Common teaching methods: lecture, conversation, question and answer, demonstration, practice, reading guidance and classroom discussion.
Common learning methods: autonomous learning, inquiry learning and cooperative learning.
Question 2: What are the common methods of mathematics teaching and learning in primary schools: lecturing, talking, asking and answering, demonstrating, practicing, reading guidance and classroom discussion?
Common learning methods: autonomous learning, inquiry learning and cooperative learning.
Question 3: What are the teaching methods and learning methods of oral mathematics class in primary schools? 1. Reading teaching method (ancient poetry)
2, inspired imagination method
3. Promote reading with questions
4. Situational teaching
5, reading-oriented, reading comprehension method.
6. Read rather than speak
Question 4: What are the teaching methods and learning methods of primary school mathematics? The following contents can be used as reference:
19 summary of mathematics teaching methods in primary schools
Good methods can let us give full play to our talents, while poor methods may hinder them. -[English] Bernard
"Mathematics provides language, ideas and methods for other sciences" and "initially learns to use mathematical thinking mode to observe and analyze the real society and solve problems in daily life and other disciplines". (Primary Mathematics Curriculum Standard)
There are two kinds of mathematical thinking methods, image thinking method and abstract thinking method.
Primary school mathematics should cultivate students' thinking ability in images, and lay a solid foundation for developing abstract thinking ability on this basis.
First, thinking in images.
Thinking in images means that people use thinking in images to understand and solve problems. Its thinking foundation is concrete image, and its thinking process is developed from concrete image.
The main means of thinking in images are objects, figures, tables and typical image materials. Its cognitive feature is that it is average in individual performance and always retains its intuition about things. Its thinking process is represented by representation, analogy, association and imagination. Its thinking quality is manifested in the active imagination of intuitive materials, the processing and refining of appearances, and then the essence, law or object are revealed. Its thinking goal is to solve practical problems and improve thinking ability in solving problems.
1, physical demonstration method
Demonstrate the conditions and problems of mathematical problems and the relationship between them with the physical objects around you, and analyze and think on this basis to find a solution to the problem.
This method can visualize the content of mathematics and concretize the quantitative relationship. For example: the problem of meeting in mathematics. Through physical demonstration, we can not only solve the terms of "simultaneity, relativity and encounter", but also point out the thinking direction for students. Another example is the problem of planting trees around a round (square) pond If you can do an actual operation, the effect will be much better
In the second grade math textbook, "Three children meet and shake hands, every two people shake hands once, and * * * shakes hands several times", "How many digits can * * * put into two digits with three different digital cards". If such permutation and combination knowledge is demonstrated in kind, it is difficult to achieve the expected teaching goal in primary school teaching.
Especially some mathematical concepts, if there is no physical demonstration, primary school students can't really master them. Learning the area of rectangle, understanding the cuboid and the volume of cylinder all depend on physical demonstration as the basis of thinking.
Therefore, primary school math teachers should make as many math teaching (learning) tools as possible, and these teaching (learning) tools should be kept well before use. This can effectively improve classroom teaching efficiency and students' academic performance.
Performance.
2, graphic method
With the help of intuitive graphics, we can determine the direction of thinking, find ideas and find solutions to problems.
Graphic method is intuitive and reliable, easy to analyze the relationship between numbers and shapes, not limited by logical deduction, flexible and open-minded. However, the graphic method depends on the reliability of human processing and arrangement of representations. Once the graphic method is inconsistent with the actual situation, it is easy to make the association and imagination on this basis appear fallacy or go into misunderstanding, which will eventually lead to wrong results. For example, some math teachers love to draw mathematical figures by hand, which will inevitably lead to inaccuracies and misunderstandings among students.
In classroom teaching, we should use graphic methods to solve problems. Some topics, pictures come out, and the results come out; Some questions have good pictures, and students will understand the meaning of the questions; For some problems, drawing can help to analyze the meaning of the problem and inspire thinking, as an auxiliary means of other solutions.
Example 1 It takes 24 minutes to saw a piece of wood into three sections, and how many minutes does it take to saw it into six sections? (Figure omitted)
The thinking method is: graphic method.
The thinking direction is: watch it several times for a few minutes at a time.
The idea is: how many times does it take to see the third paragraph in a few minutes and how many times does it take to see the sixth paragraph in a few minutes?
Example 2 In the isosceles triangle, point D is the midpoint of the bottom BC, the area of Figure A is larger than that of Figure B, and the perimeter of Figure A is larger than that of Figure B ... (omitted).
Thinking method: graphic method.
Thinking direction: compare the area first, and then compare the circumference.
Idea: Make an auxiliary line. The area in Figure A is large, but the area in Figure B is small, so "the area in Figure A is larger than that in Figure B" is correct. The line segment AD is shorter than the curve AD, so "the circumference of Figure A is longer than that of Figure B" is wrong.
3. List method
The method of analyzing, thinking, looking for ideas and solving problems through lists is called list method. List method is clear, easy to analyze and compare, prompt the law, and is also beneficial to memory. Its limitation lies in solving the problem of specification >>
Question 5: What are the main teaching methods and learning methods for cultivating students' thinking ability in images in primary school mathematics, and lay a solid foundation for developing abstract thinking ability on this basis?
First, thinking in images.
Thinking in images means that people use thinking in images to understand and solve problems. Its thinking foundation is concrete image, and its thinking process develops from concrete image.
The main means of thinking in images are objects, figures, tables and typical image materials. Its cognitive characteristics are average in individual performance and always keep intuition about things. Its thinking process is represented by representation, analogy, association and imagination. Its thinking quality is manifested in actively imagining intuitive materials, processing and refining representations, and then prompting the essence, laws or finding objects. Its thinking goal is to solve practical problems and improve itself in solving problems.
1, physical demonstration method
Demonstrate the conditions and problems of mathematical problems and the relationship between them with the physical objects around you, and analyze and think on this basis to find a solution to the problem.
This method can visualize the content of mathematics and concretize the quantitative relationship. For example, the encounter problem in mathematics can not only solve the terms of "simultaneity, relativity and encounter" through physical demonstration, but also point out the thinking direction for students. For another example, the problem of planting trees around a round (square) pond will be much better if it can be operated in practice.
In the second grade math textbook, "When three children meet and shake hands, every two people shake hands once, * * * must shake hands several times" and "How many digits can * * * make up with three different digital cards". In primary school teaching, it is difficult to achieve the expected teaching goal if the knowledge of this arrangement and combination is demonstrated in kind.
Especially some mathematical concepts, if there is no physical demonstration, primary school students can't really master them. Learning the area of rectangle, understanding the cuboid and the volume of cylinder all depend on physical demonstration as the basis of thinking.
Therefore, primary school math teachers should make as many math teaching (learning) tools as possible, and these teaching (learning) tools should be well preserved and reused after use, which can effectively improve classroom teaching efficiency and students' academic performance.