The new textbook adds the content of combining with practice, which provides rich teaching resources for students to understand mathematics in real life, feel the close connection between mathematics and daily life, increase their closeness to mathematics and experience the fun of using mathematics. For example, the practical activity "Our Campus" on page114 ~15 of the first grade textbook, according to the textbook, I handled it this way in teaching. I chose six activities that students like, and each student can participate in which activity he likes. After the activity, I immediately asked this question: "Which activity has the largest number of participants and which activity?" How many people are there in the most active group than in the least active group? "Immediately, the students' attention shifted from playing to thinking. The classroom began to argue with each other, holding their own words and not giving in to each other. Then I asked, "Can you come up with a good idea and see the result clearly and clearly?" At this time, I began to guide students how to do statistics, and unconsciously let them go through the process of data collection and collation. Students not only learned the simple methods of collecting and sorting out data, but also felt the process of solving problems by statistical methods, which laid the foundation for forming statistical concepts.
For another example, the "position" of the classroom in the next semester is also to create a familiar life situation for students. Arrange seats in the classroom, give each student a ticket and take their seats according to the number. When students are looking for seats, they will think, observe and understand which group is which group. After sitting down, they will be curious and want to see who is around. Therefore, students are also very interested in this course. On page 7, I designed this picture into a moving picture according to the material. Students can place the rooms at will according to their own ideas, and then tell you how to decorate the rooms, which not only makes students clear their own position, but also realizes the fun of solving practical problems.
Second, feel the beauty of mathematics in fairy tales full of childlike interest.
"Stories are children's first needs." Vivid mathematical stories will never be forgotten. The story is vivid, emotional and knowledgeable, which not only attracts students, but also conforms to the characteristics of students' image memory. Open the experimental textbook, you can see many interesting and beautiful fairy tales, such as the rabbit building a house on pages 6 and 7 of the first volume of Senior One, the wildlife park on pages 14 and 15, the lively river on page 20 of the second volume, and the bear family on page 4 1. These are all situations that children like and are familiar with, and there are also many wonderful mathematical knowledge here.
While enjoying these interesting and beautiful pictures, I encourage students to create paintings and feel that mathematics is everywhere. After I talked about the unit of "finding the law" in the first semester of senior high school, I left a painting task for the students, asking them to use their imagination to draw a picture, to reflect the beauty of the law and to take a nice name. The next day, I found that students' ability should not be underestimated. Sunflowers in autumn regularly stand in the sun, apple trees and pear trees are arranged like sentries in a harvest orchard, and small fish in the river are frolicking playfully, so regularly ... all these prove that children have a sense of appreciating the beauty of mathematics and have a strong interest in mathematics.
3. Guide students to explore the mystery of mathematics by guessing.
As we all know, every child likes to ask why, and every child wants to explore some secrets. According to children's psychology, the textbook arranges some math games, such as "Comparison Length" on page 1 13, "Guess Number" on page 2 19, and "Estimated Guess Number" on page 44 of page 2, etc.
The first volume of Senior One 13 page "Compare the length", by guessing the length of the pencil, let the students understand that they should pay attention to various situations when comparing the length. When teaching 19 page "Guess Numbers", I first tell the students how many glass balls I have in my left hand and how many in my right hand. Let the students guess how many are in my right hand. After repeated several times, students can master the decomposition, synthesis, addition and subtraction of numbers in "guessing", which deepens their understanding of logarithm and paves the way for learning to use mathematics in the future.
Inspired by the textbook, I have created such a situation many times, so that students can think in curiosity and gradually improve in thinking. For example, when teaching "number guessing", I first write 45 on the card, and then tell everyone: "I wrote a number before 6, and the number on the tenth number is less than the number on the single digit 1. Guess what I wrote? " Such games are rich and colorful, which makes students have a pleasant math learning experience.
Fourth, use your hands and brains to experience the fun of mathematics.
Use math learning tools to carry out operation experiments, so that students can use their hands and brains, have a look, pose, think and so on. Perceive the learning content, promote thinking by moving, promote learning by playing, and promote learning by learning, so that the learning content can be firmly remembered in interesting experiments. There are manual activities to make windmills on page 27 of the second volume of Grade One. At the beginning of the activity, take out a piece of rectangular paper and a piece of square paper, let the students fold along the dotted line marked, or experience the characteristics of the sides of the rectangle and the square by themselves, so as to understand that the opposite sides of the rectangle are equal and the four sides of the square are equal. On this basis, let the students make a windmill with a rectangular piece of paper. In this process, students not only understand the characteristics of plane graphics, but also see the relationship between them. Folding rectangular paper into square paper takes advantage of the equality of four sides of a square. Cut the square paper into four triangles, and you can see the relationship between triangles and squares. When I turned the windmill, I was surprised to find that the trajectory of the windmill was a circle.
In the combination of plane figure and solid circle, students observe, perceive, guess and feel the meaning and relativity of spatial orientation in various operations and exploration activities, which stimulates students' interest in exploring mathematics and develops their innovative consciousness.
Fifth, increase competition confidence and cultivate competition awareness.
Children are competitive, have strong self-esteem, and love to express themselves. Therefore, the textbooks intentionally introduce a sense of competition to stimulate students' interest in learning. For example, on page 13 of the first volume of senior one, "whoever touches the height will put it high", and on page 26 of the second volume of senior one, 1 13, "See who is quick to whom at the same time". Of course, when organizing competitions, teachers should give students ample opportunities to express themselves, so that they can be psychologically satisfied, and constantly encourage them to build up their confidence, enhance their courage, win without arrogance, lose with grace, and conscientiously sum up their experiences and lessons. If the game is over, then only a few students are talented, and most students still can't improve, which is easy to produce inferiority complex.
We can also use school tools to help us study. The small cards and sticks in the schoolbag can add interest to our class while learning knowledge. There is a deck of playing cards in the schoolbag of the next volume of Senior One. In order to give full play to this deck of playing cards and make this deck of playing cards become students' good friends, I mainly adopt the form of four-person team cooperation, and two people compete, one is the referee and the other is the recorder. Each student draws two or three cards to add or subtract, to see who has the largest data. After learning "Knowledge of Numbers within 100", we often have a class. Students don't know how many crossings they have done and how many comparisons they have practiced, which is much more interesting and effective than asking them to simply do the problems.
In a word, the new textbooks provide us with rich teaching resources. As long as teachers dedicate their sincere love to students, put all their energy and enthusiasm into classroom teaching, make effective use of teaching resources and arrange classroom teaching reasonably, students will certainly have a strong interest in mathematics. "Returning the fun of learning to innocent and lively students" is the belief of our curriculum reform and the goal that our teachers should pursue.