The starting point of the course construction of "Mathematical Painting" is that there are pictures, graphic pictures, geometric intuition and the combination of pictures and numbers. Personally, I think such a point not only pays close attention to children's psychological characteristics in mathematics learning, but also deeply embodies the inherent characteristics of mathematics, so it is a good point to choose.

2. Do a good job in curriculum design.

All along, we have always been: although our "mathematical painting" is to cross the river by feeling the stones, there is no very clear walking path, no very detailed task list, and even no very clear specific goals; However, we have our own teaching pursuit, our own direction of efforts and our own actions. However, are these enough? How do we complete the course construction? How to build a solid bridge between ideal and reality? How to standardize the teaching of "Mathematical Painting"?

We need to think and design: the course construction scheme of Mathematical Painting. As a result, the original discrete behavior was condensed, the original vague goal was clarified, the original isolated lesson was linked, and the original ecological cognitive rationality was made. Only in this way can we really get on the road and hope to go far.

3. Write school-based teaching materials.

Both Mr. Wu's Mathematical Poker and its related props, He Laoshi's colorful creative learning tools, and Tianchang Primary School's Mathematical Experiment textbook are actually school-based teaching resources, so let's call them "school-based textbooks".

The significance of school-based textbooks for creative courses is self-evident, and compiling school-based textbooks is the key work of creative course construction, which requires enough energy and time.

4. Establish an excellent team of teachers.

Chen Shui-bian said in Tianchang: If people are good, everything will be fine. This one is actually the most important link. The implementers of creative curriculum are teachers, teachers with curriculum awareness, teachers who choose to change for their children's mathematics learning, and teachers who have the same pursuit of mathematics teaching. We need to unite this group of teachers, and we need team spirit to complete this cohesion.

The studio may be such a team. In order to turn "possibility" into "certainty", what we need to do is to create, cultivate, awaken and inspire.

I often dream of such a scene: the teachers in the studio consciously practice our teaching of "mathematical painting" in their respective math classes, making themselves and students more substantial, happy and excellent, becoming more passionate about the teaching and learning of mathematics, and making mathematics more real and lovely.

……

I know there are still many places worthy of attention, and I know that the road ahead is still long, but what does it matter? As long as we're on the road.