First, create real life situations so that students can experience and understand mathematics.
Mathematics comes from life, and life is full of mathematics. Therefore, teachers should be good at creating teaching situations from students' familiar real life, let mathematics enter life, let students see mathematics in life, get in touch with mathematics, and stimulate students' interest in learning mathematics, so as to better experience and understand mathematics. For example, when teaching the surface area of cuboids and cubes, I ask students to prepare an empty matchbox and ask the question: What is the surface area of the matchbox? How much cardboard does it take to make such a matchbox with cardboard? By comparing the two questions, let the students really understand the meaning of surface area. When solving the problem of making matchboxes, some students found that the length, width and height of matchboxes were different from those of outer boxes, and they had to be re-measured. At the same time, the calculation of inner and outer boxes provides a typical case for students to calculate the area of five sides and four sides of a cuboid. With the above experience, I will let the students learn the textbook cases by themselves. Through the above teaching examples, I deeply realize that mathematics teaching is not simply to tell students the conclusion, but to start from the familiar and concrete things around students, turn abstraction into concreteness, mathematize life experience and knowledgeable mathematics experience, so that students can discover, master and apply mathematics from their familiar life background and better experience and understand mathematics.
Second, create problem situations so that students can experience and understand mathematics.
I think that simply transmitting and instilling knowledge will suppress students' autonomy in learning and creativity in thinking. Therefore, we should fully inspire and guide students in teaching, create questioning situations for students, and let them learn actively and independently in mathematical activities such as observation, experiment and discussion with questions. For example, in a class about whether a teaching score can be converted into a finite decimal, after the students finish the calculation of converting a score into a decimal, let the students discuss whether it is related to the numerator or denominator of the score. Stimulate students to guess and debate.
In class, I dare to let go, and I am good at inspiring students to experience mathematical activities such as observation, speculation, demonstration, communication and verification. On the surface, this questioning scene is that the teacher asks questions to the students, but in fact, the students ask their own questions and solve them themselves. This kind of creation better mobilizes students' enthusiasm and initiative in exploring problems, which is conducive to developing students' creativity and making them better experience and understand mathematics.
Third, create vivid and interesting situations for students to experience and understand mathematics.
Teachers should make full use of students' life experience to design vivid, interesting and intuitive mathematics activities, such as telling stories, playing games, intuitive demonstrations and simulated performances. , to stimulate students' interest in learning, so that students can understand and know mathematics knowledge in vivid and concrete situations. For example, when I talk about the derivation process of the formula for calculating the sector area, I first help students to establish the representation of the sector through the demonstration of teaching AIDS, and then through my inspiration, guidance, explanation and narration, students can initially understand that the sector area is a part of its circular area. Because the angle of the circle is 360, the sector area with the central angle of1is 1/360 of the whole circle area. Another example: when talking about the meaning of fractions, I chose an example of dividing a specific object (an apple, a piece of paper, etc.). ) divided into several parts on average; Choose an example of dividing a line segment into several parts. We also choose an example to divide a whole containing many elements into several parts on average (divide all players into several groups), then discard the non-essential attributes of these things and extract the essential attribute unit 1, thus gradually guiding students to sum up the meaning of the score: divide the unit 1 into several parts on average, and the number representing one or several parts is called the score. This gradual abstract generalization can not only help students form clear concepts and cultivate their abstract generalization ability, but also enable students to better experience and understand mathematics.