First, create a classroom atmosphere to stimulate students to learn mathematics
Primary school students are in the transition stage from thinking in images to abstract thinking, and their abstract thinking ability is still very weak. Some of the mathematical knowledge they have learned is abstract and difficult for students to understand. Therefore, teachers should strive to create situations, create a lively classroom atmosphere, and stimulate students' interest in learning. Only in a relaxed and happy environment, students' learning efficiency will be high, and what they have learned can be quickly transformed into ability. Therefore, creating a good learning atmosphere is the premise for students to learn mathematics well.
For example, when teaching and exploring the law of food collocation, I created such a situation in combination with students' life: Students, what do you like for breakfast? If you were given three kinds of snacks: hamburger, barley and steamed stuffed bun, what would you choose? If you only choose 1 snack, how many choices does * * * have? I will provide you with two kinds of drinks, milk and juice. If only 1 beverage is selected, what are the options? If you choose 1 snacks and 1 drinks for breakfast, how do you plan to match them? (Let more students talk about collocation methods) Then say: It seems that we have many different collocation methods. Please guess how many different collocation methods * * *? Then ask the students to do verification and show different collocation methods with words and pictures. Students' learning enthusiasm was mobilized, everyone was trying to verify the conclusion, and the classroom atmosphere became active. Students learn the math learning method of guessing-verifying-inducing. In this way, you not only learned mathematics knowledge, but also improved your mathematics learning ability.
Second, strengthen the guidance of learning methods and urge students to learn mathematics.
1. Contact the old and new to promote migration.
There is often a close relationship between the old and new knowledge of mathematics, and the new knowledge is often extended and developed on the basis of the old knowledge. Therefore, teachers should guide students to learn to move and learn to learn. Let students not only learn new knowledge, but also learn ways to explore new knowledge, and urge students to move from "learning" to "learning". For example, when teaching multiplication table and distribution table, let students make a comprehensive formula in two different ways first, and then let students talk about the practical significance of these two formulas. Because the results of the two methods are the same, these two formulas are written as equations: (65+45)×5=65×5+45×5. Use ">" to display the other two questions.
2. Guide reading and learn to teach yourself.
To make students move from "learning" to "learning", we should not only emphasize the result of learning-what they have learned, but also emphasize the process of learning-how to learn. Letting students learn to read is an important aspect of cultivating self-study ability. Only when they learn to read independently can they learn to teach themselves. But generally speaking, students' habits and abilities of reading mathematics texts are generally not as good as those of reading Chinese textbooks. Therefore, in mathematics teaching, we should pay attention to cultivating students' ability to read mathematics textbooks in a planned and targeted way and improve their self-study ability. For example, when studying the characteristics of the teaching circle, the teacher first shows the self-study outline, so that a student can read the self-study outline, and then let the students read the book independently with questions around the requirements of the self-study outline. After reading the book, they complete the communication outline and ask the students to talk about any problems. Finally, test the self-study situation. This not only guides students to read books in an orderly way, but also cultivates students' self-study ability, and can feedback the effect of reading books in time, thus guiding students to "learn" mathematics.
3. Hands-on operation helps to understand
Primary school students are in the transition stage from thinking in images to abstract thinking, and they often learn knowledge with the help of intuition and perceptual knowledge. Therefore, teachers should prepare a large number of intuitive teaching AIDS and learning tools before class, so that abstract knowledge can be visualized through hands-on operation, which is convenient for students to understand. In this way, students learn how to explore new knowledge while thinking, thus "learning" mathematics. For example, in the teaching of dividing two digits by one digit (the first digit cannot be divided completely), for example, divide 52 sticks into two parts on average. How many sticks are there in each part? Let the students divide a point independently first, then discuss at the same table, then communicate with the whole class, and let several students speak on stage. There are three ways to divide students: (1) divide all 52 sticks into two parts in the form of a single stick, and each part gets 26 sticks; (2) firstly, divide the 5 bundles into 2 parts, each part has 2 bundles, and the rest is 1 bundle; Then break up the bundle of 1 and divide it evenly into two parts, each with five, and then divide the two parts evenly into two parts, each with1; Finally, 26 pieces were obtained each; (3) First, divide the 5 bundles into 2 parts, with 2 bundles each, leaving 65,438+0 bundles, and then unfold the 65,438+0 bundles, and then divide them into 2 parts with 6 bundles each, and finally get 26 bundles each. Then guide and compare three points, which is better? Obviously, the third method is better. This has laid a good foundation for the teaching of 52÷2, and students naturally understand the arithmetic of 52÷2. Let the students try to calculate vertically independently, and then the teacher will give appropriate guidance according to the situation. In this way, with the help of hands-on operation, students not only master knowledge, but also cultivate self-study ability, thus "learning" mathematics.
4. Think independently and improve your ability
In order to let students learn to learn, teachers should change from "knowledge disseminator" to "students' guide to learning knowledge", and guide students in their thoughts, methods, laws and innovations, so that students can learn mathematical thinking methods, develop the habit of independent thinking and improve their mathematical learning ability. Only by developing the habit of independent thinking can students improve their learning ability and learn to teach themselves, so as to achieve the goal of "teaching today is to not teach later" and lay a solid foundation for students' lifelong learning. For example, when teaching letters to represent numbers, a student asked: Why is 2+2=22, a+a≠a2? First, I praised this classmate's thinking and questioning spirit, but I didn't answer directly, but threw the question to the class for discussion. Then some students scrambled to answer 22=2×2, 2+2=2×2, while a2=a×a, a+a and a×a have different meanings. A+a means the addition of two A's, and a2=a×a means the multiplication of two A's, so 2+2=22, a+a≠a2. After such independent thinking and discussion, students understand the difference between a+a (that is, 2a) and a2, and are more impressed. We have always attached importance to the cultivation of students' independent thinking ability. Through the inspiration, guidance and guidance of teachers, students will learn mathematics learning methods, thus "learning" mathematics.
Third, teaching should be properly "blank" to guide students to learn mathematics.
The classroom teaching of mathematics in primary schools should be properly left blank, so as to arouse students' bold association and imagination, conduct full discussion and exchange, and stimulate students to actively recreate what they have learned, thus improving the efficiency of mathematics teaching. Clever "blank space" in math class can leave enough time and space for students, enough space for independent thinking and cooperative exploration, and opportunities for independent evaluation and mutual evaluation for students, so that students can fully experience and participate in math activities and learn math. For example, when teaching the calculation of rectangular perimeter, first create a situation of playing basketball on the basketball court, and then let students ask questions. How many meters did the PE teacher walk along the basketball court? Or how many meters is the circumference of the basketball court? Please come up and point out the perimeter of the basketball court. How to find the perimeter of this basketball court (that is, the perimeter of a rectangle)? I leave the students blank, let them do their own math first, then talk about their own algorithms in the group, and then send representatives from each group to communicate in the class. There are four algorithms: (1) 28+15+28+15 = 86 (meters); (2)28+28+ 15+ 15=86 (m); (3)28×2 = 56(m) 15×2 = 30(m)56+30 = 86(m)； (4)28+ 15=43 (m) 43×2=86 (m). After getting several algorithms, I asked: which calculation method do you like to use to find the perimeter of a rectangle? Why? What conditions do you think you need to know and how to calculate the perimeter of a rectangle? After group discussion, the whole class communicates. On the key content of rectangular perimeter calculation, I left a blank for students to explore and communicate independently, so as to learn the method of rectangular perimeter calculation. In terms of calculation methods, I just let students use their favorite methods to calculate, and there is no uniform requirement. Through appropriate "blank space", students' ability to learn mathematics is cultivated, and students can learn mathematics learning methods, so as to learn mathematics.