First, create a situation to stimulate students' interest in learning
Children are the most imaginative, and their world is strange and colorful. According to children's life experience and knowledge, the teaching materials provide many colorful life scenes full of children's interests. Make full use of these carefully designed situations in teaching, stimulate students' desire to explore, and let students take the first step to learn to learn. In an observation class of "knowing the position", the teacher designed a supermarket to open at the beginning, so that students could set up their own shelves, learn new knowledge by themselves, feel that mathematics is around them, and learn a learning way to find knowledge from things around them.
Indeed, the new mathematics curriculum requires close contact with students' familiar life reality. Starting from their experience and existing knowledge, it is easier to stimulate students' enthusiasm in familiar life scenes and let them explore new knowledge calmly. In the section "Two digits minus ten, one number", the textbook is based on children's riding. There is a 45-seat bus with 30 people on it. The question is: How many seats are there in the car? Children often travel by car, but they have never really calculated this problem in their lives. At first glance, this is an easy problem to solve, and there are common problems in textbooks that are so familiar with the scene. Such a "simple" question aroused children's strong desire to express themselves. He wanted to tell everyone how to solve it, so the children's enthusiasm was immediately mobilized. Yes, this is indeed a difficult problem. According to the existing knowledge and experience, the students quickly listed the formula "45-30". Some children may know that it is equal to 15, but how can it be calculated by this formula? The sense of accomplishment just now inspired the students to continue to explore, and the children used their brains and came up with many different solutions. Addition and subtraction, the textbook created the situation of getting on and off, which they are familiar with. Students are interested in learning. Everyone has the idea of analyzing this kind of problems, understands why addition and subtraction are used to calculate, and at the same time, they have also explored a learning method. It is in various situations that students have developed a strong interest in learning and learned to learn independently.
Second, pay attention to students' life experience.
Because the learning characteristics of first-year students are to standardize many activities in daily life and systematize common sense experience, the life experience students have is very important for them to understand mathematics knowledge. These "experiences" are students' "mathematical reality"; At the same time, it is through "experience" that students go through a process from concrete to abstract step by step. For example, when learning to recognize numbers, first-year students can gain relevant experience by counting sticks and placing objects, so as to understand the meaning of numbers. In other words, the first-year students' mathematics learning is a cognitive process based on experience. The meaning of "mathematics" in the eyes of primary school students is often different from that of adults. For primary school students, mathematics is their own explanation of mathematical phenomena in life.
Therefore, teaching needs students' existing life experience and their "mathematical reality" to interact with the content of the textbook. With the help of teachers, they can do mathematics by themselves, collect materials and gain experience through observation, imitation, experiment and guess, and analogize, analyze, summarize, summarize and sublimate the experiences related to mathematical phenomena in life, so as to enrich and develop students' mathematical factual materials and gradually construct them.
For example, students in the first grade of primary school have a lot of experience in geometric figures. They know some characteristics of circles through balls, oranges and other objects, and know that circular objects such as eggs and duck eggs are more elliptical than balls. Through desktop, building blocks and other physical objects, words such as rectangle, cylinder, cube, cuboid, ball, square and triangle will be used approximately. The teaching of basic knowledge of geometry is based on the familiar experience of these students, combing students' confused and rough understanding, helping students to separate geometric shapes from their familiar objects and distinguish plane graphics from three-dimensional graphics; On the basis that students can easily find and master the obvious characteristics of physical geometric shapes, guide students to further observe the neglected local and subtle parts of geometric shapes; Through the change of physical form and geometric figure size, students can understand the essential characteristics of geometric figures and make their experience and common sense mathematical, rigorous and more organized.
Third, let students participate in math activities.
Tao Xingzhi said: "To liberate students' hands, we must let them do it. Piaget also said: "Thinking begins with action". If the connection between action and thinking is cut off, thinking cannot develop, and human hands and brains are inextricably linked. "To solve the contradiction between the abstraction of mathematical knowledge and the visualization of students' thinking, it is necessary to organize more students to operate.
In the arrangement of the content of the standard experimental teaching materials for the first-year compulsory education mathematics curriculum, the students' hands-on operation ability is emphasized. For example, the lesson of "one point" is to let students organize school tools and stationery by hand. Through teaching activities, students learn to do a little thing around them-separate school tools from stationery. In addition, in the practice of this lesson, a topic of holding things in two pockets is designed. Through hands-on, students learned that food and things to be used should be packaged separately. The practice of "small shop" is arranged in "understanding RMB". Some students became shop assistants with dignity, and some students were serious small customers. During the activity, they counted corner by corner, and counted to 10, which was converted into one yuan. They knew that the angle of 10 1 yuan was 1 yuan, and only when they saw10/yuan did they know that it was ten yuan. In this way, they link abstract understanding with intuitive demonstration, and the students are extremely excited about their discovery.
Fourthly, cooperative learning makes teachers become organizers, guides and collaborators of mathematics learning.
Because each student's experience and belief in experience are different, different people have different understandings of the outside world, that is, different people see different aspects of things. In order to make students' understanding more comprehensive and rich, mathematics teaching should strengthen cooperation and communication between teachers and students, so that students can understand those different viewpoints.
Through cooperative learning, students can have more opportunities to expose their ideas. In this way, teachers can better understand students, and at the same time, students' external expression and communication will inevitably promote the subject's self-awareness and self-reflection. Communication and cooperation in cooperative learning can help students clearly see the advantages and disadvantages of various concepts and help them compare different concepts. Moreover, we will have a deeper understanding of relatively new concepts and correct wrong concepts more thoroughly. Because cooperation provides students with a variety of examples, and these examples come from students themselves, students will consciously choose and judge what is effective, correct and best idea and practice.
The first volume of the experimental textbook "Mathematics Grade One" provides many realistic, interesting and exploratory mathematics activities, which can be used as a resource for students' cooperative learning. For example, the algorithm of "9+ several" can let students know several algorithms through cooperative learning at the beginning of teaching: counting from 9; Count from 1; "Add up to ten methods." These algorithms, rather than the only ones, let students have some experience and gains from each algorithm. Furthermore, by comparing several algorithms, students can have a deeper and more comprehensive understanding.
Fifth, pay attention to the evaluation of students' learning process.
Curriculum standards point out that the main purpose of evaluation is to fully understand students' mathematics learning process, motivate students' learning and improve teachers' teaching; An evaluation system with multiple evaluation objectives and methods should be established. The evaluation of mathematics learning should not only pay attention to students' learning results, but also pay attention to their learning process; We should pay attention to students' mathematics learning level, and pay more attention to students' emotions and attitudes in mathematics activities, so as to help students know themselves and build up confidence.
In the past, the evaluation method was mainly based on standardized norm reference test. The test requires students to answer various questions with specific mathematical content, some of which are learned by students, while others are not. The cumulative number of questions answered correctly by students indicates how much mathematical knowledge students have learned, compares the total score with other students, or is used to judge students' mastery of the content and get the outline of each student's mastery of knowledge.
This method of evaluating students' knowledge points is still needed, but it is not enough to limit it to this. The learning and teaching process should also be evaluated. Generally speaking, the process evaluation includes four parts: evaluating the situation, answering the situation, analyzing the answer and explaining the result.
In the process evaluation, teachers need to use students' own evaluation conclusions, not only to evaluate the results of students' answers, but also to rely on students to point out which are guesses and strategies and which are proofs; Teachers should pay attention to listening and observing before making judgments, especially organizing evaluations in the emotional field. He should compare the results of different situations, including students' participation or non-participation, explain and give feedback to students.
For example, a student says that when two numbers are added, he will make ten numbers first and then one. The reason for this is to follow the habit of counting from left to right. It is difficult to understand how students can do this without taking students as the main body, cooperation and evaluation.
I believe that in the teaching process of the new curriculum, there are rich and diverse situations, so that students can actively participate, practice and organize cooperation and exchanges, and their learning will continue to succeed, they will be interested in learning mathematics, and they will make progress and development in many aspects such as thinking ability, emotional attitude and values.