First of all, at the beginning of the class, I use the resources provided by the textbook, adopt teaching characters familiar to students, introduce new lessons, use stories that primary school students like, create vivid story situations, and put mathematical knowledge through the stories, which can arouse students' strong interest, set suspense by asking mathematical questions in teaching, arouse students' * * * singing, turn this * * * singing into curiosity, and then shift their attention to the study of new knowledge.
The main links in the classroom guide students to operate in an organized and purposeful way and try various comparison methods. In the process of group cooperation, students feel "more", "less" and "as much" through the observation area. On the basis of students' original "how much to compare" method, with the help of pictures and teachers' guidance, learn to compare how much by "one-to-one correspondence" method. Through students' hands-on operation, trial, discussion and communication, students can give full play to their main role, let them experience it personally, let them get a real feeling of reality in the activities, and truly understand the idea of "one-to-one correspondence". Through reflection, I can sum up the following three points:
1, create problem situations and let students explore in "doubt".
Thinking begins with questions and surprises. For example, at the beginning of class, change the pictures in the textbook into vivid animated stories that are common in students' lives and ask if bumper cars are enough. It is this kind of question that inspires students' communication and reflection, so that children can explore various methods to compare the number of objects.
2. Encourage independent exploration and let students "re-create" by doing.
Children's wisdom is within reach. In teaching, teachers should attach importance to students' direct experience, design mathematics teaching as tangible material practice activities, learn mathematics by doing mathematics and deepen corresponding understanding. Students are allowed to operate common activities such as "sleeve pen" and "cork" in class. Some can be counted, some can be set, and some can be represented by numbers ... what a personalized creation!
3. Advocate practical application, and let students realize "re-creation" through "use".
It is the starting point and destination of mathematics learning to integrate mathematics experience into life and use mathematics knowledge to solve life problems. One person corresponds to a pair of shoes, and one chessboard corresponds to two people ... all of them are based on students' life experience and follow the law of coming back from life, so that students can learn, understand and develop mathematics in the process of studying realistic phenomena.