First, carry out mathematics activities and fully tap students' resources.
Students are the direct objects of our teaching and the masters of teaching activities. Students themselves are the main body of curriculum resources, which are inexhaustible and enriched with the development of curriculum resources. In mathematics teaching, we can organize all kinds of interesting mathematics activities, so that students can give full play to their subjective initiative and make full use of their own resources. For example, after learning packaging knowledge, students can measure the thickness of a new version of RMB 100 yuan, and then think about designing a safe for bank staff if the bank has RMB 100 million yuan. How big is this safe at least? How many design schemes do you have? Organize such practical activities, students have high enthusiasm and high participation. Students feel the joy of learning mathematics in the activities, stimulate their learning potential, cultivate their practical ability, improve their application ability of mathematical knowledge, better understand mathematical methods in the activities, and most importantly, develop and utilize their mental resources.
The new concept tells us that teachers are loyal supporters, active helpers and guides for students to construct knowledge, and students are active participants and knowledge builders in teaching activities. In teaching, we should organize all kinds of interesting activities, let students actively participate, give play to their subjective initiative and stimulate their creative potential. In students' learning activities, the cultivation of ability is the key, and ability is determined by students' experience, that is, participation, which is the core foundation of curriculum reform. Organizing effective mathematics activities is an effective way to improve students' participation in learning activities, and the degree of students' participation marks the utilization rate of students' resources.
Second, adjust measures to local conditions and make full use of living resources.
"Life is the source of mathematics, and this colorful life is the hotbed of mathematics. Humans constantly use mathematics in practice to make their lives more colorful." It is advocated by the new curriculum reform to cultivate children to see the world from a mathematical perspective, solve problems in real life with mathematical knowledge and strengthen the connection between mathematics and life. Different regions have different customs, and different families have different cultural backgrounds. Therefore, we should adjust measures to local conditions and make full use of biological resources to serve teaching activities. For example, I did this when I was teaching the second volume of tourism mathematics in grade three. First of all, I analyzed the students and the local actual situation. In recent years, our side has been vigorously developing tourism resources, including several places near the urban area. Many students have the experience of traveling with their parents, so I arranged a small survey before class, so that students can investigate the fares, tickets and some prices of dining in Longhu. According to the survey data, the whole class discussed, ". How much is it at least? " Then show the pictures of scenic spots in Longhu on the courseware, let the students talk about their feelings about going to Longhu, and then see what good suggestions they have according to the actual situation. In this way, taking local scenic spots as teaching materials, students can participate in the survey and feel that mathematics is around, which can better reflect the value of mathematics. The curriculum resources in life are extremely rich, which needs our teachers to develop and utilize reasonably in teaching, and combine them organically with our teaching to make them serve teaching better.
Three, clever use of information technology, rational use of science and technology, media resources.
According to the curriculum standard, the development of modern information technology has a great influence on the value, goal, content and the way of learning and teaching of mathematics education. The design and implementation of mathematics curriculum should attach importance to the application of modern information technology, especially the influence of calculators and computers on the content and methods of mathematics learning, and vigorously develop and provide more abundant learning resources for students. In the past, teachers only used a piece of chalk and a textbook to teach, which inevitably made our teaching methods single, monotonous and information blocked. With the development of information technology, it has undoubtedly brought a revolution to our mathematics teaching, making our mathematics classroom more colorful, our teaching methods more flexible and diverse, and the learning content of mathematics more extensive and interesting. First of all, we can use information technology to create situations. Interest is the best teacher for primary school students. Only when they are interested in mathematics and really like this subject can they have the motivation to learn. The application of information technology provides effective tools for our teachers. We can create various story situations and simulate real scenes. With animation and sound, change static to dynamic, change plane to three-dimensional, and show things that words can't express with pictures. In this way, it is no longer just that teachers talk with their mouths and students listen. Students are attracted by vivid pictures and put themselves into the exploration of knowledge. The boring classroom is gone forever. Secondly, information technology can be used to make abstract knowledge intuitive and promote students' understanding. When teaching the formula for calculating the area of a circle, the process of splicing the circular scissors into a rectangle can be made into an animation, which can be shown to students after they start to operate, which can promote students to understand the idea of "limit". Third, we can make a special learning website, so that classroom learning can extend beyond the classroom and broaden students' horizons. From class study and class discussion to the whole school and other provinces and cities, students can communicate with cross-regional classmates at home, so that our study and communication are no longer limited by classes and regions. In short, with the rapid development of information technology today, our teachers should master skilled information technology and skillfully apply it to our teaching, enrich teaching resources and guide students to use information technology to promote mathematics learning.
Fourth, break the boundaries of disciplines and tap the resources of other disciplines.
The study of mathematics is not isolated, but closely linked with other disciplines and promotes each other. In teaching, we should grasp the connection points between disciplines, use the resources of other disciplines to serve mathematics learning, and also use mathematics knowledge to solve problems of other disciplines. First of all, we can use the resources of other disciplines to create situations. When teaching the understanding of the circle, we use "the lonely smoke in the desert is straight, and the long river sets the yen" to introduce teaching. Let the students imagine the picture described in this poem first, and then the courseware will show and explain that in the eyes of mathematicians, the desert is equivalent to a plane, and the solitary smoke rising is a straight line perpendicular to this plane. What is the sunset in your eyes? Let the students communicate with each other, thus leading to the understanding of the circle. This kind of scene creation is not only lively and interesting, but also strengthens the connection between mathematics and Chinese. Secondly, use mathematical knowledge to solve problems in other disciplines. When I was in the fifth grade, I finished teaching this part of knowledge. After the statistics, I asked the students to investigate the local monthly precipitation in the past three years after class and make a statistical chart. Then according to the statistical chart, pay attention to which months the climate is dry and which months the precipitation is abundant, and then predict the precipitation this year and give some suggestions to local farmers. Breaking the boundaries of disciplines and using the resources of other disciplines can not only promote mathematics learning, but also highlight the value of mathematics learning.
In short, with the development of society, mathematics itself is constantly changing, and its role in social development is irreplaceable. According to the subject characteristics of mathematics, we should constantly tap effective resources in teaching to serve mathematics learning. Summing up experience in practice and constantly exploring, thinking and innovating.