"Mathematics Curriculum Standard" clearly points out: "Mathematics teaching should closely connect with students' real life, create vivid and interesting situations according to students' life experience and existing knowledge, and guide students to carry out activities such as observation, calculation, guessing, reasoning and communication, so that students can master basic mathematics knowledge and skills through mathematics activities, initially learn to observe things and think about problems, stimulate students' interest in mathematics, and learn to learn to learn mathematics well."

1, using the situation to stimulate students' thirst for knowledge

Psychologist Bruner believes: "Learning is an active process, and the best motivation for students to learn is their interest in the materials they have learned, that is, the internal motivation mainly comes from the learning activity itself, that is, the psychological motivation that directly promotes students' active learning." Therefore, when creating situations, we should not blindly pursue gorgeous pictures, beautiful music and beautiful animations, but should be more conducive to the new teaching materials themselves and stimulate students' psychological needs for knowledge, thus arousing students' desire for knowledge and doubts.

2. Use the situation to connect with existing knowledge and experience.

Where is the starting point of teaching has been concerned by more and more teachers. Accurately grasping the starting point of teaching and paying attention to students' life experience is the premise to ensure the effectiveness of situation creation. The constructivist learning view holds that learners' existing knowledge and experience play an important role in the process of constructing their own knowledge. For example, when teaching kilograms, the teacher first took out an apple (500g) and a stone (1kg) and said, "Which is heavier?" Students use the existing knowledge and experience to have a look, weigh and say, "This stone is heavier." Then add an apple to add up to nearly 1 Jin and ask, "Is this stone still heavy now?" The student weighed it and said, "Almost, but we can weigh it with a scale." The creation of such situations is full of mathematical charm and thinking value, which is more conducive to promoting the transfer of students' existing knowledge and experience and actively constructing new knowledge.

Second, pay attention to the effectiveness of learning methods.

"Mathematics Curriculum Standard" puts forward that "hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics."

1, learning can't be completely denied. As a basic science, mathematics has its unique structural characteristics, and some knowledge is unified, rather than students can easily find answers through inquiry activities. In other words, the learning of this knowledge should be based on accepting learning, which requires teachers to explain or learn under the guidance of teachers, and does not require exploration. For example, specify the length unit 1 cm, 1 decimeter, 1 meter, specify four operation sequences, and so on. Practice has proved that meaningful receptive learning can make students absorb more information in a short time and achieve better results.

2. Deepening of research-based learning. "Inquiry", as one of the three major learning methods emphasized in the new curriculum, is gradually accepted by teachers and applied to teaching because of its advantages of stimulating students' autonomous learning, experience and discovery. For example, when teaching "measuring length", it is mainly to guide students to operate. In order to skillfully lead out the measuring tool "ruler", I first let the students choose the tools around them to measure the length of the desk. Some use textbooks, some use pencils, and some actually pull out a hair. In this "lively" measurement operation, students get different results. Some say the desk is as long as four math books, some say it is as long as six pencils, and some say it is as long as 22 hairs. At this time, students' thoughts are complicated and confused. Why is the length of the same table different after measurement? After group discussion, the students realized that the measuring tools should be unified when operating. While attaching importance to inquiry learning, we should also pay attention to the fact that it is impossible and unnecessary for students to discover and explore mathematics independently anywhere. Let students use inquiry learning to study, and we should pay more attention to whether the learning content is suitable for inquiry learning, so as to ensure the effectiveness of learning.

Third, give full play to the effectiveness of classroom evaluation "Curriculum Standards" points out: "Evaluation should not only pay attention to students' learning results, but also pay attention to their learning process ... pay attention to students' emotions and attitudes in mathematics activities, help students understand themselves and build self-confidence. "First of all, the assessment should be objective and fair. On this basis, insisting on encouragement is a charming and valuable evaluation. As a teacher, we must deal with students' mistakes correctly, and we can't use encouraging evaluation to extremes. Students should not be perfunctory about their mistakes, but should be guided to tell their own ideas of solving problems in order to make corresponding evaluations. For those wrong ideas that contain innovative thinking, we should point out the shortcomings and encourage them at the same time, so that students' enthusiasm for learning and innovation can be better brought into play.

Second, teachers should be good at using rich evaluation language. Specifically: (1) language accuracy. Accurate language in teaching can remind and correct students, and teachers should give appropriate evaluation to students' answers. (2) the vividness of language. Humor is an indispensable teaching method in modern classroom teaching. It can break the boring situation in the classroom, make the whole teaching process harmonious and interesting, and optimize the classroom teaching effect. (3) the creativity of language. "Curriculum Standards" points out that "the evaluation of learning should pay attention to both the results of students' learning and their learning process. "This requires teachers not only to say' you speak very well' and' you speak very well' to students, but also to evaluate students from the perspective of thinking. The language of evaluation should also vary from person to person, from time to time, from cause to effect and from thing to thing.

Third, give full play to the effectiveness of classroom evaluation.

"Curriculum Standards" points out: "Evaluation should not only pay attention to students' learning results, but also pay attention to their learning process ... pay attention to their emotions and attitudes in mathematics activities, help students know themselves and build their self-confidence. "

First, the evaluation should be objective and fair. On this basis, insisting on encouragement is a charming and valuable evaluation. As a teacher, we must treat students' mistakes correctly, and we can't use encouraging evaluation to extremes. Students should not be perfunctory about their mistakes, but should be guided to tell their own ideas of solving problems in order to make corresponding evaluations. For those wrong ideas that contain innovative thinking, we should point out the shortcomings and encourage them at the same time, so that students' enthusiasm for learning and innovation can be better brought into play.

Second, teachers should be good at using rich evaluation language. Specifically: (1) language accuracy. Accurate language in teaching can remind and correct students, and teachers should give appropriate evaluation to students' answers. (2) the vividness of language. Humor is an indispensable teaching method in modern classroom teaching. It can break the boring situation in the classroom, make the whole teaching process harmonious and interesting, and optimize the classroom teaching effect. (3) the creativity of language. "Curriculum Standards" points out that "the evaluation of learning should pay attention to both the results of students' learning and their learning process. "This requires teachers not only to say' you speak very well' and' you speak very well' to students, but also to evaluate students from the perspective of thinking. The language of evaluation should also vary from person to person, from time to time, from cause to effect and from thing to thing.