First, create a problem situation to stimulate the desire to think
Learning comes from thinking, and thinking comes from doubt. "Doubt" is the starting point for students to start thinking when learning mathematics. The traditional teaching mode is question and answer between teachers and students, and students have fixed thinking and lack active thinking. In the teaching process, by creating problem situations, students' enthusiasm and initiative in learning are mobilized and their thinking is activated. Let students ask and solve problems with a strong thirst for knowledge in the problem situation created by teachers, so that students' thinking can be exercised and innovative thinking can be born. For example, when teaching "Knowing the Hour and Half-past Time", the teacher showed several clocks and watches on the blackboard and asked, "Can you divide them into two families according to the displayed time?" This problem situation makes students doubt. Doubt is the beginning of thinking, and students begin to observe carefully and think positively. After the students divided the whole hour and half an hour, the teacher asked again, "How?" In such a problem situation, open the floodgate of students' thinking, analyze, compare and summarize the observed phenomena, and creatively explore the answers through independent thinking.
Second, create a story situation and cultivate the quality of thinking
According to the characteristics and needs of teaching content, some story fragments are creatively created, which is convenient for students to open their minds, arouse associations and dare to imagine, thus stimulating their exploration motivation. For example, in order to penetrate the concepts of cardinal number and ordinal number, according to the age characteristics of first-year students, we created such a situation: the animal kingdom will hold an autumn sports meeting. They heard that the students in the first group of our class love to answer questions, and their voices are particularly loud. They specially invited the students in the first group to be "cheerleaders" for them, and they also chose a cheerleader themselves. Now please count the students in the first group. After counting the students, answer "one * * *, eight students" and ask all eight students to stand up. Then he went on to say, "please count the number of rows in an array?" The students counted and answered, "the leader ranks eighth." According to the students' answers, the teacher guides the students to compare in time: 1 * * * There are 8 students, and the leader ranks eighth; There are eight of these two sentences. Do they mean the same thing? By creating this situation, students realize that these two "8" have different meanings. The "8" in the first sentence is the total number of students in a group, and the "8" in the second sentence is the eighth in the order of group length. This naturally permeates the concepts of cardinal number and ordinal number.
Third, create a life situation and create a thinking platform
Selecting vivid examples related to teaching from production and life can concretize the abstract knowledge in textbooks, popularize profound truths, make students feel familiar and intimate, and quickly participate in them, concentrate on learning, so as to "mathematize" the objective reality and give full play to the initiative and creativity of thinking. For example, when teaching the understanding of "yuan, jiao and fen", the teacher set up a small counter on the podium, put soda, pencil box, toy car, eraser, doll and ball on it, mark the unit price, simulate life scenes, and let students play customers and waiters to buy and sell. Through personal experience, we have deepened our understanding of "Yuan, Jiao and Fen", and have a further understanding of "65400" on the basis of practical exploration, so that students can explore and summarize the relationship between Yuan and Jiao and feel the mathematics of life.
Fourth, create information situation and create innovative space.
Modern teaching theory holds that the basic teaching mode of "problem situation-modeling-explanation application" is the main form of mathematics classroom teaching in primary schools. In the primary school mathematics classroom, teachers create reasonable teaching situations, provide students with open and true information, let students ask math questions according to the information created by teachers, and develop their thinking to acquire knowledge when solving their own math problems.