After reading 1 about mathematics, I entered a new teaching stage from the beginning, but I couldn't find a way to start. After I decided, I thought I should reread the mathematics curriculum standards first, or I could seek support from them, so I read the book "Teachers' Reader of Mathematics Curriculum Standards".
This book has a unique perspective on the interpretation of mathematics curriculum standards: it focuses on the interpretation of mathematics teaching and education at the time level, pays attention to the realistic pertinence of the content, and has less theoretical speculation; It attaches importance to the comparison of similarities and differences between mathematics curriculum standards and mathematics syllabus, and avoids making academic statements in the conceptual field. Through reading, I once again understand the basic concept, curriculum objectives, content standards and curriculum implementation suggestions of the new curriculum standard, which makes me further understand some important contents that are difficult to master. For example, the article "Everyone learns valuable mathematics" in Basic Ideas says that valuable mathematics can be divided into explicit and implicit, and there is a difference between mathematical thinking and mathematical methods, which I could not understand before reading the new curriculum standard.
After reading this book, I have a deeper understanding of the humanistic spirit embodied in the curriculum standards. First of all, teachers are "organizers, guides and collaborators of mathematics learning" in mathematics teaching activities, "teachers should stimulate students' enthusiasm for learning, provide students with opportunities to fully engage in mathematics activities, help them truly understand and master basic mathematics knowledge and skills, mathematics ideas and methods, and gain rich experience in mathematics activities in the process of independent inquiry and cooperative communication", "students are the masters of mathematics activities" and "students' mathematics learning activities should be lively. We should pay attention to students' mathematics learning level, and pay more attention to their emotions and attitudes in mathematics activities. " ..... These all reflect the humanistic care for students. Therefore, only teacher-student interaction, teacher-student communication, teacher-student inspiration, teacher-student complementarity, teacher-student experience together, teacher-student sharing and teacher-student progress together can teaching learn from each other and develop together.
While learning mathematics knowledge, mathematics learners also learn many very important qualities that accompany learning mathematics, such as: self-esteem, self-confidence, self-discipline and positive and optimistic spirit; Courage and will to overcome difficulties and deal with setbacks; Respect others and the ability to study, work and live with others; The spirit of unity, cooperation and coordination; Seek truth from facts and think independently. All these reflect the humanistic spirit of mathematics teaching and the value and significance of the beauty of humanity, human feelings and personality between teachers and students.
"It is better to close the net than to retreat." I have been teaching people to fish. Many students, including ourselves, have surprisingly consistent methods of reading and learning, and the results and experiences of learning are nothing new. Curriculum Standard puts forward the requirement of "having basic knowledge, basic skills and methods to adapt to lifelong learning". If we don't reflect and go home, our fish will be eaten up sooner or later. After reading this book, I also have the impulse to win the net.
This summer vacation, I read a very interesting math book, namely "Helping You Learn Mathematics" written by Academician Zhang Jingzhong. This book tells many short stories in life, and the content is easy to understand. Every short story draws several pictures related to the story, which makes the difficult math problems much more interesting.
Chicken or egg first? This problem has puzzled people for a long time, because if there is a chicken first, but it is hatched from an egg, but if there is an egg first, but it is born from a chicken, it is not established. Then chickens lay eggs and hatch chicks, which can be traced back to infinity. Some people may say that God created people and all living things, so chickens came first, but from a scientific point of view, this is wrong, because there is no God in the world, and every living thing has evolved gradually after a long time.
"Help You Learn Mathematics" also mentioned this difficult problem. Academician Zhang Jingzhong believed that chickens evolved from birds. The eggs laid by some birds have changed because of genetic changes. The creatures hatched from the eggs laid by these birds are the first chickens.
But new problems have emerged. Does this egg mean an egg laid by a chicken or an egg that can hatch from a chicken? I continued to think according to this logic and finally understood the meaning of this book. If this egg refers to the egg laid by the chicken, then there is no doubt that the chicken came first. This chicken is an egg that is not called an egg, but if this egg only refers to the egg that can hatch the chicken, then there is an egg first, but this egg is not laid by the chicken.
So on this issue, as long as you know the true meaning of eggs, it is easy to understand, that is to say, you must first know which elements are included in the collection of all eggs. This example fully shows that logic and set theory are closely related.
It's incredible! Such a big problem was inferred by Academician Zhang Jingzhong, which changed from a scientific problem about species change to a logical thinking problem! Isn't it interesting?
Mathematics Reflection 3 During the summer vacation, I saw a book called Interesting Mathematics. Perhaps out of professional habits, I am personally interested in mathematics. This book is very nice, and there are many fascinating magic tricks. Like topological transformation, interval equality, clock face mind guessing, etc., strange things that were originally at sixes and sevens and no one could understand were vividly written by it in plain language. After reading it in one breath, I really feel that interesting mathematics is really an interesting and knowledgeable book.
This book is one of a series of books on how to teach new courses well. The book is divided into four chapters: where mathematics textbooks come from, how to use them well, how to develop the new value of learning tools and teaching AIDS, and how to develop teaching resources under the network environment.
The second chapter, the first section, how to let students learn concepts in activities. I am very interested. In my memory, the study of mathematical concepts is rather boring, and almost all of them follow the teaching mode of simple feeling, telling conclusions and practicing understanding concepts. This book advocates that the learning and construction of concepts mainly rely on students' independent and conscious inquiry activities. After the concept is formed, students' understanding and mastery of the concept will take root in their minds, and it can grow independently in suitable soil instead of being ripened by teachers with a lot of practice. The examples cited in the book, about the teaching of prime numbers and composite numbers, have achieved very good results by using the game method: let students prepare cards with their student numbers printed on them, write the factors of their student numbers on the cards, make headdresses to wear on their heads, and carry out interesting math reading (3 articles) and interesting math reading (3 articles). In class, first communicate the factors of your student number and number. Subsequently, it is required to divide the figures into two categories according to the characteristics of the factors in the group. In addition, there are self-made playing cards (the number of cards is between 50 100, and each card can only write one number and cannot be repeated) which can be used to review the knowledge of the unit "divisibility of numbers".
The third part is the teaching of calculation. And more attractive. In the usual teaching and research activities, it is almost difficult to meet the discussion of computing teaching. Traditional computing teaching is often the last word. Look at an example and a rule, memorize a rule by rote and practice more questions. Therefore, over the years, teachers have been lamenting this problem. I don't know how many times I have said it. Why can't students learn? A better way is to let students show their magic weapon, then give their own examples, try to understand the algorithm in calculation, and then summarize the calculation law through group communication. Compared with teachers or books imposing calculation rules on students, this feeling and understanding gained by students after the learning process is more conducive to improving students' calculation ability. For example, when teaching three-digit subtraction 300-97, actors can be required to show 300- 100+3 as an important plot through the director's sketch that has not changed. In this way, students can find out the calculation of more reduction and more increase unconsciously in the process of appreciating the change. When dealing with students' calculation mistakes, we should not do things hastily because of their carelessness. A study group can be organized to find out the causes of mistakes from the aspects of calculation mentality, calculation habits and calculation ability, and discuss improvement measures to make mistakes a paving stone for students' progress.
Generally speaking, this book is worth reading by primary school math teachers.
The book Mathematics in Stories was written by Professor Tan. This book tells one vivid and interesting story after another, but each story contains knowledge about mathematics. One interesting story after another, whether ancient or modern, mathematics is everywhere in people's lives.
In this book, every vivid story tells a truth about mathematics. These interesting mathematics topics are wide-ranging, full of interest, and skillfully combined with intellectual training, which is deeply loved by me. These stories have also made me understand a lot of numerical truths that I don't understand. For example, there is a story in the book called "Magic 100 1", which says that 100 1 is a very interesting number. Multiply any three digits by 100 1 without calculation at all. Just blink and the result will come out. The solution is: as long as you "clone" 3 digits and connect them to the original one at a time, you can turn them into 6-digit mathematics. For example: 357 *1001= 357357,606 *100/= 606606. Isn't it interesting?
After reading this book, I benefited a lot. I like math very much. After reading this book, I have a great interest in learning mathematics and am deeply encouraged.
I want to say that although this book is a story on the surface, it is actually about the application of mathematics in daily life. On second thought, it's really true.
Please look at the book "Mathematics in Stories"! Let's experience the mystery of mathematics together!