Let's talk about my humble opinion with teaching examples.
Analysis of New Curriculum Standards and Teaching Guidance (page 34 of primary school mathematics) analyzes the added "two basics" as follows: "Basic ideas" actually enable students to learn mathematical thinking; "Basic activity experience" emphasizes that mathematics learning should go through a process and accumulate experience in mathematics activities.
After reading this passage, I feel that these should be what math teachers try to do in their usual teaching, and they are also conscientious. In fact, the "four foundations" do not exist independently, they are inseparable. While teaching students basic knowledge, it is necessary to cultivate their basic skills. When cultivating basic skills, teachers need to think about how to cultivate them. This requires students to go through the learning process, take the initiative to participate, and gradually accumulate various experiences in mathematical activities, so as to gradually learn to think about problems with mathematical methods and improve their ability to solve problems. Let's talk about how to do it in teaching.
Jiangsu Education Press, Unit 4, Book 2, Grade 3 Mathematics, has the teaching of two-digit multiplied by two-digit estimation. How to design? Considering that students who regard two digits as integer tens and double digits multiplied by two digits have learned it before, I have arranged several questions before the new lesson:
Please tell me how many numbers are close to ten below.
38≈ 42≈ 29≈ 76≈
Then give an example:
A Niu Yi day can squeeze about 29 kilograms, so how many kilograms can a boy squeeze in Niu Yi day?
After the students read the questions, thought and worked out the formula, I set the learning requirements: turn to page 33, look at the three kinds of estimation sentences below the example, first think independently about how they estimate each other, then talk about their own ideas in the group, and finally choose the group spokesperson.
Under the guidance of the teacher, students can tell how to estimate each other.
Then use vertical calculation to see how it is estimated. As you can see, the estimated figure is indeed like this.
Then do related exercises (question 3 on page 34). Then show it.
28×46≈
28×46=
Let the students talk about the topic. What does this mean? Finish the exercise.
In order to let students know clearly the role of estimation in writing and double-digit multiplication, a judgment exercise is arranged: Please estimate whether the following results are correct.
I ask students to actively participate in the learning process in each class, experience observation, thinking, cooperation and communication, accumulate all kinds of experience in mathematical activities, gradually learn to think about problems from a mathematical point of view, and gradually improve their ability to solve problems.