First, at the beginning of the story, create a situation and create a strong classroom learning atmosphere.
Teaching situation is a purposeful learning situation created by teachers to support students' learning according to teaching objectives and teaching contents. Through carefully planned situations, the original boring and abstract teaching knowledge can be made lively and interesting.
Children aged six or seven have just begun to learn cultural knowledge and are still immersed in the fairy tale world. I imagine the activities of small animals in my mind. They like listening to the teacher tell them stories about small animals. Every time I take a new lesson, I write a story according to the content of the textbook, create a situation from the beginning of telling the story, and then ask a group of enlightening questions to introduce the new lesson. There are forty or fifty students in each class in our school. It is difficult to maintain teaching order only by teachers controlling classroom discipline. Grasping the psychological characteristics of children who are lively and active, but willing to listen to stories, I started from the story and the classroom immediately quieted down, and everyone pricked up their ears to listen. After the story is finished, the children are still immersed in the story and begin to find ways to solve the difficulties and answer questions for the small animals in the story. Short stories create a strong classroom learning atmosphere. For example, when teaching "Comparison of Numbers within 100", I made up a short story: Today is Pony's birthday, and the calf and the kid made an appointment to go to the forest to celebrate Pony's birthday. To go to the forest, you must take a bus. They arrived at the station early in the morning and bought tickets. The calf's seat number is 33 and the child's seat number is 47. After a while, the little monkey driver came in a minibus. The monkey driver wants to test the calf and goat, telling them that whoever has the largest seat number will get on the bus first. Neither calf nor goat has learned to compare the size of two digits. Look at me, and I will look at you. I don't know what to do. They want to go back and ask the dog, but it's too late. Children, can you help calves and goats? The children are all eager to try and full of energy. Everyone wants to help calves and children. I guided in time, and the students soon learned the method of comparing the sizes of two digits.
Second, hands-on operation to create a teaching situation for students to show themselves.
How can we stimulate students' desire to explore? Here, I think that creating a teaching situation for students to show themselves and encouraging students to think, do and speak actively can effectively stimulate students' desire to explore.
In the classroom, let students use a variety of senses in operation and acquire knowledge through positive thinking. This not only helps students to understand and master knowledge, but also helps students to develop their thinking. Every time students are asked to do an operation, they should first see the meaning of the question and then think. According to the requirements of the topic, what do you do first, what do you do next and how do you do it? Resolutely overcome the problem of doing things blindly without thinking. For example, in the teaching of "one application problem with more numbers than the other", let students put a pendulum first, with five ☆ in the first line and three □ in the second line. When you put it, think about putting a few □ first, then a few □, and a few □ in a * *, so that students can put their achievements on the podium. Then the teacher wrote the following numbers on the blackboard:
☆ ☆ ☆ ☆ ☆
□ □ □ □ □ □ □ □
Through observation, hands-on operation and other forms, students can gradually understand the quantitative relationship from concrete to abstract, as well as the coordinated relationship between graphics and numbers. It can be seen at a glance that the displayed eight is composed of five as many as ☆ and three as many as ☆. After students finish the operation, they should be given a time to reflect, let them think about what I put first, then what I put, and what kind of results I get, so that the process of "materialization" can be transformed into "internalization", so that children's thinking can be transformed from perceptual representation to abstraction, and the whole process of actual operation can leave a deep impression on students' minds. On the basis of posing and thinking, let the students tell the process of posing in their own language. The first-year students are young and have poor language skills. Therefore, when students tell stories, they are usually asked to follow their own learning tools, or talk privately with their deskmates, so that everyone has a chance to talk and get exercise. Then, let the students with good foundation lead the students with learning difficulties to speak, which not only highlights the individual, but also takes care of the whole class, so that students can think clearly and smoothly.
By posing, thinking and talking, and then guiding students to observe and do by themselves, let students further understand the quantitative relationship. This kind of teaching is not only conducive to students' gradual transition from concrete thinking in images to abstract logical thinking, but also conducive to students' understanding and mastery of knowledge, thus stimulating students to actively use their brains, hands and mouths.
Third, create a game teaching situation to cultivate students' interest in learning.
I am fully aware that entertaining game situations can stimulate students' interest in learning. In the teaching of "Understanding RMB", I grasped the children's psychology of playing games, skillfully dissolved the teaching content into games and created appropriate game situations. The small animals in the forest will hold a sports meeting. Mother rabbit took part in the sports meeting. Her three rabbits decided to buy a small red flag to cheer for their mother. The little red flag is 1 minute. Bunnies want money in the piggy bank at home, but they can go home and open it. Both are 1 cent. Big Nutbrown hare said, "It's inconvenient to take these coins out of the door." Three rabbits exchange money with their mothers. So I play the mother rabbit and the students play the little rabbit. I declare the activity open. Some students got two 1 points, but I didn't change them, five 1 points and ten 1 points, which made students who had never used "points" interested in RMB and mastered the angle of 1 = 65438.
Generally speaking, in classroom teaching, it is very useful to choose suitable materials according to the teaching content and create a situation conducive to teaching development. Therefore, in teaching, it is necessary to create teaching situations that students need and use, encourage students to think actively and improve learning efficiency.