Mathematics practice is a practical activity that combines teachers' life experience with students' knowledge background. Learning activities that guide students to explore independently and cooperate and communicate. This activity must be based on students' original knowledge, which is of interest to their age group and can be done. Only in this way can students better accumulate experience in activities and feel and understand the connotation of mathematical knowledge. Formulate problem-solving strategies, experience the connection between learning and real life, mobilize learning emotions, and lay a good foundation for more effective learning in the future.
This semester, the "problem bank" activity was carried out among the first-year students, providing students with inquiry learning places that dare to ask questions, are good at asking questions, and understand and answer questions in different ways. Through the cooperation between students, ask parents, grandparents and find extracurricular books, so that students can jump out of the strange circle of "what teachers say" in the past and develop good qualities of positive thinking and daring to explore from an early age. During the activity, students * * * put forward more than 100 different questions, and Yue Huang, a student in Class 4 a year, put forward 8 questions, which showed good problem awareness and innovative thinking ability. In the second grade, the activity of "My Family's Numbers" was carried out, and the students' understanding of the length units introduced in the book changed from abstract to intuitive through repeated measurements. And through computer synthesis, handwritten newspapers and other forms to show their talents.
In the third grade, "Looking for the perimeter of home"; Fourth grade birthday party plan; My Design in Grade Five; The activities such as "out of the classroom and into the bank" in the sixth grade are in line with the age characteristics of students and are the extension and expansion of classroom learning. Furthermore, it has brought positive, vivid and interactive effects to classroom teaching, made classroom teaching move from "mastery" to "innovation", and opened up a broad world for students' autonomous learning and inquiry learning.
During the activity, communicate in time, inspire each other and gradually improve.
Mathematical practice is a comprehensive activity process. No small activity can be completed at once. It is necessary to go through the process of determining the objectives and contents of the activity-drawing up the activity plan-organizing concrete implementation-exchanging feedback and evaluation. In the process of activities, we should not only let students experience and create, but also give timely feedback and guidance, and also have a certain time guarantee. For example, after learning the understanding of the circle, in order to enable students to draw a circle flexibly and correctly, and to further understand the terms such as center, diameter and radius, students are encouraged to draw a plan with the circle as the mainstream. After students hand in their homework, there are stick figures, watercolors, imaginary paintings, cartoons and so on. , colorful. But the concept is relatively simple, the theme is not clear, and it is just a combination of large and small circles with profound implications. In this case, the teacher is not in a hurry to comment, but organizes students to group, group and exchange creative ideas, creative processes and creative experiences in a timely manner. So as to feel the different thinking of others. Inspire each other and gradually improve their works. In the end, a number of works with distinctive themes, novel ideas and strong sense of the times stand out. In this way, activities let students experience failure, try methods and experience the process, which is the harvest! More importantly, repeated practical activities have brought about changes in students' learning methods and improved and developed their knowledge and ability.
Pay attention to process and method, pay attention to emotion and attitude, not just results.
Comprehensive practical activities are cooperative learning activities carried out by students themselves under the guidance of teachers. The development of practical activities is to let students understand and pay attention through their own personal experiences, and try to analyze and solve their concerns. These problems may seem naive and meaningless to us, and some problems can't be solved by them. But we know more clearly that the fundamental purpose of comprehensive practical activities is not only to let students really solve a practical problem, but more importantly, to find a perfect solution. It focuses on how students find problems, how to think and try to solve problems, and what changes have taken place in their bodies, minds, emotions, thinking and attitudes in the process of paying attention to this problem. Knowing oneself, caring for life and developing oneself through practical activities are the goals of carrying out practical activities. "Mathematics Curriculum Standard" points out: "Teachers should make full use of students' existing life experience, guide students to apply what they have learned, and realize the application value of mathematics in current life. "When studying the collation and review of statistical charts, we organize students to obtain information through the Internet, investigation and interview, reading books, newspapers and magazines in groups, extracurricular books, etc., and skillfully make statistical charts or statistical tables. In this activity, mathematical knowledge is no longer a variety of exercises divorced from life, but a re-creation that fully reflects practical activities. Emotional experience is always accompanied by activities.
Therefore, they have a keen sense of news, a solid basic knowledge of mathematics and a good aesthetic concept. To show the imagination and creativity of modern children's superman, and to reflect students' innovative consciousness and quality. In addition, in every activity, we are very concerned about the individual differences of students. Pay attention to protecting each child's self-esteem and self-confidence, let students communicate with each other in activities, ignite the spark of thinking in evaluation, broaden the horizon of knowledge, understand the colorful world and enjoy the joy of success.
(B) teacher-student interaction to help teachers update their ideas.
In the comprehensive practical activities, teachers' condescending dignity is impacted. After all, comprehensive practice is a brand-new subject, not only for students, but also for a wider life world. In a complex world, students are students and teachers are students. In some ways, students are more imaginative and creative than teachers. This means that teachers should learn from students and make the relationship between teachers and students truly equal. Make teachers seriously reflect on their teaching and adjust themselves to adapt to the new situation. The statistics of sixth-grade students on the driving situation around the central road of the city and the statistics on the number of ships and planes dispatched by China search pilot Wang Wei show that modern children are concerned about society. They are no longer just learning from teachers about addition, subtraction, multiplication, division and Divison, but caring about a member of the social family.
In the comprehensive practical activities, the greatest role of teachers is to create a good atmosphere and provide a broad space for students to freely display in a free space. Give students confidence that they are capable and can do well. Teachers should be open-minded, not preconceived, impartial, put themselves in the shoes and think about students' lifelong development. Respecting students' personalities and differences between people will improve and develop each student on the original basis, instead of insisting on sameness and favoritism, and establishing a truly equal teacher-student relationship. Students have a strong interest in learning mathematics around them.
Mathematical practice is the teaching of mathematical activities, and it is a process of interactive development between teachers and students and between students. In this process, we should attach importance to the emotional experience of students' participation, let students feel mathematics in activities, experience the role of mathematics, cultivate students' consciousness and attitude of consciously applying mathematics to practice, make mathematics truly become a tool in students' hands and realize its great application value. After learning the length units of centimeter, decimeter and meter in the second grade, we can cultivate students' sense of number and improve their knowledge application ability by measuring the height of family members and the length and width of household appliances. The third grade "Looking for the Perimeter of Home" and the fifth grade "My Design" turn practical problems in real life into mathematical problems, so that students' practical application ability can be improved. In this way, students can not only connect the knowledge in books with practice to realize the social value of mathematics, but also learn knowledge that books can't learn, so that knowledge can be improved in practice. Students feel that today's study and life are closely related, and truly realize the willingness, fun and ability to learn.
Thirdly, the comprehensive utilization of knowledge helps to improve students' comprehensive ability.
"Mathematics Curriculum Standard" points out: "Effective mathematics activities can't rely solely on imitation and memory, and hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics." Students understand the extensive relationship between mathematics and life through mathematical practice activities, learn to solve simple practical problems by comprehensively applying the knowledge and methods they have learned, deepen their understanding of the knowledge they have learned, and acquire the thinking method of solving problems by using mathematics. Put them together. It can cultivate students' abilities in these aspects: first, the ability to collect and sort out information; The second is the ability to cooperate and communicate with others; The third is the ability to solve practical problems by using what you have learned. More importantly, students experience observation, operation, experiment, investigation, reasoning and other activities in mathematics practice, and gain a good emotional experience, feel the interconnection of mathematical knowledge and appreciate the role of mathematics in the process of cooperation and communication. Promote students' all-round, sustained and harmonious development. This is an essential quality for top-notch talents in 2 1 century, and it is also a new learning method advocated by mathematics curriculum standards. As a new learning content and way, subject practice is a brand-new subject for us. In practice and exploration, we realize that students' learning is not only the accumulation of knowledge, but also the consciousness of flexible application in knowledge application; Let students not only actively acquire knowledge, but also find and study problems. We should not only let students use knowledge to solve practical problems, but also stimulate students' innovative potential and realize learning ideas and methods in the process of seeking problem solving.