Action is the foundation of thinking. First-year students are curious, active and like to imitate. Therefore, in teaching, I consciously "do what I like", and create more scenes for students to operate and learn by doing it, so as to turn abstract mathematical knowledge into tangible objects that can be seen and touched, and then I can rely on them to learn, which will help students understand and master knowledge.
For example, this situation was arranged when teaching classification. I put a bunch of things on the table (clips, bracelets, facial oil, medicine, pens, paper money, coins, payment receipts of different sizes). When students go to the stage to pack things, they know what classification is, and naturally learn the knowledge of classifying objects according to certain standards, and realize the fun of learning and applying mathematics.
The interaction arranged above is suitable for students' thinking level. Through hands-on operation, students not only understand what classification is, but also master the methods of classification, thus stimulating thinking and achieving the purpose of cultivating students' thinking.
Second, observe with eyes, promote thinking with form, and cultivate thinking in images.
Primary school students (especially junior students) think mainly in images, so students' thinking cannot be separated from images. For example, it is one of the effective ways to cultivate students' thinking by cultivating students' intentional observation of graphics and promoting thinking by shape. However, junior students' intentional attention ability is often poor, and observation is often random, sometimes even regardless of primary and secondary, which requires teachers' timely guidance.
For example, when teaching the knowledge of cuboids, first take out a box of ink bottles and let students observe how many sides there are in this box. Then guide the students to see what shape each side is. How about the teacher asking the students to observe two opposite faces further? Through the teacher's guidance, students gradually realize that a cuboid has six faces, and the two opposite faces are the same in shape and size. In this way, students have a way to observe and rely on thinking. By observing objects, they promote the development of thinking in images and teach students to observe things in a certain order.
Third, pay attention to expression, promote thinking by mouth and cultivate thinking in images.
Language is the carrier of thinking. Educational psychology research shows that children develop their thinking in the process of mastering language. Without language, their thinking cannot develop. Therefore, I consciously guide students to transform their life language into mathematics language, encourage them to talk more, improve their oral expression ability and develop their thinking. However, due to the limited vocabulary, junior students are often unable to express their ideas. Therefore, it is necessary to cultivate students' mathematical language expression ability step by step, and teach students to say a complete sentence from the beginning of the preview class, such as gradually teaching students to use "who is more, who is less, who is more, who is less, who is more, who is less, who is more and who is more" in the teaching of "Bi Duo". In graphics teaching, guide students to look at pictures, express the meaning of pictures completely with language, and then make formulas. For example, "there are two ducks on the left and five ducks swimming on the right." How many ducks are there? " ? Calculate by addition; Four balloons in hand, three balloons fly away, how many balloons are left? Use subtraction "and so on. Students develop their thinking ability in the process of observation, thinking and expression.
Fourth, strengthen practice to promote thinking and cultivate abstract thinking.
The outline puts forward: "Practice is an important means for students to master knowledge, form skills and develop intelligence." Through a certain number of exercises, students can not only deepen their understanding of basic knowledge, but also apply what they have learned and promote the internalization of thinking.
Practice should be scientific: practice should be creative labor, and only by highlighting the key points and grasping the key points can it play the role of "making the finishing point". For example, in the teaching of "two-step calculation of addition and subtraction application problems", we should practice the whole process of analysis, formulation and solution, but the key lies not in calculation, but in analyzing the quantitative relationship to find out the intermediate problems, so as to clarify the problem-solving ideas and find the correct problem-solving methods.