1, create a situation, close to the actual life of students.
Mathematics wide angle belongs to the category of practical activities, and attaches great importance to the connection between mathematics in life and mathematics in books, and emphasizes the application of mathematical knowledge in real life. Taking the life problems that students often contact as the carrier of teaching content, let students learn to combine and arrange in life problems and actual situations, let students find out the arrangement method of simple things from life things such as dressing and eating, and let students fully realize that mathematics knowledge exists in life and mathematics is everywhere.
2. Take students as the main body and pay attention to students' independent inquiry.
Students actively participate in the mathematical process, and independent inquiry is the key to learn mathematics well. The knowledge of permutation and combination is abstract. Teachers combine group cooperation and independent thinking through a series of activities such as letting students have a look, think and talk, providing students with a space for positive thinking, cooperation and communication, and discovering laws through analysis and comparison. For example, in the process of matching clothes, teachers also hold group discussions, choose optimized methods, find scientific matching methods that are not repeated or omitted, guide students to explore from different sides, highlight the diversity of strategies and methods, and let students experience the joy of success.
3. Cultivate students' multi-angle thinking.
In the teaching example 1, the teacher can not only guide students to determine the coat first, but also guide students to match the coat; You can also determine the next coat first and match it with the next coat. When teaching example 2, it is not a simple repetition of example 1, but an extension piece is added on the basis of example 1 to make students understand the meaning of permutation and combination and deepen their impression. As long as the methods put forward for the whole class are in a certain order, teachers fully affirm, give students humanistic care and pay attention to cultivating students' multi-angle thinking.
4. Pay attention to emotions and evaluate incentives.
As one of the goals of mathematics education, emotional attitude and self-confidence play a very important role in students' mathematics learning. In this class, Mr. Chen's teaching language is vivid and inspiring, especially his emotional investment in students, which makes students take the initiative to participate in mathematics activities and experience the joy of success again and again. In this kind of teaching, students don't just study.
After learning some mathematical knowledge, it is more important to learn to observe life from a mathematical perspective and solve the collocation problem in life with more accurate mathematical methods.
In a word, Mr. Chen combined with the students' reality and the contents of the teaching materials and followed the four-step teaching strategy of the new teaching, which gave us profound enlightenment and reference.
Mathematics Review Draft: Understanding Negative Numbers
After listening to Professor Zhang Qihua's lesson "Understanding Negative Numbers", I was deeply impressed by his unique teaching design and wonderful language. This class didn't use any multimedia-assisted teaching methods, only relying on a piece of chalk and some pictures drawn by the students themselves, we vividly understood the specific meaning of negative numbers and achieved good teaching results. This is a real ecology class. In class, Teacher Zhang directly revealed the topic: Today we are studying negative numbers. Where have you seen negative numbers? Students said: thermometer, elevator, height, scores when playing games are all negative; Another classmate said that there was something in overdraft card. Teacher Zhang immediately asked: If my overdraft card is negative, what does it mean to my wealth? Let the students understand the meaning of negative numbers. On the basis of understanding the students' learning situation, Teacher Zhang asked the students to write the negative numbers on the blackboard. Students wrote-1, -5℃ and-185 meters. When writing -50 yuan, Teacher Zhang said to the students: That's enough. Just now, this student wanted to write me -5000 yuan. The students snickered, and at the same time had a certain perception of the size of negative numbers.
The highlight of this lesson is the stage of learning negative numbers. Teacher Zhang takes four negative numbers written by students as the research object, and asks the group to discuss their specific meanings. On the basis of the discussion, he asked the students to draw the results of the discussion. What is worth learning is teacher Zhang's grasp of details. He instructed one student to draw and two people to discuss, and put forward clear requirements for the division of labor and cooperation of team members, which improved the efficiency of cooperation. When the students explain in front of the blackboard, he also instructs the students to turn it over and don't block the blackboard. Please stand aside after answering and see if there are any questions before communicating. This requirement cultivates students' good habit of answering questions and inspires other students' positive thinking attitude.
According to their own understanding, students demonstrated and drew-1 building, -5℃,-185m and -50 yuan on the blackboard. Around the speeches of these student representatives, the students started active discussions, and they constantly improved their drawings, striving to better express the practical significance of these negative numbers. Teacher Zhang consciously guides the students: mathematically, the ground is called 0. Under the guidance, the students draw a boundary line of 0 between 1 building and-1 building. The teacher asked questions at the right time:-Is the fourth floor higher or lower than the-1 building? In other pictures, teacher Zhang also pays attention to guiding students to find 0. In the understanding of positive and negative numbers, 0 plays an important role and is the watershed of positive and negative numbers. Teacher Zhang's design has deepened students' understanding of positive and negative numbers: they realize that positive and negative numbers are bounded by 0 and have certain relativity; Positive numbers are greater than 0 and negative numbers are less than 0. Naturally, we understand that 0 is neither positive nor negative. At the same time, with the help of the number axis, students can improve their understanding of logarithm.
There is also a link that is quite cleverly designed. When the students thought they had a certain understanding of negative numbers, Mr. Zhang showed the height data measured by the physical education teacher for his son during physical examination: -2 cm. This suddenly caused the students to discuss: how can it be longer and lower? Don't stand underground? Finally, a lesbian said that the ratio of the standard height of children of the same age was 2 cm. In this way, students have a deeper understanding of the nature of positive numbers and negative numbers.
In a word, reflecting on the success of this class, Mr. Zhang is willing to work hard on how students learn, fully understand the learning situation, fully let students speak, do and comment, respect each student's expression, be good at waiting and listening to students' opinions, and cultivate both knowledge and divergent thinking. This is exactly what I am worth learning.
Mathematics Review Draft: Interesting Editing
Mathematics comes from life and is applied to life. There are many math problems in children's lives. If the teacher only explains to the children in narrative language, those scattered and unconscious knowledge will only make the children feel boring. How can we guide children to study easily and independently? "Outline" points out: Let children feel the quantitative relationship of things from life and games, and experience the importance and interest of mathematics. In this activity, the number of activities within 15 is divided into three parts: listening to the bell clip for the doll clip and sticking red dots to drive, so that children can learn and explore independently in a relaxed and lively atmosphere, laying a solid foundation for future mathematics learning.
The design of this activity is novel, which breaks the traditional teaching and is more scientific and practical. Children are very handy when playing double trap games, because it is the accumulation of their daily life experience. Through this yo system, children can find that mathematics can be so interesting. It is wonderful for children to gain perceptual experience by doing it themselves. Their interest in learning suddenly improved, paving the way for the next game. In the continuous successful operation, the happy mood aroused their desire to learn, and the teachers integrated into the children. The extremely friendly language and exaggerated expressions made the activities lively.
This activity also follows the principle of step by step, from simple to complex, showing a simple ring clip is a review of figures and a warm-up activity for follow-up activities. After that, the synchronous development process of doing and speaking is realized by recording numbers with clips. In the next link, the teacher appropriately deepened the difficulty, from suggestive action to hands-on operation, and let the children choose for themselves. This process embodies the scientific nature of teachers' design activities and is closely related to the requirements of the syllabus.
Of course, we should also point out some shortcomings, such as: the communication between children is not very good, even if teachers do not encourage children to communicate with each other, if encouraged in time, will children's interest in operation become stronger? Also, in activities, children seem to be not bold enough. Teachers can give them more encouragement and support in their activities. Encouraged by the teacher, the children spoke more boldly. Isn't this what we want? Besides, why don't fruit dolls be colored? Yo, they like colorful things. If they use colorful apples and pears, their interest will be higher.
Good hunger teaching activities need to be explored and tried constantly. I hope everyone will work together for the last successful class. Thank you!