First, provide opportunities to observe and operate activities and accumulate experience from personal experience.
Students can get direct experience and personal experience in the process of observation and hands-on operation. Therefore, in the process of teaching, we should fully trust students, leave enough time and space for them to observe, operate and experiment by themselves, and let them use their brains, start their hands and speak. For example, in the teaching of "knowledge of kilograms"
At first, I asked the students to observe the outer packaging of two bags of salt and knew that its quality was exactly 1 kg. Then ask the students to weigh the two bags of salt with a platform and know that the weight of the two bags of salt is exactly 1 kg. Each student weighs two bags of salt, and the feeling weight is 1 kg. On this basis, let the students take out a plastic bag to hold apples and weigh them. It is estimated that a few apples are 1 kg, and then weigh them to see how much the difference is from the actual situation.
Finally, let the students talk about the familiar items and quality in life in kilograms. In this way, through taking a look, weighing, estimating, talking and other activities, students can experience through personal experience and accumulate through experience, thus effectively gaining experience in mathematics activities.
Second, provide opportunities for exploration and thinking activities, and accumulate experience in guessing and verifying.
The accumulation of inquiry experience must be the thinking, exploration and research of mathematical knowledge in real situations. Gaining experience in inquiry and thinking activities is actually a process of continuous guessing and verification.
For example, when teaching the content of "possibility", first introduce it from the game of "coin toss" to get a preliminary perception. Teacher: Students, guess first, which side will face up after the coin falls? Health 1: Face up. Health 2: Tail up. Teacher: Which way is up? Let's have a look. Students work in groups and then report and communicate. Summary after the activity: We are not sure whether it is heads up or tails up. Therefore, we say: (
) head up, () tail up. Teacher: Can you fill in the blanks with one word? Guide the students to say: Maybe.
Try again, 1. Experience the possibility: Teacher: Touch the ball in a box with three white balls and three red balls. Please guess what color ball you will touch every time before touching the ball. Students work in groups, teachers patrol, and then report in groups. Teacher: What did you find out from the touching balls reported by each group? 2. Experience "Impossible": Teacher: Can you touch the black ball from the box just now? Why? 3. Experience "certain": The teacher shows a box of balls and shakes them evenly, so that students can guess first and then touch the balls. Teacher: Let some students touch the ball to verify everyone's guess. 1 Touched the white ball. I still found a white ball. Sheng 3 touched a white ball. Health 4 A: I know it's still white balls, because the box is full of white balls. Teacher: How to install the ball? It must be a white ball. Health: The box is full of white balls.
Finally, the students design a ball-touching game by themselves: What ball is put in the bag, 1, which must be a red ball? 2. Could it be a red ball? 3. It's not a red ball, is it? To further verify this law.
Teachers should provide this kind of moderately open inquiry activity, inspire students to broaden their thinking in guessing and accumulate rich inquiry experience in verification.
Third, provide opportunities to summarize and reflect, and accumulate experience in method optimization.
Students learn mathematics, gain rich perceptual experience in the process of observation, thinking and comparison, and then abstract the essential attributes of * * * from numerous mathematical facts or phenomena. But the method of summary is not necessarily optimization, and there are generalization, comparison, reasoning and refutation in reflection. Therefore, reflection is a kind of creative learning.
For example, after teaching "surface area of cuboid", calculate the surface area of cuboid downspout. Some students first calculate the area of six sides, and then subtract the area of the upper and lower sides. Guide the students: the upper and lower surfaces are actually empty. Can it be simpler? After the students were inspired, they found that the sum of the areas of the four sides was directly added.
Is the surface area. Take a closer look: What do you find about the upper and lower openings of the downpipe? (It's a square). After thinking, the students come to the conclusion that only one side area is needed, and then the surface area of the downcomer can be calculated by multiplying it by 4 ... Students improve their thinking quality in reflection, optimize their methods in reflection, form strategies and accumulate experience in mathematical activities.
Fourth, provide opportunities for after-school expansion and accumulate experience in comprehensive activities.
"After-class expansion" is an important link in the process of mathematics teaching reform, and it is the expansion and extension of mathematics subject content. It is necessary to design scientific and reasonable "after-class extension" questions to further extend students' experience, further cultivate their habits and accumulate experience.
For example, after teaching "the meaning of comparison", guide students to collect "comparison" in life. Students know that the Oriental Pearl Tower, the pyramids of ancient Egypt, Venus, Athena and other architectural and artistic works all contain the "golden section", and then let the students create their own works of "golden section". Another example is to design a situational activity of "small supermarket" after learning "Understanding RMB": display students' toys as commodities, post unit prices, and let students shop independently with their own RMB, and calculate "What can 1 yuan buy?" "1What can 0 yuan buy?" "What do you like to buy best?" "* * * How much is it?" ..... turn boring "understanding RMB" into situational homework. In such comprehensive activities, students expand their thinking, enhance their awareness of application, and truly realize "in-class and out-of-class benefits".
In a word, teachers should pay full attention to students' experience accumulation in mathematics activities. Students can realize the organic integration of operation experience, thinking experience and strategy experience in mathematical activities such as observation, operation, experiment, guessing, reasoning and communication, and accumulate rich experience in mathematical activities.