Like other math classes, the comprehensive practical activity class of primary school mathematics has established teaching contents and teaching objectives. When designing teaching, teachers should first make an in-depth analysis of the teaching content and formulate corresponding teaching objectives. Primary school mathematics comprehensive practical activity class pays more attention to let students learn in the process, guides students to mobilize their existing knowledge and learning experience independently, feels mathematical methods and ideas in the process, discovers mathematical laws, forms problem-solving strategies, and finally achieves the teaching goal of saving classes. However, the comprehensive practical activity class of primary school mathematics is different from other mathematics classes. In a class, it has no fixed knowledge points. In teaching, teachers can't fix the rules that students want to discover through mathematical activities with their own models, and ask students to study the same content in a unified way, let alone ask students to take the discovery of a certain student as a knowledge point and ask all students to master it. For example, the teaching goal of the first volume of "Competition Times" in the sixth grade of Beijing Normal University Edition is:
1. Understand the problem-solving strategy of "finding laws from simple situations" and improve the problem-solving ability.
2. I will look for the simple laws contained in practical problems by listing and drawing, and experience the simplicity and effectiveness of charts.
Through the teaching of this lesson, the teacher can let the students know first that they can solve similar problems by drawing, connecting and listing in the competition. More importantly, let students form a problem-solving strategy that can actively discover laws from simple problems when encountering complex problems, so as to achieve the established teaching objectives of this lesson.
Secondly, guiding students to carry out effective "mathematical thinking" is still the soul of practical activity class.
It is our ultimate goal to form the ability to solve problems through effective mathematical thinking, so we still have to grasp this soul in the comprehensive practical activity class of primary mathematics. Compared with our daily math class, the math comprehensive practical activity class gives students more thinking space and stronger autonomy. This requires teachers to omit "the position of mathematical thinking" in teaching design, so that mathematical activities and mathematical thinking can be effectively combined, and the combination point of the two can be skillfully designed, so that the mathematical practice class can reasonably sort out and apply the learned mathematical knowledge and truly improve students' mathematical ability. We can't move for the sake of moving. The situation is so lively that everyone can actively participate, which makes the math activity class lose the taste of mathematics, thus losing the real significance of carrying out the math comprehensive practice activity class. For example, when I designed the first volume of the fifth grade of Beijing Normal University Edition, Interesting Tangram, I focused on how to develop students' mathematical thinking when doing tangram exercises, mainly from the following aspects:
1. Observe the puzzles and talk about the basic figures we have learned and their relationships.
2. Organize the related knowledge of parallelogram, trapezoid and triangle in groups, and then report to class.
3. Use a jigsaw puzzle to move one or two pieces into another shape.
4. Solve the problem of the area of the pattern assembled by the puzzle. One is to solve the area of the emblem of the 34th Hong Kong Mathematics Competition (give the area of a figure represented by letters and calculate the area of the whole emblem); the other is to give the square surface assembled by the puzzle and calculate the area of each figure.
In these four levels of activities, students actively apply the area knowledge and fractional knowledge they have learned this semester to cultivate their ability to sort out knowledge, so that students can have certain strategies when solving difficult problems, so that students can always think in activities and their thinking level can be continuously improved, thus realizing the effective combination of daily mathematics classes and comprehensive mathematics practice activities.
Thirdly, the comprehensive practical activity class of primary school mathematics is an effective carrier to inherit mathematics culture.
Organic infiltration of mathematical culture in mathematics is also one of the tasks of mathematics teaching, and the comprehensive practical activity class of primary mathematics is an effective carrier to inherit mathematical culture. The course of comprehensive practical activities has a wide range of teaching contents, a deep extension space, a large proportion of students' activities, and more mathematical thinking methods involved. These factors provide an excellent opportunity for us to infiltrate mathematical culture in comprehensive practical activities. Students can learn about ancient mathematical masterpieces, famous mathematical conjectures, mathematical historical materials and so on in the comprehensive practical activity class. For example, when I design the jigsaw puzzle, let the students collect the origin of the jigsaw puzzle, communicate in class, and understand the relationship between the banquet picture and the jigsaw puzzle. In the design competition, the last part introduces the famous saying of mathematician Hua:
It is easy to "retreat" a complex problem to the simplest and most primitive problem, and then solve the simplest and most primitive problem after thinking it over.