeter and 1 millimeter, and guide them to summarize the relationship among meter, decimeter, centimeter and millimeter.
First of all, I took out the prepared bank card and asked the students to estimate its thickness first, and then actually measure it. The students are puzzled, because the thickness of the bank card is less than 1 cm, which naturally leads to the length unit mm being less than cm, which makes the students think that 1 mm is about the thickness of a bank card.
After students know 1mm on the ruler, they can measure shorter objects that are not whole centimeters.
Next, I took out a piece of paper with the length of 10 cm, and asked the students to estimate it first and then measure it, which led to the concept of "1 decimeter".
Knowing "1 decimeter", I organized students to carry out the activity of "looking for it" to see who could find the objects around "1 millimeter" and "1 decimeter".
The children's enthusiasm for learning has suddenly improved. I asked them to discuss in groups and choose representatives to speak. The answers vary. Some say that the thickness of ID cards, coins and magnetic cards is about 1mm, and another child says that the thickness of 10 paper is also about1mm. It is very important for me that students learn to think deeply in activities and learn mathematics in life.
People often say that "preparing lessons should not only prepare textbooks, but also prepare students". It is easy to prepare textbooks, but difficult to prepare students, because people are alive and their thoughts are always changing.
In the teaching process, we should not learn by rote, but adopt various teaching methods. You can only grasp one main line of students' situation, that is, "guarantee the bottom without capping"
Only by providing students with sufficient free thinking space and daring them to practice, "cultivating creative thinking" will not be just empty talk.
Through this lesson, I also fully realized that "mathematics teaching is the teaching of mathematics activities". From beginning to end, students are evaluating, measuring and searching, and students are very interested.
When I was summing up in class, a student asked a question independently, "Is there a unit smaller than millimeter?" Before he could turn the conversation, a classmate immediately replied, "Yes, it's a micrometer." Another student even said, "What is smaller than micron is nanometer." Their answers surprised me. Knowledge is not limited to the classroom, and students have a wide range of knowledge.