First of all, teachers should change their ideas and strive to improve their professional quality.
Sometimes the phenomenon of lacking "mathematics taste" in mathematics classroom is largely caused by teachers' misunderstanding of the basic concepts of curriculum reform or teachers' own mathematics professional knowledge is not solid. There is no doubt that mathematics teaching should not only impart knowledge and form skills, but also play a role in educating people. However, due to the superficial understanding, teachers often do not dig out the educational factors from the inside of mathematics teaching, but simply add them from the outside, which leads to the dilution of "mathematics taste". Zheng Yuxin pointed out: "Mathematics can improve students' logical thinking ability, with clear thinking and clear organization; It is helpful to cultivate students' serious and meticulous style; Can make students develop excellent style; Can make students enhance their fighting spirit and adaptability; Can arouse students' exploration spirit and creativity; It can make students have mathematical intuition and imagination. "These unique qualities and abilities can only be cultivated gradually or mainly through mathematics learning. Obviously, these unique qualities and abilities are also important elements of "mathematics taste", which should be carefully explored and embodied in the current mathematics classroom teaching. This requires mathematics teachers to constantly understand the basic ideas of mathematics curriculum reform and strengthen the study of professional knowledge in mathematics teaching practice.
Second, teachers should be good at excavating the favorable factors of teaching materials and refining teaching materials with the essence of mathematics.
Open the current primary school textbooks, with rich pictures and vivid images. No matter examples or exercises, we attach great importance to the connection between mathematics and life. Such vivid textbooks help primary school students cultivate their interest in learning. The illustrated design provides a good help for children who are still in the image development period to learn mathematics. However, there is not much mathematical language and thinking in books. Mathematics has a unique mathematical charm. It is much more meaningful to let students feel the charm of mathematics in mathematics class than in the last lively mathematics class. For example, in order to cultivate students' imagination, mathematics can be taught with the help of physical objects at the beginning of learning, but gradually we should learn to think without physical objects. If we always need to think with the help of physical objects, we will ignore the simplicity and abstraction of mathematics, and the "taste of mathematics" in teaching will be covered up by the strong "taste of life", so students will not be able to appreciate the beauty of simplicity and abstraction of mathematics. For example, in the classroom teaching with a preliminary understanding of grades, some teachers often design scenes of cutting objects in the classroom, such as letting students divide moon cakes, eat moon cakes or divide watermelons and eat watermelons to stimulate students' interest. This "mathematical activity" should be questioned. Because when students cut moon cakes and watermelons, their mathematical thinking has been submerged in other imaginations caused by the color and fragrance of moon cakes and watermelons, and the mathematical thinking such as "average" has been put aside.
Third, the design problem should be purposeful, excluding "non-mathematical" interference in the classroom.
The problem of classroom teaching design must be mathematical, and how students think and say it is closely related to the problem of teacher design. For example, looking at a picture of a chicken, I generally don't ask "What do the children see?" Because it is difficult for students to think about talking about mathematics, I will ask "Please use a formula to represent the number of chickens in the picture", and students will think about the formula, which is what they want to learn. Maybe some math teachers now think that the design questions should be open-ended, and students' thinking should not be restricted. There is nothing wrong with this, but openness should be the opening of mathematical problems, not the endless opening; The most important feature of mathematics teaching is the demonstration of mathematical thinking activities, which emphasizes mathematical thinking activities rather than other activities. The operation activities designed in class should be mathematical thinking activities. At present, a large number of activities are used in mathematics classroom to carry out the learning of mathematics content, which conforms to the psychological characteristics of primary school students learning mathematics and is worth popularizing. However, if the content of the activity is not concerned by mathematics, it will not help to learn mathematics. If there are many such activities in a math class, it is not a math class, and the math class loses its math flavor. You can't recite too many extra tasks in a math class. Some contents unrelated to mathematics are not unnecessary, but should be organically infiltrated into teaching. The most important task of math class is to cultivate students' mathematical thinking ability. On this premise, the relevant content will be infiltrated into the mathematical materials, so that students can feel and understand it imperceptibly and accurately grasp the meaning of mathematical terms. Otherwise, math class will lose its charm. Mathematics curriculum standard (Ministry of Education, 20 1 1) emphasizes inquiry activities such as observation, experiment and guess. Because some teachers can't grasp the significance of observation and guessing in mathematics, they regard riddle guessing as mathematical guessing or guessing, misleading students, so that students say a lot of things that have nothing to do with mathematics without purpose in class. Mathematics class should have the taste of mathematics, and only by working hard to embody mathematics can there be a wonderful class. Any lively and grandstanding math class can't achieve the purpose of math education. Only by seriously studying the theory of mathematics education and constantly exploring the practice of mathematics education can we have a math class with a taste of mathematics.
Fourth, make students familiar with mathematical language and standardize it step by step.
The application of mathematical language also reflects the degree of learning and understanding of mathematics. Such as the length and width of a rectangle, the side length of a square, parallel, vertical, regular triangle, regular polygon, cyclic decimal, average fraction among fractions, inclusive division in the sense of division, average division and so on. These special mathematical words in primary school mathematics should not only be used accurately and appropriately by teachers in teaching, but also help students learn to use these mathematical languages to think and solve mathematical problems.
First of all, teaching should attach importance to students' systematic and complete mastery of mathematical language. Symbol is the basic vocabulary of mathematical language, and laws, rules, formulas and specific expression programs constitute the basic grammatical rules of mathematical language. It is very important to master these.
Secondly, we should pay special attention to guiding students to communicate in mathematical language. In teaching, we should constantly guide and help students to express themselves in a more concise, scientific and symbolic direction, that is, close to symbolic language and schema language, rather than staying in tedious descriptions or superficial psychological feelings. It is particularly important to note that students' mathematics language is greatly influenced by mathematics teachers, so teachers should use standardized and rigorous mathematics language in class to demonstrate the role for students.
Fifth, students will think in a mathematical way.
Descartes said, "Mathematics is a science that makes people smart". Mathematical thinking method reflects the connection and essence of mathematical concepts, principles and laws, is the link for students to form a good knowledge structure, and is the bridge for cultivating students' ability. Mathematical thinking method is an inseparable part of mathematical knowledge. Smir pointed out: "There are many mathematical ideas and methods in primary school mathematics textbooks, such as limit ideas, symbolic ideas, set ideas, transformation and modeling ideas, and methods of guessing and verifying." Students' learning of mathematics is not only the acquisition and repeated practice of knowledge, but also the mathematical thinking method throughout. If the basic knowledge and skills in mathematics textbooks are a bright line, then the mathematical thinking method contained in the textbooks is a dark line. Teachers should pay attention to the infiltration of mathematical thinking methods, grasp the favorable factors in the teaching content, and consciously guide them so that students can master mathematical thinking methods imperceptibly. Teachers should attach importance to primary school students' learning mathematics, not just thinking in concrete images, but trying to move towards abstract and generalized thinking.
Paying attention to the taste of mathematics does not mean denying that mathematics needs life. On the contrary, it affirms the value of life-oriented mathematics teaching at a higher level. In order to better implement the concept of "let different students have different development in mathematics", let all students meet the basic requirements, and let some students have higher development-get more mathematical thinking methods and ways, inherit the fine mathematical tradition, and avoid the "browsing" level of mathematics learning, we must let mathematics classroom return to science and essence.