Cai Yuanpei believes that aesthetic education is a kind of emotional education, and it is "a person whose purpose is to cultivate feelings". Aesthetic education in primary school mathematics teaching can be summarized as: infiltrating all kinds of "beauty" purposefully, planned and organized in primary school mathematics teaching to improve teaching effect and learning ability.
Through the observation and study of classroom reality, according to the role of aesthetics in primary school mathematics teaching, this paper puts forward reasonable suggestions on teaching practice and how to infiltrate aesthetic education into primary school mathematics teaching;
1. Stimulate learning motivation and pay attention to emotional experience.
Nowadays, situational teaching method is widely used in classroom teaching. The problems to be explored and discovered are hidden in the situation, and students are actively involved, so the process of solving problems will become more relaxed and active. This teaching method is more in line with students' psychological characteristics and plays an important role in stimulating students' thirst for knowledge. It is worth mentioning that students have entered the situation and solved the problem, but the emotional experience is very lacking. Aesthetic education is not a rational "learning" education, it can not be completed by analysis and reasoning, it is essentially a perceptual education, so the process of aesthetic education should first be reflected in the process of emotional experience. At present, the creation of situations is mostly based on mathematical problems themselves, and the thin coat of situations has been stripped off, and abstract mathematical knowledge still occupies the majority. In the final analysis, it is the choice of situation, which is worth learning in the lesson "The Changing Law of Business" by M, a fourth-grade teacher in a primary school.
Guo Huashan has beautiful scenery and pleasant climate, where a group of monkeys live. One day, the Monkey King gave the little monkey peaches. The Monkey King said, "Here are 14 peaches, and share them equally with the two little monkeys." Hearing this, the little monkey shook his head again and again and said, "Too little, too little." The Monkey King said, "Well, how about giving you 140 peaches and giving them to 20 little monkeys on average?" The little monkey pushed his luck, scratched his scalp and said tentatively, "Your Majesty, can you give me more?" ? When the Monkey King struck the table, he was very generous: "Tell you what, I'll give you 280 peaches and give them to 40 little monkeys on average. Are you satisfied? " At this moment, the little monkey smiled, and so did the Monkey King. Teacher: Whose smile is a clever smile? Why?
After listening to the story, the students began to think and answer independently. 14÷2=7 (only), 140÷20=7 (only), 280÷40=7 (only). After discussion, it is found that the dividend and divisor expand or shrink by the same multiple at the same time, and the quotient remains unchanged. Then please find a regular classmate to learn from the monkey king and cheat the little monkey who doesn't understand. Students have both successful experiences and emotional pleasure. By creating problem situations that stimulate students' thinking, students will have the need and desire to learn mathematics knowledge, and they will be happy to learn. Because Dewey believes that "aesthetic education needs students' active participation, free exploration and free expression. "
2. Study teaching materials and explore aesthetic education factors.
The beauty contained in mathematical knowledge itself is objective, natural and true, including simplicity, symmetry, harmony and strangeness. But at the same time, it is abstract, so teachers need to carefully refine the aesthetic factors contained in the teaching materials according to the students' psychological development level, and integrate their own aesthetic experience into the analysis and processing of the teaching materials to help students form aesthetic motives.
Take the concise beauty of mathematics as an example. Arabic numerals "1, 2, 3……" are commonly used all over the world, and only 10 can represent an infinite number. The operation symbols "+,-,×," include four basic quantitative relations in the objective world, and the refined language of "99 multiplication table" is comparable to the beauty of poetry. Imagine what mathematics would be like without these symbols!
The beauty of simplicity is only the tip of the iceberg of mathematical beauty, and mathematics has other high aesthetic values. The beauty that can be excavated in textbooks and various mathematics learning materials is quite rich, which can be reflected in every mathematics class.
In addition, the factors of aesthetic education are not only reflected in textbooks. Teachers often use traditional forms and scores such as "∞" and "excellent" to evaluate students' homework. These evaluations can only represent the objective right or wrong of homework, but can't reflect teachers' emotional evaluation of students. If you can add "progress", "I believe I can do better next time" and "a little retrogression, caution is the best way to treat learning", just like the teacher's face-to-face encouragement, it can play the role of inspiration, motivation and spiritual communication.
3. Choose information technology to provide a beautiful environment
With the advent of the information age, information technology ability is essential for every teacher. Multimedia courseware and object projection are widely used in class. It combines multimedia technologies such as words, images, sounds and images, and plays an important role in creating teaching situations, enhancing the intuition of teaching, concretizing and visualizing abstract concepts, formulas and quantitative relations to the maximum extent, enabling students to perceive the beauty contained in mathematical knowledge in visual and auditory aesthetic experience and improving their aesthetic ability. Teacher B of the third grade in Puxie Primary School uses multimedia technology in the course of "Knowing Seconds", which plays an important role in students' perception of "Seconds" and cherishing time.
Teacher: Don't underestimate this short 1 second. Especially in some fierce international competitions, even a shorter time than 1 sec will play a decisive role.
Show the wonderful picture of China's Meng/Yang Wenjun winning the gold medal with the score of 1:40.278 in the men's 500m rowing final of the 2004 Athens Olympic Games. The time difference between the champion and the runner-up is less than 1 second, only 0.072 seconds.
Teacher: Students, after reading these, do you have anything to say?
Teacher: Appreciation of the famous saying "Time" (score)
Time is life, time is speed, and time is power "-Lu Xun.
"People who give up time, time will give up on him." -Shakespeare
Teacher: These famous sayings tell us to cherish every minute.
By watching sports events, students have a deeper understanding of time, and then enjoy the famous words about "time" with the soundtrack, which further inspires students to cherish every minute's emotion. Therefore, the application of multimedia is very beneficial to create an aesthetic teaching situation.
4. Strengthen the aesthetic experience and stimulate the creation of individuality.
Educator Rousseau believes that aesthetic power is the soul of perfect human nature and the greatest pleasure of human nature. If we "deprive our hearts of love for beauty, we also deprive ourselves of the joy of life." Therefore, it is very important for students to experience the generation of knowledge in the aesthetic world and to stimulate and protect the creation of individuality.
For example, when learning the knowledge of volume, there is such a problem: how to measure the volume of thermos? Because the thermos is not a regular cylinder, most students will naturally associate it with the practice of transforming "irregular" into "regular". That is, a thermos bottle is filled with water, and then the water is poured into a cylinder or cuboid container. Obviously, this method
Conforming to the teacher's preset also fully embodies the application of the knowledge learned. However, at this time, a student raised an objection:
Health: I think this method is not good.
Teacher: What's wrong? Please say something.
When we measure the diameter and height of a cylindrical container, we may not get an integer, and the length, width and height of a rectangular container may be the same, so the calculation will be very troublesome and the result will not be very accurate.
Teacher: Your idea is very reasonable. So, do you have any good ways to solve this problem?
Health: You can weigh thermos flask empty first, then thermos flask full, and work out the difference, which is the weight of water in thermos flask.
Teacher: Knowing the net weight of water, how can we find out the volume of thermos?
Health: I know the weight of 1 cubic decimeter of water 1 kg, so the weight of water is several kilograms, and the volume of thermos is several cubic decimeters.
Textbook knowledge is dead, but life problems are alive. Only by connecting with the reality of life can knowledge be transformed into wisdom. Simon Du believes that "aesthetic education is personalized education", which requires teachers to pay attention to the development of students' personality and thinking. Therefore, aesthetic education teaching is of great significance to cultivate students' sensitivity in finding problems, flexibility in thinking, fluency in expressing problems, independence in solving problems and thoroughness in testing problems.
5. Improve teachers' quality and promote personality infection.
Aesthetic education teaching is based on experience, and teachers' time and energy are limited, so each class will not spend a lot of energy to prepare like an open class. The purpose of education requires teachers to infiltrate aesthetic education into all aspects of teaching. This requires teachers to constantly improve their teaching ability and quality. Improving teachers' quality can be carried out from the following aspects: First, the beauty of image. A teacher with simple and generous appearance, full of joy, kind and natural teaching style and vivid language is naturally more popular with students, and students will also be influenced by the image of teachers in their daily lives. Second, the beauty of teaching. This is reflected in teachers' teaching level and teaching wit. The former needs to be constantly honed and improved in practice, while the latter is often the first reaction when things happen. If there is an unexpected situation in teaching, the teacher's handling method is to immediately accuse and severely criticize, so even if the students are controlled, they will cause dissatisfaction and often cause resistance, not to mention aesthetic education. Third, the beauty of personality. We know that students are teachers and teachers are role models. Therefore, teachers' personality charm will often affect the formation of students' personality over time. Teachers' personality mainly includes morality, ability, talent and knowledge. Therefore, in order to mold students' good personality, teachers' self-cultivation needs to be continuously improved in these aspects.
Through the continuous research of theory and practice, the beauty of all aspects of mathematics is infiltrated into teaching. According to the aesthetic education function in primary school mathematics teaching, this paper puts forward reasonable suggestions on teaching practice, so that more people can appreciate the beauty and charm of mathematics!