Many teachers always complain that our teaching equipment is not as advanced as the city, the teaching methods are not as diverse as the city, and the knowledge of students is not as good as that of children in the city, which leads to our teaching quality falling far behind the city. Yes, the lack of resources, teaching AIDS and learning tools in mathematics classroom teaching often makes teachers and students feel overwhelmed. However, if we are observant and diligent, we will find that there are available curriculum resources everywhere in our lives. Rural schools are closer to nature, and rural production and life can be introduced into classrooms more conveniently, which is an incomparable advantage for cities. All these need to be well explored and utilized to stimulate students' enthusiasm for learning mathematics and improve the teaching effect.
First, flexible use of curriculum resources provided by textbooks.
We should be good at "secondary development" of teaching materials, transform the static mathematical content in teaching materials into mathematical activities that students can actively participate in, and guide students to experience the formation of knowledge in the process of "doing mathematics". It is necessary to accurately grasp the realistic starting point of students' learning, and adjust and supplement the contents provided by the teaching materials on the basis of understanding the realistic starting point of students' learning. For example, examples in textbooks are often not examples in our students' lives. At this time, we can skillfully use the quantitative relationship of examples, describe examples with the time that students are familiar with, and create problem situations for students to have a look, talk and discuss, which can not only stimulate students' interest in learning, but also help to cultivate students' observation and analysis ability. Secondly, students have different realistic starting points for learning. The exercises in the textbook can be properly processed according to the teaching needs to serve the teaching. For example, change the situation provided by the textbook into the familiar life situation of students, insert the animated characters they like to watch, and even let students play different roles first. In addition, the resources provided in textbooks can sometimes be comprehensively utilized. For example, skillfully using "Do you know" and "mathematical thinking" can help students understand some interesting mathematical knowledge at all times and in all countries and the wide application of mathematics in daily life, thus broadening their horizons.
Second, be good at developing and utilizing the curriculum resources around you.
In our education and teaching, it is often not the lack of curriculum resources, but whether we can fully tap and make use of the potential resources around us.
1? Choose events or phenomena in students' real life as teaching resources. Choosing materials close to students' life can not only stimulate students' life experience, but also stimulate students' desire to explore independently. In the first grade, when understanding the ordinal meaning of numbers, students can line up in several teams and listen to the password "What does this classmate do" to play a quick response game. Students unconsciously understand the meaning of ordinal numbers in happy games.
2? Choose meaningful social hot issues as teaching resources. Now that information technology is developed, we can learn all kinds of information in our countryside. Hot issues are the common concern of the whole society, and they are often the information that students are eager to know and know. Using such materials as curriculum resources will certainly have unexpected teaching effects. For example, the 2008 Olympic Games, the 20 10 World Expo and the 2012008 Asian Games all contain rich mathematical information, which can be used as curriculum resources with a sense of the times. For example, during the Olympic Games, I took a math activity class with the theme of the Olympic Games, and asked students to prepare leaflets, newspapers, gold medals and so on. Before class. In class, students are required to make up questions and ask questions about mathematics according to their own information, and relevant ideological education is also carried out in class. Students are in high spirits and enthusiasm for learning, and good results have been achieved.
3? Choose teaching website materials as teaching resources. For example, when we teach plane graphics and three-dimensional graphics, there are many learning tools that students can see and touch in the classroom: blackboards, textbooks, tables, doors and windows all have rectangular or square surfaces, textbooks, pencils, teaching buildings and so on all have cuboids and cylinders. When teaching encounter questions, students can take a walk in the classroom, and students can understand the keywords such as encounter, distance and simultaneous departure more intuitively, so as to correctly answer encounter questions. In addition, teachers should use their own teaching wisdom, pay attention to the dynamic development of students, be good at listening and actively experience students' emotions; Pay attention to the constantly generated information resources, be good at observing and thinking, and improvise.
Three, according to local conditions, the development and utilization of rural local resources.
There are no bustling streets, advanced science and technology museums and historical cultural attractions in rural areas, but there are vast fields, rich folk culture and strong local flavor. As long as you are careful, you can use them to achieve unexpected results.
Such as: using waste paper boxes as teaching AIDS for plane or three-dimensional graphics; Take a small bamboo stick from the mountain and make it into a stick, and learn to count, add and subtract; Nail small bamboo strips into triangles and parallelograms, and understand the stability of triangles and the instability of parallelograms through operation; Cut potatoes, radishes, sweet potatoes and other crops into cuboids, cubes, cones or cylinders, and cut them in public in class, which is better than multimedia demonstration. Such self-made teaching AIDS and learning tools not only provide demonstration materials for teachers' teaching, but also provide operational materials for students' learning, so that teachers' teaching and students' experimental operations can be carried out smoothly, and students' understanding of knowledge is deepened in the process of making learning tools. When teaching cuboid and cube knowledge, I ask students to collect all kinds of waste paper boxes for them to observe and unfold in class. Students can easily understand that a cuboid has six sides, 12 sides, and the opposite sides are equal.
Fourth, catch the mistakes in class in time and make them into courses and resources.
The "mistakes" in the classroom are the great "wealth" of teaching. Teachers should make good use of this "wealth" and turn students' "mistakes" into effective resources in teaching. For example, in the lead-in stage of "calculation of parallelogram area", when students can't wait to say the wrong conclusion that "the area of parallelogram is multiplied by two adjacent sides", teachers can let students use learning tools, drawing, cutting and other methods to learn and get the correct conclusion. In this way, students can not only correct their mistakes and understand the area calculation formula of parallelogram, but also help to further understand the relationship and difference between parallelogram, rectangle and square area calculation formulas.
The curriculum resources are both extensive and rich. How to fully tap regional resources, rationally use living resources, be good at using family resources and skillfully use social resources requires teachers to be good at timely capturing and skillfully transforming. Facts have proved that rural primary schools also have their own advantages in curriculum resources, which are colorful and have their own characteristics. According to the specific natural and humanistic environment of rural schools, rich curriculum resources should be developed and utilized in various ways, ways and channels to help students turn book knowledge into practical ability and provide necessary basic knowledge and skills for their lifelong development.