Mathematical knowledge comes from life and is applied to life. The purpose of turning a little life experience into systematic mathematical knowledge is to make it better applied to life. Except for some exercises related to life in class, it is life students who understand knowledge better.

For example, when teaching "knowing clocks", knowing the two mathematical concepts of the hour time and approximate time is abstract in itself. If you directly tell your child how to tell the time: the minute hand points to 12, the hour hand points to what time, 1 =60 minutes, 1 =60 seconds, your child may not really understand it, and it will be like this for a long time. So at the beginning of the class, we will reveal the topic by guessing, and then we will know the clock face, the hour and the approximate time in three steps. In the part of knowing the clock face, let the students talk about their understanding of the clock face according to their existing experience. In order to make the students' introduction more targeted, change the question to "Do you know what is on the clock face?" This is convenient for students to answer according to the alarm clock in their hands. When setting the clock, students can also freely set aside some whole hours to talk about what they are doing at the moment, so that students' understanding of each period is linked to life, rather than just staying on the numbers 1 ~ 12. In the "two 8 o'clock" session, let the students fully discuss the existence and difference of two 8 o'clock according to their own life experience, then guide the students to say it as it is in one sentence, and remind them to pay attention to "morning, noon, afternoon and evening" when speaking from the mathematical point of view.

Something like that, so it's more clear. The clock, the hour and the approximate time are all gradual, and each link is closely related to the students' experience.

Due to the limitation of age, knowledge and life, primary school students in lower grades mainly rely on the concrete image of things to understand a concept. Therefore, in the process of mathematics concept teaching in lower grades, we should be careful and patient, and try our best to introduce familiar contents in students' daily life. In this way, students' interest in learning will be high and their enthusiasm for thinking will be high.

Second, cater to students' interest in learning and introduce concepts.

Tolstoy said: "Successful education needs not compulsion, but arousing students' interest. "Interest is the secret of success, the beginning of acquiring knowledge and the basis of curiosity. Students' interest in learning mathematics directly affects the efficiency of classroom teaching. If we combine abstract theory with dry explanation, it will certainly not arouse students' interest in learning.

For example, when teaching cognitive angle,

Students should not only perceive different kinds of angles such as right angle, acute angle and obtuse angle, but also pay attention to changing the size and opening direction of the angle, so as to have a clear understanding of the diagonal. Teachers can make a teaching aid that only exposes one corner of the triangle in advance, so that students can observe the exposed corner and judge what the whole triangle is. A right angle is exposed, and the students immediately answer that it is a right triangle; An obtuse angle is exposed, and the students immediately answer that it is an obtuse triangle; An acute angle is exposed, and the students' natural answer is an acute triangle. At this time, the teacher didn't take out the acute triangle, so the students had suspense: why are there right-angled triangles and obtuse triangles? And a triangle with an acute angle is not necessarily an acute triangle? At this time, students' strong thirst for knowledge becomes a kind of "self-need" for knowledge, and students' interest in learning is stimulated, which makes interest become the driving force of students' learning, creates a good learning atmosphere for the teaching of new concepts, and makes students feel the joy of learning during the whole process of acquiring concepts.

Third, hands-on operation, introducing concepts.

Junior pupils love to fiddle with things and want to try everything. However, if difficulties cannot be solved, the enthusiasm of operation will decline. Therefore, using students' psychology and reasonably arranging the learning content of hands-on attempts can stimulate students' interest in learning and form concepts better.

For example, when teaching "meter and centimeter", after knowing "centimeter", I arrange for students to measure to see which part of your body is closest to the length of one centimeter. The enthusiasm of the students is very high. They first took out a ruler and kept gesticulating, then talked in groups of three and five, actively seeking answers. During the communication, the children not only gave me the answers I wanted, but also gave me many surprises.

Students gain perceptual knowledge in operation and practice, go through the process of "full perception-rich representation-understanding connotation", and establish the actual length and space concept of 1 cm in their minds, which highlights the teaching focus of this course.

Fourth, use multimedia skillfully and introduce concepts.

The application of multimedia-assisted teaching can fully activate various elements in classroom teaching, fully mobilize and give play to the leading role of teachers in classroom teaching and the main role of students in learning, and establish a reasonable relationship between teaching and learning.

For example, when I was teaching Cognitive Grading, I designed such an animation: On weekends, students went for a picnic. In the beautiful music, a group of lively and lovely children came to the suburbs, and the situation close to life immediately attracted the students' attention. Then ask a question: "Divide 8 apples and 4 bottles of juice equally among 2 people, how much will each person get?" ? The animation demonstration results after students' answers show the "average score" very intuitively, which strengthens students' understanding of the concept of "average score". Then he asked, "Divide a birthday cake into two parts equally, and how much does each person get?" Demonstrate "half" and ask what number is used to represent "half"? Naturally, it leads to the cognitive score to be studied in this class.

In teaching, we should combine the characteristics of concepts with students' reality, master and use them flexibly, optimize the teaching of mathematical concepts, improve the effectiveness of concept teaching and carry out concept teaching better.