When you have a lot of experience in your heart, it is very necessary to write an experience, which can help us sum up and accumulate experience. Do you know how to write an experience? The following is my understanding of the new mathematics curriculum standards (7 selected articles) carefully arranged, hoping to help you.
Understanding of the new mathematics curriculum standard 1 I studied the new mathematics curriculum standard, which made me have a further understanding of the new curriculum standard and a new understanding of the arrangement intention of the new teaching materials. I know that the new curriculum highlights the foundation, popularization and development of mathematics learning. In teaching, we should face all students and realize that "everyone learns valuable mathematics", "everyone can get necessary mathematics" and "different people get different development in mathematics". Classroom teaching needs interaction between teachers and students. Facing the new curriculum reform, we must change our educational concept and truly realize the necessity and urgency of the new curriculum reform. In the future work, I will strictly follow the requirements of the new curriculum standard, teach every class well, choose appropriate teaching methods, and strive to create a good teaching situation conducive to students' all-round development, so that students can actively participate in teaching. The following are some of my feelings about the curriculum standards.
First, cultivate students' sense of numbers in connection with real life. First, contact the reality of life and introduce new knowledge into teaching.
The composition of mathematical knowledge comes from the actual needs and the inherent needs of mathematics. A lot of knowledge that students learn in compulsory education comes from real life, which provides us with a lot of background materials to introduce new knowledge from students' real life. For example, when teaching "familiarity score", students can divide four apples into two parts according to their own life experience, two in each part; Two bottles of mineral water are divided into two parts on average, each part 1 bottle; And 1 cake is divided into two parts on average. How much is each part? According to custom, it is called half. In life, things or objects are often not integers. What number is smaller than the number students have learned and represents half? Students can't find such a number, so what number should be used to represent half? At this time, we must learn a new number-score. How to write and read this number? Students have a need and desire for academic scores, and feel that mathematics is around them and exists in their familiar real life.
Second, design the topic situation and enhance the interest in using it.
People's thinking begins with the topic. The topic situation has emotional attraction, which easily arouses students' curiosity and urges them to seek the answer to the topic. Educator zankov said: "What you have learned without inner curiosity and hobbies is easy to evaporate from your memory." In teaching, teachers should design topic situations wonderfully, pay attention to doubts, put question marks in students' minds, let students describe objective things and phenomena from the perspective of mathematics, find out factors related to mathematics, and actively apply mathematical knowledge and methods.
Third, collect examples to realize the use value.
In the actual teaching process, on the one hand, teachers can collect relevant information themselves and present it to students first. For example, the invention and use of electronic computers, the use of four different colors to distinguish regions in maps, and aircraft design are all closely related to mathematics. Modern society has entered a digital world. On the other hand, students can be encouraged to collect concrete cases of mathematics application through quantitative channels and communicate with each other. For example, when teaching "the meaning and writing of percentage", students can collect information about percentage before class, such as the content of various components in commodity labels, deposit interest rates and so on. Another example is how many kilometers the three longest rivers in the world are in the library or online when teaching "Familiar with Kilometers". By consulting materials and collecting examples of mathematics application, students can understand the extensive application of mathematics, further understand the development of mathematics, feel the cultural charm of mathematics and appreciate the value of mathematics application.
Fourth, create opportunities and carry out practical activities.
Practice plays an important role in the understanding, mastery and skillful application of knowledge, and only the knowledge that has been experienced personally can be more deeply understood and skillfully applied. American mathematician Peter? Klein said: "The three elements of learning are connection, comprehensive analysis and practical participation." It can be seen that the most effective way to cultivate students' knowledge of interests and ideas should be to give students the opportunity to practice in person. For example, after teaching "percentage", be a small accountant, save your accumulated money under the leadership of your parents, calculate it according to the bank's interest rate, be familiar with and master the deposit method and the method of calculating interest rate, or buy discounted goods in the mall and calculate the total price of discounted goods. In teaching, teachers should combine mathematics knowledge with real life, guide students to learn mathematics from real life, and then apply the mathematics they have learned to reality, so as to cultivate and develop students' interest and intention in mathematics and form preliminary practical ability.
By studying the new curriculum standards of mathematics again, I deeply understand the guiding ideology of the new curriculum standards, and deeply realize that as a teacher, we should take the development of students as the foundation, guide students to choose courses fairly and make learning plans; Help students lay a good foundation, improve their overall understanding of mathematics, develop their ability and interest, attach importance to the connection between mathematics knowledge and practice, attach importance to the cultural value of mathematics, and enhance the composition of students' scientific outlook. The new curriculum highlights the foundation, popularization and development of mathematics learning.
Understanding of the new curriculum standard of mathematics II. Learning the new curriculum standard of primary school mathematics has given me a new understanding of the requirements of the new curriculum standard and made me realize the life process of mathematics. Through the study of the new curriculum standards, I have the following understandings:
First, pay attention to learning and change ideas.
Teachers should change their ideas, put the development of students in the first place, and let students really become the masters of learning. However, our teachers seldom care about students' feelings, and the function of education seems to have been completely alienated. Many students are often led by teachers, who have no ego at all and have no time to take care of their feelings, let alone introspect and reflect on their studies. Teachers should change their ideas and reduce the utilitarian purpose of education. They should not regard students as tools to show their educational achievements, nor should they turn students into containers to receive knowledge. Students are living people with thoughts. Education is to promote people's all-round, harmonious and sustainable development. Teachers should pay attention to the study of students' learning needs, so that students can turn learning into their own internal needs.
Second, experience the value of mathematics in life practice.
In mathematics teaching, it is necessary to introduce students' familiar life background, let students feel that mathematics is everywhere, let students feel intimate with mathematics, and inspire them to find mathematics knowledge in life. Interpretation of Mathematics Curriculum Standards also points out "encouraging students to learn by doing". Therefore, in our teaching, we should understand the intention of compiling teaching materials, grasp the knowledge requirements of teaching materials, make full use of learning tools, let students operate more, use their hands and brains more, and cultivate skills, skills and innovation ability. Mathematics comes from life. Therefore, in teaching, we must closely connect with reality and pay attention to the experience of mathematical facts, so that students can learn mathematics in life and practice, so as to experience the value of learning mathematics.
Third, pay attention to students' lifelong development and cultivate students' good study habits.
It is another important function of mathematics education to let students form good study habits through mathematics learning. Mathematics has its own unique characteristics and is an important carrier to cultivate students' good habits. It is necessary to cultivate students' good habit of thinking quietly and reading quietly. Don't be impetuous in math class. In the process of math reading, we should concentrate, concentrate and concentrate. Only in this way can we learn math well. We also hope that students will listen carefully to other people's speeches, nod their heads when they agree, wait for others to finish before expressing their opinions, and learn to comment on other people's speeches. We should cultivate students' sense of responsibility by letting them finish their math homework. We should not regard finishing homework as a task. Let the students prepare the articles to be used before doing their homework, carefully check each question and do all the questions that can be done correctly. If they encounter problems that they can't do, they should try to overcome them by reading books and consulting others. After finishing their homework, they should tidy up their school supplies in time so that they can finish it. The formation of students' good study habits is a long and complicated process. We should persistently cultivate and serve students' lifelong development. You can't be eager for quick success and instant benefit, and you can't indulge students' bad habits just because you want the quality of teaching. In fact, if the classroom teaching is chaotic and the classroom is in a mess, it will be difficult for teachers to control the teaching situation and the teaching for all will not be truly implemented. Improving the quality of teaching is also empty talk. Therefore, we must not blindly accommodate students' bad habits because of the concept of curriculum reform, but strictly require them to follow the rules and regulations. Good habits will accompany a person's life, and good habits will definitely improve mathematics academic performance. Cultivating students' good habits is also an important way to improve teaching quality.
In the face of the new curriculum reform, we must speed up the pace of learning, apply mathematics, understand mathematics and develop mathematics in the process of studying practical problems, so that students can enjoy learning mathematics.
Understanding of the New Mathematics Curriculum Standard 3 Today, our county further education school organized the primary school mathematics teachers in the county to conduct video training on the new mathematics textbooks for grades 5 and 6. I attended the training on time and listened carefully. During the training, I not only have a comprehensive understanding of the teaching materials, but also have a deeper understanding of the intention of writing new teaching materials and the ideas advocated. Some experiences are as follows:
1, the new textbook pays more attention to the connection and integration of knowledge.
It is embodied in the teaching of simple equations and pays attention to the connection and integration of primary and secondary school knowledge in teaching. The principle of balanced teaching paves the way for students to learn mathematical thoughts in the future. At the same time, the knowledge of old textbooks and new textbooks should be well connected, and nothing should be missed, which is reflected in the teaching of position and direction. The sixth grade has been fully connected in the supplementary content.
2. The new textbooks pay more attention to the cultivation of students' innovative ability.
For example, in the curriculum goal, expanding "two basics" to "four basics" first reflects the comprehensive understanding of the value of mathematics curriculum. Students not only acquire the necessary knowledge and skills through mathematics learning, but also accumulate experience in the process of learning, and gain the idea of mathematics development and problem solving. At the same time, the newly added double bases (basic idea and basic activity experience), especially basic activity experience, put more emphasis on students' subjective experience and embody the basic idea of taking students as the center. On the basis of analyzing and solving problems, it is clearly put forward to strengthen the ability of finding, putting forward, analyzing and solving problems, which is considered from cultivating students' innovative consciousness and ability and is the basic requirement for innovative talents. Pay more attention to diversity in solutions and encourage students to develop innovative thinking.
3. Pay attention to students' analysis and understanding.
The new textbook has changed the analysis mode of previous teaching examples, increased the clear steps of reading comprehension and analyzing answers, made the analysis of examples more timely and clear, and made students' thinking more clear and directional.
4. The new textbook pays attention to the thinking mode of combining numbers and shapes.
Mainly reflected in the sixth grade, the unit of "mathematical wide angle-combination of numbers and shapes" was added. The combination of numbers and shapes ranks first in 15' s common mathematical thoughts, which can simplify teaching problems and complex problems. It is one of the most promising strategies for us to implement effective teaching to deeply understand and explore the method of combining numbers with shapes.
As a teacher in mathematics education, through the organic combination of numbers and shapes, the thinking in images and abstract thinking are organically combined, and the image is first and then abstract as far as possible, which can not only promote the synchronous development of these two thinking abilities, but also create conditions for students to initially form dialectical thinking ability.
In mathematics teaching activities, through the combination of numbers and shapes, students can be helped to think from multiple angles and levels, and form a good habit of thinking in multiple directions.
In mathematics teaching activities, teachers guide students to change static thinking mode into dynamic thinking mode, that is, to consider problems from the viewpoint of movement, change and connection, and to regard numbers and shapes as the numerical values of moving things or their relative positions at a certain moment respectively. Using dynamic thinking to deal with teaching materials and research problems can reveal the relationship and changes before and after knowledge, cultivate students' dialectical thinking ability and better grasp the essence of things.
In order to better teach new textbooks in the future, I strive to do the following:
1. In the same year, teachers in the group should prepare lessons collectively, study teaching materials and teaching methods, thoroughly understand the teaching materials, and be prepared for each class.
2. Pay attention to cultivating students' innovative ability, create a good learning atmosphere, and encourage students to think positively and make bold discoveries.
3. Pay attention to the cultivation of students' interest in learning and adopt various teaching methods to stimulate students' interest in learning and mathematics.
4. Cultivate students' good math study habits, so that students can develop good writing habits and calculation habits, and lay a good foundation for future study.
Understanding of the interpretation of the new curriculum standard of mathematics 4 Our teacher carefully studied the interpretation of the new curriculum standard of primary school mathematics and listened to the lectures of experts, which really benefited a lot. Through learning, I once again feel the perfection and perfection of the new curriculum standard, which has been revised from the aspects of basic concepts, curriculum objectives, core concepts, curriculum content and implementation suggestions. Let's talk about my point of view.
First, learn the new curriculum standards and correctly position the role of teachers.
From the new curriculum standard, mathematics activity teaching is a process of communication and common development between teachers and students. Effective teaching activities are the unity of students' learning and teachers' teaching. Students are the main body of learning, and teachers are the organizers, guides and collaborators of learning. Therefore, effective mathematics activities should not be described and performed by teachers on the stage, but should stimulate students' interest, arouse their enthusiasm, trigger students' mathematical thinking, encourage students' creative thinking, and pay more attention to cultivating students' good performance. Pay attention to heuristic and personalized teaching, handle the relationship between teaching and students' autonomous learning, play a leading role, guide students to learn mathematical knowledge, and make students' mathematical knowledge and skills develop better and more effectively.
Second, let students become the masters of learning.
Students are the masters of learning, not the "containers" for passively filling knowledge; Students are composed of living individuals, and teachers should respect students' differences; Students' growth has great plasticity, so teachers should pay attention to developing students' potential, so that students can truly become the masters of learning.
1. In teaching, it is necessary to reduce the occupation of students' time and space, provide students with space for positive thinking, exploration and cooperation, and make students experience more freely.
2. Allow students to understand problems from different angles, express their ideas in different ways, solve problems with different knowledge and methods, and encourage diversification of problem-solving strategies. Let different students get different development in mathematics.
3. Give children a pair of mathematical eyes, and let them actively observe the world and experience life from a mathematical perspective with mathematical consciousness. Then, mathematics is not just a boring math problem with a straight face in books, but will become more colorful and full of vitality. Improve mathematics literacy and make it use mathematical ideas, methods and knowledge to solve problems.
Third, create a difference situation, feel the calculation method, and reflect the diversity of algorithms.
The new textbook embodies the teaching idea of algorithm diversification. Therefore, in teaching, teachers should encourage students to think boldly, and actively seek a variety of different ideas with the same problem, so that students can discover and innovate. Let students fully expose and show the process of thinking and express their unique opinions. Teachers should affirm and praise students' different ideas in time, let them enjoy the joy of success and enhance their confidence in creative activities. For example, when arranging the calculation of "9 plus several" in the new textbook, we should pay attention to embodying the new teaching concept. The designed situation is conducive to students' understanding of mathematics in real life and let them feel the close connection between mathematics and real life. This not only cultivates students' thinking ability from various angles, but also cultivates students' thinking of seeking differences.
In a word, the implementation of new textbooks and new ideas puts forward higher requirements for each of our teachers. As long as we can better practice the new concept of curriculum standards, our teaching stage will be wonderful and our educational achievements will be fruitful.
Understanding of new mathematics curriculum standards. I have a further understanding of the new curriculum standards of mathematics, and deeply realized that we should not only strengthen students' learning of basic knowledge in teaching, but also cultivate students' awareness of mathematics application and innovative ability in teaching, so that students can learn to cooperate and communicate in learning and enjoy the fun of learning mathematics in inquiry. Below, combined with teaching practice, talk about their own learning experience:
Constantly renew ideas and guide education and teaching with new ideas. The new curriculum standard puts all-round development in the first place, emphasizing that primary school students' learning should change from acquiring knowledge as the primary goal to focusing on the cultivation of people's emotions, attitudes, values and general abilities first, and creating an educational environment conducive to students' lively and sustainable development. In teaching, we should not only pay attention to students' mathematics learning level, but also pay attention to their emotions and attitudes in mathematics practice.
Guide students to explore knowledge in autonomous learning and cooperative communication. In the mathematics teaching under the new curriculum concept, we should strive to create a learning atmosphere of students' practice, independent exploration and cooperative communication, so that students can discover laws in observation, thinking and practice, communicate with their peers, share their learning experience, and cultivate their cooperative consciousness and communication ability, thus improving their expression ability and understanding and acceptance ability.
Classroom teaching should respect individual differences and face all students. The new curriculum standard of mathematics advocates: "Everyone learns valuable mathematics; Everyone can get the necessary mathematics; Different people have different developments in mathematics. " This requires our teachers to understand and respect the individual differences of students in time and admit the differences; We should respect students' different levels of problem solving. To this end, we must first understand the situation of the students we teach, and divide the students into different levels according to their knowledge base, thinking level, learning attitude, strong will, intellectual ability and usual grades, and teach them according to the basic requirements of the curriculum standards. According to the actual situation of students at different levels, guide students to choose appropriate strategies in their communication with others, thus enriching the experience of mathematics activities and improving their thinking level.
Change the way of mathematics learning and let students enjoy learning. Mathematics teaching is the teaching of mathematics activities and the process of communication, interaction and common development between teachers and students. Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of students' learning. Curriculum standards advocate independent inquiry, cooperative communication and practical innovation in mathematics learning. In classroom teaching, we should start from students' life experience and existing knowledge background, provide them with opportunities to engage in mathematical activities and exchanges, and urge them to truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent inquiry, and at the same time gain rich experience in mathematical activities, so as to regard learning mathematics as a happy thing.
Establish a new evaluation mechanism. According to the requirements of the new curriculum standards, our mathematics classroom should have not only summative evaluation, but also developmental evaluation. Developmental evaluation should focus on the comprehensive evaluation of students' progress and development in the fields of knowledge, skills, emotions and values in the learning process after a stage. Its purpose is to help students make improvement plans and promote their better development. In this way, the incentive function and diagnosis function of evaluation are always scientific.
In short, the new textbooks and new ideas put forward new and higher requirements for each of our teachers. We must practice the concept of new curriculum standard and restore the true colors of mathematics.
Understanding the new curriculum standard of mathematics 6 Through studying the new curriculum standard of junior high school mathematics seriously, I have benefited a lot from it. Mathematics course in junior high school is a main course of compulsory education, which plays a fundamental role in understanding the relationship between mathematics and nature, mathematics and human society, recognizing the scientific and cultural value of mathematics, improving the ability to ask, analyze and solve problems, forming rational thinking, and developing intelligence and innovative consciousness. At the same time, it is also the lifelong development of students, which lays the foundation for forming a scientific world outlook and values and is of great significance to improving the quality of the whole nation. After studying and exploring, I have the following experience:
First, autonomous learning, cooperative learning and inquiry learning advocated by the new curriculum are all based on students' active participation. Without the active participation of students, it is impossible to have independent, inquiry and cooperative learning. Practice has proved that the enthusiasm, depth and breadth of students' participation in classroom teaching directly affect the effect of classroom teaching.
Second, teachers should be good organizers of teaching activities. Teachers should fully trust students, believe that students are fully capable of learning, give them opportunities, lean down and watch their studies, and participate in their research on an equal footing. Giving the class to students, giving them enough time and space, allowing them to try and explore independently, and allowing students to express themselves can build students' self-confidence, make them feel the profundity and charm of mathematics knowledge, cultivate students' spirit of learning mathematics, improve their cooperation ability, stimulate their interest and enthusiasm in learning, and enrich their thinking and imagination ability. So as to improve learning ability and cooperation ability.
Third, in teaching activities, teachers should be successful guides. At the beginning of a new lesson, teachers can stimulate students' interest in new knowledge through the design of new lesson introduction, the creation of learning atmosphere, the interest teaching factors contained in textbooks and various resources inside and outside the classroom, so that students can have the will and motivation to learn. The results of teaching sometimes differ greatly from the expectations when preparing lessons, which shows the necessity of preparing textbooks, teaching methods and students when preparing lessons. It is necessary to thoroughly study the teaching materials, fully understand the existing knowledge reserves and current learning status of students, and understand that the teaching process is aimed at all students, not only taking care of poor students, but also considering excellent students. It can be seen that preparing lessons is an extremely complicated process, and it is the premise and key to a good class.
Fourthly, combined with the actual situation of the current curriculum reform, it can be understood as the practice of "integrating theory with practice" in mathematics teaching, and it can also be understood as the deepening of "learning by solving problems" in the new outline concept. Both old and new textbooks are equipped with so-called application questions, many of which are very old and far from real life. Rewriting application problems in combination with reality is only a part of enhancing the awareness of applied mathematics, but not the whole; Strengthening the consciousness of applied mathematics mainly refers to emphasizing active learning and active inquiry under the premise of changing the concept of teaching and learning. Teachers have the responsibility to broaden students' active learning time and space, guide students to pick flowers that are helpful to mathematics learning in real life, and enlighten students' application consciousness, while students can take the initiative to explore, ask questions, think and do things, and flexibly use what they have learned and mathematical thinking methods to solve problems.
Fifth, a reasonable and scientific evaluation system should be established for junior high school mathematics curriculum, including evaluation concept, evaluation content, evaluation form and evaluation system. We should not only pay attention to the results of students' mathematics learning, but also pay attention to their learning process; We should not only pay attention to students' mathematics learning level, but also pay attention to their emotional attitude changes in mathematics activities. In mathematics education, evaluation should establish diversified goals and pay attention to the development of students' personality and potential.
7. Today, I listened to Professor Shi Ningzhong's interpretation of the new curriculum standard in 2022. In the lecture, the professor focused on the background and main points of the revision of the new curriculum standard in 2022, the understanding and expression of the new curriculum standard, the changes in the content of the curriculum standard and the corresponding teaching suggestions. After listening to the lecture, I have a comprehensive understanding of the 2022 new curriculum standard. I also realize that the content of the new curriculum standard needs to be learned and understood slowly in the future teaching. Professor Shi emphasized from the beginning that the "Three Meetings" in the new curriculum standard will focus on "the core literacy of mathematics", observe the real world with mathematical eyes, think about the real world with mathematical thinking, and express the real world with mathematical language. Interpretation of consistency, stages and development of core literacy. The cultivation of students' core literacy is gradually formed and developed in students' participation in learning activities, which requires us to closely follow the new curriculum standards in the future mathematics teaching process. Professor Shi also focused on the changes in the new curriculum standards. The whole field has not changed, the content has been adjusted, the form is mainly abstract structure, and the concept emphasizes core literacy, which needs to be understood in combination with later teaching practice. In the lecture, Professor Shi Ningzhong pointed out that it is necessary to realize the educational requirement of "subject integration" in compulsory education, which is also the development trend of international courses, and advocated integrating interdisciplinary content and historical and cultural content into mathematics courses.
First, the essential understanding of the core literacy of mathematics
The core literacy of a subject should act on students in essence, so as to achieve "someone has a purpose". After students acquire the knowledge and skills of the subject, they can transform it into their own literacy, which is the subject literacy. The basis for us to judge whether the literacy is up to standard is the students' own academic literacy level. In the new curriculum standard of 2022, the academic quality standard has been developed, taking core literacy as the main dimension, combining with the curriculum content, and depicting the specific performance characteristics of students' academic achievements as a whole. Its purpose is to guide and help teachers to grasp the depth and breadth of teaching, and to provide a basis for textbook compilation, teaching implementation and examination evaluation.
Mathematics is not only a tool for operation and reasoning, but also a language for expression and communication. Three basic ideas of mathematics: abstraction, reasoning and model. The process of mathematical research is to get mathematical research objects through abstraction, get mathematical conclusions through reasoning, and build a bridge between mathematics and the real world through models. The core literacy of mathematics can be expressed as observing the world with mathematical eyes, thinking about the world with mathematical thinking and expressing the world with mathematical language. The core of mathematical vision is mathematical abstraction, which embodies the generality of mathematics. The core of mathematical thinking is logical reasoning, which embodies the rigor of mathematics; The core of mathematical language is mathematical model, which embodies the wide application of mathematics. Therefore, the development of mathematics core literacy should run through students' mathematics learning from beginning to end, and the development process of students' core literacy is also the process of cultivating mathematics thoughts, which may not be realized in an education class, but mathematics core literacy should be regarded as the "soul" of teachers' mathematics education, which will provide students with a way to face up to and explore the world.
Second, highlight the essence of mathematics in the integration of disciplines
Mathematics is by no means an isolated subject to realize the idea and trend of subject integration. As a basic discipline, it lays the foundation for all disciplines, especially those in the direction of science and engineering. Some children reject mathematics, mainly because traditional mathematics classes are mainly confined to the classroom. Although there are also comprehensive practical courses in the teaching materials, few of them are really implemented or effectively implemented. How to design a theme-based learning course that not only highlights the essence of mathematics but also integrates disciplines based on the new curriculum standard will become the focus of teachers' thinking.
In daily mathematics teaching, according to the characteristics of teaching content, choose appropriate subjects to integrate. I skillfully combined Chinese to make math learning full of fun when teaching in the unit of year, month and day in the second volume of the third grade. Although mathematics and Chinese are independent subjects, they are inextricably linked. The ingenious combination of the two makes teaching more lively, interesting and full of vitality. When I teach years, months and sundays, I use catchy nursery rhymes to help students remember: "135780 wax, 3 1 day is never bad, winter in 469 is 30, February 28 in a normal year and February in a leap year." In this way, students can learn easily and remember well. At the same time, the ancient timekeeping methods, such as timekeeping, twelve timekeeping and corona, were introduced to students in time, which not only expanded their knowledge, but also improved their literary literacy. When teaching Example 3 of Understanding Graphics (II), on the basis of students' understanding of puzzles in the last class, I gave up the original content of the textbook and redesigned this lesson: first, show the pictures of animals or objects made by puzzles on the courseware, and students will be very interested after seeing the pictures: "This is like a goldfish!" "That looks like an airplane!" That image ... makes students feel like they are in an art appreciation class, and makes math class exude a strong artistic atmosphere; Then after students appreciate it, inspire them to spell out their favorite patterns with the puzzles in their hands, and students will be eager to try. The effect of such classroom teaching can be imagined. This teaching design not only permeates the education of beauty, but also stimulates students' infinite creativity and imagination. The integration of disciplines makes the mathematics classroom also exude great fun.