1. Learn to communicate the horizontal and vertical connections between knowledge. Mathematics is characterized by strong logic and strong knowledge sequence. The knowledge of each lesson can also be traced back to the source of knowledge. After learning, let the children understand what role it plays in subsequent learning. For example, the multiplication and distribution law learned in the fourth grade is a very important algorithm. In the second grade, the textbooks were already laid. For example, the multiplication formula is 8×6, which can be regarded as countless multiplication distribution laws: 8×4+8×2, 8×3+8×3, 8×8-8×2, etc. In the third grade, the multiplication formula of two digits is 25× 2. Learning this is not over yet. Q: Integers have such a rule. If you change it to fractions and decimals to be learned later, does this rule still apply? This is thinking from the horizontal line.
And vertically, children should think: How did they learn these rules? Can these methods be applied to other knowledge learning? Wait a minute. Such a long period of study and thinking is conducive to cultivating children's comprehensive thinking ability and helping children to participate in the arrangement of learning progress. This is an active learning.
2. Learn to organize and summarize. Every unit and volume of mathematical knowledge is a system, from point and line to surface, which constitutes a three-dimensional knowledge structure. Therefore, there will be a class type of "sorting and reviewing" in the textbook, which is suitable for presenting this relationship intuitively with mind maps such as tree diagrams. The function of mind map is to string scattered knowledge into lines clearly, and the map can be personalized, with the focus on combing comprehensively and profoundly. It is conducive to cultivating the depth, width and breadth of children's thinking.
3. Strengthen contrast and cultivate the ability to draw inferences from others. The fourth grade mathematics belongs to the middle level in the difficulty coefficient of the whole primary school stage, but the cultivation of mathematical thinking is not measured by difficulty. Whether doing a problem or summing up, the purpose is to cultivate children's sensitivity to mathematics. For example, to learn the sum of interior angles of triangles, we should think of the sum of interior angles of polygons such as quadrangles and pentagons. What is the law between them? Master the calculation rules of multiplying three digits by two digits, and also master arithmetic: why do you want to calculate like this? What are you looking for at every step? Why are there no more numbers in the textbook? Like four digits times three digits? Will you summarize and sort out its general calculation rules yourself? Wait a minute.
4. Pay attention to the structure of the wrong book. Wrong questions appear every day. What are the reasons? Don't understand? Careless or thoughtless? Wait a minute. Copy the wrong questions, analyze the knowledge points examined in this question and the reasons for the mistakes, and then do some similar questions. With the increase of wrong questions, it is necessary to file them in different categories, such as spatial graphics, calculation, synthesis and operation. At each stage, it is also a training and calculation method to analyze the internal relations between these questions and the reasons for their mistakes.
The above is my summary of this problem. I hope to study with you.
I'm glad to answer your question. Incomplete consideration is the defect of knowledge points, and I am not familiar with the mastery and application of knowledge. Never say that children are careless, pay attention next time. You have to tell him that carelessness is also a manifestation of ability, and sloppy people can't do anything well.
Many parents expect their children to brush more questions, and think that children can do more questions. It's a good learning method to brush the questions and summarize them, but what's the use of brushing the questions you don't understand and forgetting them later? Moreover, children should also have time to play, and the combination of work and rest can make learning more efficient. So how should children with different academic achievements study?
For those students who have finished their homework independently and the correct rate reaches 80% to 95%, let them do it again the day before. If they are all right, let them do what they want. If they are wrong again, let them do two more questions of that type until they understand, so that they can arrange their own time.
For children who finish their homework neatly independently, the correct rate is below 80%. After correcting the wrong homework, let the children recite all the knowledge in the book, make a basic reminder every day, and rest when it is right. Let him make yesterday's mistake again the next day. Of course, to set goals for children, how long will it take to get 80% to 90% correct each time? What are the rewards? How long will it take to get your correct rate above 90%, and what will be rewarded? All these have been done, and it is impossible for children not to make progress.
Remember, carelessness cannot be attributed to carelessness. It's also a question of ability. Let children realize the seriousness of the problem. He won't care if you always say that you are careless.
In fact, parents should think a lot when educating their children. You should put a lot of thought into him. Don't think it's easy to educate children. You have to think about many problems, consider children's feelings, consider how children accept your education methods, consider how children cultivate their own sound personality, and consider how to make children and families live a happy and harmonious life. ...
The child's basic knowledge is not solid, and it requires careful summary.
1. You'd better prepare a corrected version. Every time you make a mistake, you should carefully sum up where it is, whether it is carelessness or other places.
2. Make full use of mind map to classify the research carefully.
3. Improve children's interest in math learning. Interest is the best teacher.
Give proper praise whenever children make progress in their studies.
As a fourth-grade math teacher, I am glad to share some of my experiences and lessons, hoping to help you.
Children's exams are always unsatisfactory, and their usual exercises are very good, so they give everyone the impression that children are too careless and always careless.
In fact, if you think about it carefully, the main problem is that children do not have a thorough grasp of basic knowledge and are still in a state of incomprehension. When children encounter familiar problems, there is no problem, but when they encounter unfamiliar problems, they will be confused. Because they don't know the ins and outs of knowledge, there will be uncertainty and finally deviation. However, most parents report that their children know how to change when they change, but they don't know that this is mainly because their children have ruled out another ambiguous situation during the exam, and the rest is naturally the second situation. This is the real reason why children make mistakes in exams and fail to correct them.
Therefore, carelessness and carelessness are just a terrible coat with weak knowledge. Stripping off the coat and making the knowledge structure stronger is the only way to solve the problem.
If your child can explain what he has learned clearly, there will be no problem of carelessness.
Not only children in grade four, but also children of any age are always thoughtless in mathematics, which is caused by unclear classification of things or situations. The best solution is to learn classification and the basis of classification. For example, the futures price of crude oil can be greater than 0, equal to 0 and less than 0. With this kind of training, children's mathematical considerations will be more comprehensive.
Hello, I don't spill good wine. I'm happy to answer your question.
First, make sure you are a responsible teacher or parent. I have summarized some of my experiences and practices into three points:
Incomplete consideration shows that the child's thinking ability is not very strong! Behind every subject, there are children with one or more abilities. Ask children more questions, use mind maps, buy some books and exercise their thinking ability!
Or is the knowledge not solid, learning book knowledge in advance, and then expanding the extracurricular difficulty, so that children will feel very simple and artists will be bold? Of course, children should always be reminded to be careful in doing problems and be rigorous in doing math problems.
Children are not fully considered, parents and teachers should be patient, not impatient, and enlighten more.
Most children have the problems you mentioned. Just use one thing from life and make it a habit.