First, from the existing life experience, accumulate experience in mathematics activities.
In teaching, teachers should start with students' existing life experience. Because knowledge comes from life and from the accumulation of experience in mathematical activities, it is a process for students to actively explore mathematical activities by organically combining mathematical knowledge with students' existing experience and allowing students to accumulate experience in mathematical activities in the process of actively participating in learning.
For example, when Mr. Zheng explains the lesson of comparing graphic area, when learning new knowledge and solving new problems, he can count Tetris to turn the unknown into the known and the unfamiliar into the familiar, and use past experience and existing knowledge to know and understand new knowledge and explore and solve new problems.
Second, from the problem, generate mathematical activity experience.
In teaching, teachers guide students to start with problems, explore new knowledge through independent thinking and cooperative communication, and accumulate experience in mathematics activities.
For example, in the new teaching session, Mr. Zheng asked students to calculate the area of each figure by themselves to see which figures have the same area. Look at the conclusion that most students in the group have, and put a tick in front of this conclusion; If it is different from others, first think about whether this conclusion is correct. If correct, add it to the bottom of the report. So, can you draw more conclusions besides these? Give everyone five more minutes.
Group discussion, teacher patrol guidance.
After 5 minutes, the teacher asked the students to sit down quickly. Some students are still thinking that there may be some you think are equal in area, but you haven't proved it yet. We will study them later. Now let's report the results of the discussion just now. First, report the conclusions that most students can find ... In this session, Mr. Zheng finds out the similarities by letting students think independently and study in groups, and then guides students to solve the differences, analyze them layer by layer, understand the learning methods in learning activities, accumulate experience in the process of activities, and make students remember more deeply. It not only improves the teaching efficiency, but also promotes the accumulation of students' activity experience.
Third, starting from interest, improve the experience of mathematics activities.
In teaching, we should stimulate the interest of primary school students in exploring mathematical knowledge. Let the students analyze the sources of information and exchange their interested mathematical information. Students solve problems through hands-on operation and independent inquiry. It strengthens students' autonomy, cooperation and participation in mathematics activities, cultivates students' initial exploration spirit and innovative learning ability, and enables students to accumulate experience in mathematics activities.
Fourth, start with methods and gain experience in mathematical activities.
In class, Mr. Zheng created his own situation to compare the graphic area for students, and constructed three methods to compare graphics for students: counting grid method, cutting and filling transformation method and overlapping method. In this way, the experience of students' independent exploration activities will be firmly remembered and impressed, and it is not easy to forget.
In short, in mathematics teaching, let students feel the formation process of "experience" knowledge and help students gain essential experience in mathematics activities. Constantly improve teaching efficiency, let's all work together.