The teaching goal of subject courses is to give priority to cultural basic education. Through classroom teaching, teachers guide students to master basic mathematical knowledge such as concepts, properties, laws, formulas, quantitative relations and problem-solving methods on the basis of understanding, and at the same time cultivate their computing ability, preliminary logical thinking ability, spatial concept ability and ability to solve simple practical problems. The teaching goal of activity class is to provide students with flexible and colorful learning space through various forms of activities according to their hobbies and needs, so as to stimulate their potential intelligence and promote the development of their personality. Specifically, the teaching objectives of activity classes should be:
1.？ Cultivate students' interest and hobby in learning mathematics;
2.？ Expand the vision of mathematics and broaden the cognitive field;
3.？ Cultivate good thinking quality and reasonable thinking habits;
4.？ Develop personal advantages and stimulate potential intelligence;
5.？ Cultivate sentiment and form good behavior habits.
Second, reflect the nature of primary school mathematics activity class.
The teaching content and methods of mathematics activity classes in primary schools should be determined according to factors such as teachers, teaching equipment and students' hobbies. Generally speaking, the teaching of activity classes should reflect the consciousness of national conditions, science and technology, competition, economy, democracy, cooperation interest, autonomy, openness and hierarchy. Primary school mathematics activity class has the following attributes:
Educational means that the content of activity class should have a clear educational orientation. That is, through mathematics activities, students are educated in ideology, morality or good behavior habits. At present, we should also highlight the present situation and development of reform and opening up and the national economy, and infiltrate the "national consciousness" to mobilize students' enthusiasm for learning, clarify the purpose of learning, and stimulate their desire for knowledge.
According to students' knowledge base and needs, scientificity is to broaden students' knowledge horizons, broaden the latest information and scientific and technological achievements in the cognitive field, infiltrate "scientific and technological consciousness", stimulate students' interest in learning, loving and applying science, and enable students to acquire knowledge and develop their intelligence.
Practicality refers to the connection between the selected teaching content and students' real life, such as making learning tools, practicing mathematics and solving problems. Let the students do it themselves, participate in the practice in person and cultivate their hands-on operation ability.
Thinking means that the selected content is not the repetition of textbook knowledge machinery, but its extension and development. For example, when teaching computing skills, we should pay attention to thinking training, develop potential intelligence, form good thinking quality and reasonable thinking habits, and thus improve our thinking level.
Interest refers to the contents and methods of activity classes, in order to attract students to participate, so that students can enjoy learning, wisdom and interest in the process of activities and acquire knowledge vividly. Such as puzzles, math games, quiz and other activities, make students participate in competition, dare to compete and be good at competition, thus cultivating students' loyal, firm and confident will quality.
Autonomy is to give students the initiative to learn, let them find out the problems themselves and find out the ways and means to solve them, so as to cultivate students' autonomous learning ability and activity organization ability, and let each student's personality be fully displayed.
Openness refers to the combination of in-class and out-of-class, in-school and out-of-school teaching forms, such as visits and social surveys. Let students get in touch with society, go deep into social life, let them feel that mathematics is everywhere and used all the time, and gradually cultivate students' ability to solve practical problems with mathematical knowledge.
Hierarchical refers to the individual differences of each student's knowledge and ability, so that the requirements of different levels can be reflected in the design of activity classes, so that each student can be improved on his own basis, and his potential intelligence can be developed to the maximum extent.
To sum up, the "eight characteristics" of mathematics activity class teaching are: as far as activity class is concerned, all factors are intertwined and inseparable. It is impossible to imagine that one activity class can reflect all the above aspects, but should focus on mutual infiltration.
Third, we should study the class type of mathematics activity class in primary schools.
According to the characteristics of activity classes, combined with the cognitive structure and thinking level of students of different grades, activity classes can be divided into the following categories:
Courseware of history of mathematics. This paper introduces the stories of mathematicians studying hard at home and abroad, the influence of mathematics on social development and progress, and the brief history of mathematics. So as to inspire students to love the motherland and mathematics, set up lofty ideals from an early age, and cultivate the quality of studying hard and overcoming difficulties. Such as mathematical story meeting, introduction of famous mathematicians' deeds, mathematical reading meeting, etc.
Interesting math class. Using math games, students can understand some simple math ideas and methods, enjoy the joy of success and stimulate their interest in learning math well in relaxed, happy and harmonious game activities, such as math amusement, math riddle, interesting topic discussion and math prospect.
Thinking training class. On the basis of students' existing cognitive structure and ability, we should cultivate students' ways of thinking such as analysis, synthesis, comparison, abstraction, generalization, judgment and reasoning in a planned way, cultivate their qualities such as agility, flexibility, profundity and criticism, and continuously improve their level of thinking development. Such as simple calculation skills, multiple solutions to one question, changeable questions, law of sequence, graphic transformation, quizzes, etc.
Practical application course. Carry out various forms of practical activities, such as making teaching AIDS and learning tools in cooperation with math classes, conducting on-the-spot investigations, visiting, making math wall coverings, providing services in shops to create inventions related to math, etc., so as to cultivate operational skills and the ability to comprehensively apply learned knowledge to solve practical problems.
Competition remedial class. Starting from the abilities and hobbies of all students, special lectures are organized appropriately, so that students can further deepen their understanding of mathematical knowledge, improve their ability to use mathematics flexibly and master mathematical methods and skills more skillfully.
Fourthly, we should establish an evaluation system of mathematics activity teaching in primary schools.
It is necessary to run activity classes well and continuously improve the teaching quality. Schools and teaching and research departments should scientifically and correctly evaluate the teaching quality of mathematics activity classes from the educational function, teaching objectives and teaching characteristics. The evaluation should examine:
1. Whether to stimulate students' interest in learning mathematics. Inducing, cultivating and developing each student's interest in learning mathematics is one of the teaching objectives of activity class. In the activity class, how can teachers create situations, stimulate emotions, mobilize each student's learning enthusiasm to the maximum extent, learn mathematics in a pleasant atmosphere, benefit everyone and develop their personality?
2. Whether to organize students to participate independently and truly become the small host of the activity. In the activity class, how can teachers organize all students to participate actively, give full play to students' personalities and specialties, study teaching problems through independent thinking and discussion and cooperation, and develop students' potential intelligence?
3. Whether to cultivate good thinking quality and reasonable thinking habits. To cultivate thinking quality and train thinking, whether to let students learn thinking methods in activities, and develop good thinking quality and habits through interesting mathematical materials with students' independent participation, so that all students' thinking agility, flexibility, profundity, originality and criticism can be developed to varying degrees.
4. Whether to guide the application of mathematical knowledge. While being interesting, independent and positive, whether to combine mathematics knowledge with practice, organize students to solve practical problems by using existing knowledge and knowledge found in exploration, improve their ability to solve practical problems in activities, and feel that mathematics is everywhere in life, thus increasing their talents.
5. Whether to cultivate students' moral sentiment and positive spirit. Let students form, consolidate and develop their emotions, will and good behavior habits in lively and independent activities. Gradually enhance the awareness of democracy, cooperation, competition and struggle, and cultivate the spirit of yearning for beauty, advocating civilization and being positive.
6. Whether to face all, teach students in accordance with their aptitude and develop their personality. The activity should be aimed at all students, and whether each student can experience it personally, enhance his knowledge and ability and improve his thinking level. At the same time, some students who are particularly interested in mathematics should be fully developed in mathematics.
Fifth, learn mathematics in activities.
In the teaching process of "Understanding RMB", we conducted a sample survey on the students' understanding, exchange and payment of RMB in four classes of grade one in primary school. The results show that 96.5% students know about RMB, 83% students exchange RMB correctly, and 64% students have paid for shopping below 10 yuan, which shows that students already have some.
In view of this situation, we designed this course as "recruiting salespeople", "I am a small customer", "barter" and "exchanging things for money", and carried out the teaching of this course.
(a), the preparation stage:
1. Collect "commodities": Ask students to bring some toys, school supplies or daily necessities, and make price tags to hang on the commodities.
2. Layout of the "store": set the desk as a counter and arrange it according to toys, school supplies and daily necessities.
3. Provide RMB to everyone.
(2), the implementation stage:
1, try to be a small shop assistant.
(1) Multimedia display of RMB in various denominations for everyone to know and talk about.
(2) Multimedia displays RMB of 1, 2 and 5, and asks how to exchange RMB of 1.
Health 1: 1 yuan two 50 points.
Health 2: 10 1 cents for 1 yuan.
Health 3: 5 quarters 1 yuan.
Health 4: 1 50, 1 1, 2 20 exchange 1 yuan.
Health 5: 4 yuan and 2 cents, 2 yuan 1 cent exchange 1 yuan. ...
(3) The face value of multimedia display screen is 65438+ RMB from 0 yuan, 2 yuan and 5 yuan. How to convert it into RMB 10?
(Group activities can be adopted. Everyone fills in the 1 form and lists the exchange methods, and then everyone checks right and wrong. )
(4) The team selects the winner as the shop assistant, and the small shop assistant is listed for posts.
(3) shopping activities.
Teacher: Now everyone should go shopping according to their own needs, and the clerk can calculate how much money they need to get back according to the price of the goods and the amount paid by the customers. Problems that can't be solved in the activity can be discussed with other students. Pay attention to the use of polite expressions.
The "customer" starts shopping by himself, and the teacher gives appropriate help and tips. )
(4) exchange activities.
Teacher: I saw that everyone bought something. Can you exchange your purchases with each other now? Pay attention to make up the difference when the price is different. If you can't solve the problem, you can come to our class's "Consumers Association" for help!
Health 1: My pencil is 50 cents 1. Can I exchange your pencil for 1 eraser?
Health 2: Good! I just need a pencil. The eraser I just bought is 20 cents each, and your change is 30 cents, right?
Health 3: OK, thanks.
Health 4: I bought a little doll for 2 yuan. How many pencils can I change?
Health 5: Pencil is 50 cents. How much do you think you can change?
Health 6 (Interrupted): How many five-pointed stars does 2 yuan Money have?
Health 7 (suddenly enlighted): If 2 yuan has four 50 cents in his money, he can change four pencils.
……
(5) Barter activities.
Teacher: Now you can go to the shop assistant and change your goods into RMB. See if the exchanged RMB matches the original RMB? If it doesn't match, check which link is wrong.
(Students start activities. After changing coins, check whether the coins are wrong. If there is a mistake, think further about where it is. )
(6) Summarize communication.
1. How do I change things after I buy them? How to make up the difference?
2. Does the final RMB match the original RMB?
3. What difficulties did you meet? How is it solved?
The teacher concluded: In life, we often need shopping, and there will be many math problems in actual shopping. To solve these problems, you need to have a lot of mathematical knowledge. Students must study hard!
Teaching thinking:
The new curriculum proposes that the learning goal should be changed from "paying attention to knowledge" to "paying attention to students", and the classroom design should be changed from "imparting knowledge" to "initiating activities" to gain "experience". From the teaching of this lesson, we can see that students have accumulated knowledge about RMB in their lives, so they need to design teaching methods according to their actual conditions, pay attention to "using teaching materials" to help students build a knowledge system, so that students can gain self-confidence, scientific attitude and rational spirit in their studies, and realize the development effect of teaching and the essential function of educating people. Teachers rationally transform teaching materials, reorganize the presentation order and methods of learning content, create a situation in which students actively use existing knowledge to solve new problems through five consecutive activities, and take student activities as the main line to guide students to establish a sense of goal in solving problems, form learning intentions, give students more opportunities for autonomous learning and cooperative learning, and promote students' subjective participation.
In short, teaching is not the transplanting and copying of teaching materials, but the creation and processing of teachers, which turns teaching materials into teaching content about students' learning, educational content to develop students' cultural literacy, and organizes them into students' "life world", so that human culture can enter students' "life experience" and "resume situation". This is an important principle that we must follow in the current design teaching.