The rapid development of social economy needs new thinking and innovative talents, which are cultivated through education. In the past education system, students were only regarded as "recipients", and everything was forcibly filled, which made it difficult to develop students' thinking and tap their potential. The curriculum reform is precisely to change this and leave more time and practice for students. So in this class, I will focus on three characteristics in the teaching process:
1, connecting with life-understanding mathematics
Curriculum standards emphasize that starting from students' existing life experience, students can personally experience the process of abstracting practical problems into mathematical models and explaining and applying them, so that students can gain an understanding of mathematics and make progress and development in thinking ability, emotional attitude and values. In teaching, we should pay attention to the close connection between what we have learned and our daily life, so that students can get the direct experience of simple plane graphics in activities such as observation, operation and communication. Therefore, before learning the new lesson, the teacher assigns tasks to the students, asking them to observe what shapes the objects around them are, and which objects are rectangles, squares or other graphics, so that the students can collect some objects with different shapes (such as toothpaste boxes, teapots, Rubik's cubes, ink cartridges, etc.). ), let students know that these objects are in real life, and let them feel that mathematics comes from life and is everywhere in life. By observing and collecting pictures before class, the pictures are classified by brain and hand in class, so that students can initially perceive concepts, expand the space for students to actively participate in and practice, and stimulate students' interest in learning.
2. Cooperative inquiry-constructing mathematics
In the preface of the curriculum standard, it is clearly pointed out that "effective mathematics learning activities cannot rely solely on imitation and memory, and hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics". Therefore, group cooperative inquiry is the requirement of mathematics teaching activities endowed by the times. In the second part of this case, students are required to learn independently by using the materials in their hands after initially perceiving rectangles, squares and parallelograms, that is, to have a look, think, measure, compare and stack, so that each student can experience the angular characteristics of these three figures from the operation of specific images, and then discuss, communicate and verify them in groups, which really promotes students' learning. During the presentation, the study groups scrambled to speak freely and express their opinions. For example, when students are asked to report the question "How do you know that the opposite sides of a rectangle are equal?" Some said they saw it, some said they measured it with a ruler, compared it with a rope, and some said they didn't know it until they were folded in half ... This is really great. From self-exploration to finding features-cooperation and communication to saying features-hands-on operation and testing features, students have gained rich experience in mathematical activities in this process, which makes good preparations for students to actively construct the features of these three kinds of graphics.
3, hands-on operation-flexible use of mathematics
Curriculum Standard points out in its basic idea: "Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience, providing students with opportunities to fully engage in mathematics activities and helping them truly understand and master mathematics knowledge in the process of independent exploration, cooperation and exchange". This lesson is a model for practicing this concept, such as the third clip "Creating a Plane Figure with Plastic Sticks and Thumbnails". Teachers provide plastic sticks and pushpins with different lengths, so that students can choose their own learning tools and circle various rectangles, squares and parallelograms according to the characteristics of plane graphics they have learned in this lesson. During this period, students can be surrounded by not only the simplest four plastic sticks, but also six or eight plastic sticks. The success of the operation not only reflects the students' mastery of the knowledge learned in this course and their ability to use learning tools reasonably, but also reflects the students' strategy and ability to apply mathematics flexibly to solve practical problems, from which they can gain successful experience and establish their confidence in learning.
Through the study of this lesson, let students feel that there is mathematics everywhere in life, and arrange students to appreciate the three-dimensional graphics in life in class. Let students feel the connection between mathematics and human life. Mathematics comes from life. Through practice, students can experience the contribution of mathematics to the development of human history, so they are determined to learn mathematics well and make contributions to the construction of the motherland.