In order to let students experience and understand mathematics in real situations, the curriculum standard mathematics experiment textbook of Jiangsu Education Edition provides rich materials for teachers' teaching. How to turn the course content of teaching materials into real content and conscious action in teaching activities is worthy of every teacher's serious study and thinking. Let's talk about some experiences with the textbooks of grade four (volume one).
First, experience and understand mathematics in close connection with students' living environment.
There are many mathematical problems in students' social life and school life, many of which are good foundations and materials for establishing mathematical representations and abstract mathematical concepts. Experiencing and understanding mathematics in close connection with students' living environment is helpful for students to form mathematical concepts with life experience, understand the close relationship between mathematics and life, and observe the world with mathematical eyes.
When teaching Unit 4 "Parallelism and Intersection", there are many examples of the positional relationship between parallel and intersecting lines in real life, and teachers can guide students to observe and analyze. The textbook presents a bird's eye view of the city, as well as photos of sports fields, runways and sports equipment, from which the intersection and non-intersection of straight lines are abstracted. When teaching, we should guide students to discover the cross and parallel phenomena around them, such as observing the paths, runways, instruments, iron gates, railings, windows, blackboards, walls, desks and chairs, school supplies and so on in our campus. When students have a preliminary understanding of parallelism and verticality, let them observe life and look for similar phenomena, so that students' perspective will be broadened and active, and their mathematical consciousness will be cultivated.
When teaching Unit 8 "Statistics and Possibility", the textbook provides more than ten realistic materials, such as drummer clothing statistics, air quality statistics of 47 key environmental protection cities, air quality statistics of Shanghai, and per capita annual income statistics of farmers in Zhangjiagang. But the teaching materials are limited after all. In teaching, we should supplement and develop some realistic materials with local characteristics and timeliness, so that statistical learning can better reflect its necessity and value and cultivate students' ability to collect, analyze and process information. For example, the school uniform model of this class, the air quality of this city, the income of one's family, the cultivated land in this area and other statistical data are all real and vivid to students. Students have enthusiasm and desire for statistics, have something to say and have feelings.
When teaching Unit 9 "Recognition of Numbers", students should learn large numbers within 1 100 million. This part of the teaching content should focus on understanding the meaning of numbers, so students should also know numbers in real situations. In addition to the materials provided by textbooks, students should also be encouraged to read extracurricular books, search for information on the Internet and acquire knowledge through other channels. For example, in the newspaper of Qingdao Daily on February 1 2005, the following figures can be found: Qingdao West Coast manufacturing industry will add another world-class project, with a planned investment of 654.38+07 billion yuan, and part of it will process 200,000-250,000 tons of steel annually; The throughput of Qingdao Port 1 month exceeded150,000 tons, moving towards the goal of180,000 tons for the whole year; According to preliminary calculation, the GDP of Qingdao in 2004 was 265.438+06.38 billion yuan. The passenger throughput of Qingdao Airlines was 4.808 million passengers; The total import and export volume of Qingdao's foreign trade is 24.33 billion yuan and so on. Teachers should pay attention to collecting this kind of information at ordinary times, so that students can realize the role of large numbers in describing and expressing natural phenomena, social life, production capacity and economic situation, and cultivate students' sense of numbers.
Second, try to create realistic situations so that students can experience and understand mathematics.
In teaching, the background and materials provided by some textbooks are far from students, or it is difficult to provide realistic situations. We can try to create some realistic situations or even simulated situations according to students' experience and existing knowledge, so as to create opportunities for students' autonomous learning and cooperative communication.
When teaching Unit 3 "Mixed Management", you can simulate the shopping situation of a small shop and let the students figure out how much it costs to buy three notebooks and a schoolbag. Take 50 yuan and buy two boxes of colored pens. How much should I get back? Students can also ask similar questions according to their own needs, and then through analysis, induction, communication and reflection, it is concluded that "there are multiplication, addition and subtraction in the formula, and multiplication must be calculated first". Because it provides a simulated real situation, students have life experience and shopping experience, so there is generally no problem in understanding. A similar method can also be adopted in Teaching Unit 7 "Problem Solving Strategies".
Third, make full use of mathematics activities to let students experience and understand mathematics.
Mathematics teaching is the teaching of mathematics activities, and it is a process of interactive development between teachers and students and between students. Teachers provide students with rich mathematical activities, which is conducive to students' active observation, experiment, guessing, verification, reasoning and communication, and is a good way for students to experience and understand mathematics.
In the teaching of Unit 5 "Observing Objects", students continue to learn geometry and the mutual transformation between its three views on the basis of observing objects composed of two, three and four identical cubes in the third grade, which makes the teaching more difficult and requires students to have certain spatial imagination and spatial concept. "Take a look" is the most important learning activity in this unit. Teachers and students must prepare necessary teaching AIDS and learning tools to understand the relationship between the three views and objects in students' "pendulum" and "look" activities. For example, in the example on page 47, four identical cubes are put into an object, and adding another identical cube to keep the front view unchanged is a challenging and open-ended problem. In teaching, activities can be organized in groups, so that students can discover laws and form experiences through actual operation, observation, experiment, guess, verification, reasoning, analysis and communication. Because students have experienced the process of "doing", they have practical experience and profound understanding. In teaching, we must not observe the pictures in the textbook without observing the real thing, which goes against the original intention of the textbook writer and fails to achieve the ideal teaching effect. The whole teaching of this unit is inseparable from the actual operation, which is the key to teaching.
Teaching Unit 8 "Statistics and Possibility". Among them, let students experience the equal possibility of events and the fairness of the rules of the game. In order to make students realize the fairness of game design from the possibility of events, they must be allowed to carry out practical operation activities. You can go through a cognitive process of "questioning-guessing-operation (verification)-conclusion-analysis-abstraction-generalization", and you can fully understand it according to the actual situation in the specific operation process. Carrying out practical activities not only helps students to experience and understand the relationship between possibility and fairness, but also permeates the dialectical relationship between possibility and inevitability and dialectical materialism education in teaching.
The three practices and comprehensive application of textbook design, that is, how to go far, how to know yourself, and how big is 100 million, are highly operable. It is very beneficial to cultivate students' comprehensive application and practical ability of knowledge. We should make full use of the materials provided by textbooks and let students do activities by themselves. You can't perfunctory things and waste precious curriculum resources in vain. For example, in the teaching of how i roll Distant, after asking questions, students can freely discuss the factors of rolling away. Students may consider the height, the length of the slab, the included angle, the material texture, the weight and so on, and then lock the problem in the included angle between the slope and the ground. Then let the students design the experimental scheme, guess the experimental results and enter the experimental activities (this is the main body of the activities). There will be many unexpected problems in the process of experimental activities, which require students and teachers to cooperate and communicate in group activities. After the experimental activities, feedback and communication are conducted, and conclusions and appropriate explanations are given. Students are very interested and willing to participate in such activities, which is very beneficial to cultivate students' scientific literacy, scientific awareness and inquiry ability.