According to the age, physiological and psychological characteristics of primary school students, the construction of primary school mathematics curriculum culture is regarded as the only way to improve students' mathematical literacy, develop students' mathematical concepts and improve students' mathematical thinking. Therefore, since the implementation of the new curriculum standard, I have been paying attention to the construction of mathematics classroom culture in teaching.
First, the infiltration of mathematical ideas, experience mathematics
Different from explicit mathematical knowledge, mathematical thinking methods are often hidden in the occurrence, development and application of knowledge. Experienced teachers can not only see the main thinking methods contained in mathematical knowledge, but also determine specific and appropriate infiltration requirements and strategies according to the characteristics of knowledge itself and students' cognitive level. For example, in understanding a fraction of a whole, a teacher designed it like this: from half a peach to half a plate of peaches (a plate of covered peaches) → if the plate of peaches is 6, if it is 8 → if there is a basket of peaches, there are 30 peaches in the basket of 3 1 … from half a peach to half a plate of peaches. The category "Each serving is half of this peach" introduces "Divide a dish of peaches into two equal portions, each serving is half of this peach", which enriches our understanding and actually goes through an analogy process from one to another. There are six peaches from one plate to another. Take these six peaches as a whole and divide them into two parts on average. Then there are eight peaches and a basket of peaches. Although the numbers change more, the internal consistency is further reflected in this process. Obviously, the above process also reflects the role of abstraction and correction in establishing mathematical concepts, which is helpful for students to improve abstract and generalized mathematical thinking methods.
Second, create a humanistic environment and understand mathematics.
Psychological research shows that a democratic and harmonious atmosphere is conducive to the emotional and information exchange between teachers and students, making learning in an exciting and efficient state for a long time. Because primary school students' attention is easily distracted, it should be the primary content of classroom culture construction in primary schools and an important guarantee for students' healthy and harmonious development. Mathematics classroom should let students communicate and talk imperceptibly, experience in learning, make progress in exploration and cultivate in activities. For example, in the teaching of "decimal addition and subtraction" in the fourth grade, the teacher created the situation of "Blue Cat's birthday buying fruit for a treat" and guided the students to list the formula: 125.5 yuan +234.7 yuan. Then explore the algorithm of 125.5+234.7. Under the active guidance and encouragement of the teacher, the fourth-grade students came up with different methods, which are simple, ingenious and of course naive, so that students can feel the status of a winner in class and experience the joy of success. Teachers are the organizers, guides and participants of the course, and create a humanized mathematics classroom environment, so that students can fully feel trust, care and respect, thus establishing a good interpersonal relationship between teachers and students.
Primary school mathematics education, as a basic education, should strive to create a lively learning environment for students, build a mathematics classroom culture, so that children's main role can be mobilized to the greatest extent, so that children like mathematics and like to use mathematics, so that each student can get different development and our mathematics classroom can be dynamic!