Primary school mathematics thesis model: The classroom teaching design of primary school mathematics is a special design activity to solve teaching problems. Classroom teaching design is not only a science, but also an art, in which students' cognition of teaching content is the focus of classroom teaching, the center of teaching activities and an important guarantee to realize classroom teaching objectives. As one of the basic courses in primary schools, mathematics shoulders the heavy responsibility of cultivating students' basic mathematical logic thinking and abstract thinking. Below, the author talks about some views on the method innovation of cultivating cognitive ability in the classroom teaching design of primary school mathematics.
First of all, it analyzes the present situation and problems of cognitive ability training in primary school mathematics classroom teaching design.
(A) the current situation of the cultivation of cognitive ability in the classroom teaching design of mathematics in primary schools.
The trend of innovation has emerged. With the development of economy and the progress of science and technology, teaching hardware and facilities are gradually becoming high-tech, and the overall quality of teachers has been improved. The use of advanced teaching facilities is gradually normalized. At the same time, according to the age characteristics of primary school students, the methods of cultivating cognitive ability are explored in classroom teaching design, and certain results have been achieved. Classroom teaching design is still dependent. At present, in China's education, especially in basic education, the design of mathematics classroom teaching is still dependent because of the lack of learning skills and weak foundation. In the dependent teaching design, the importance of cultivating cognitive ability is ignored, and the knowledge taught is mostly limited to textbooks and exams, and the learning content of students is divorced from real life. In this case, although it is easier for teachers to control the progress of the class, they can also achieve relatively good teaching results in a short time. But in the long run, it is not conducive to the cultivation of students' learning ability and ability to use knowledge, and it is also not conducive to the cultivation of students' interest in learning.
(B) Problems in the training of cognitive ability in the classroom teaching design of primary school mathematics
There are some shortcomings in the innovation of teaching thinking mode. At present, most teachers' innovations in the design of students' cognitive ability training methods in mathematics classroom are mostly formal innovations, and they are too eager for multimedia teaching with new equipment. The fancy design makes students lose focus for a while, and the complicated teaching AIDS turn math class into manual class and movie-watching class. If the innovation of classroom teaching design only stays at? Shape? It will actually have a negative impact on the realization of teaching objectives. There is a deviation in grasping students' learning ability. Students' learning ability and performance characteristics are different at different ages, and mathematics is a relatively abstract and boring subject. If the teacher's grasp of students' learning ability is biased and the classroom teaching is not designed according to the level that students' learning ability can reach, it will easily lead to the failure of cognitive ability training methods and the failure to truly achieve teaching objectives. Students' cognitive initiative training is insufficient. Most teachers aim at achieving the teaching objectives, while imparting knowledge, they put the cultivation of students' learning initiative in a relatively secondary position, which will easily lead to the fact that the above-mentioned dependent learning method cannot be changed, and students' cognition of mathematics can only stay in a discipline rather than an interest.
Second, the innovative direction of cognitive ability training methods in the classroom teaching design of primary mathematics
(A) the innovation of teaching thinking mode
Thinking determines thinking, and mode determines method. The innovation of thinking mode is very important in the innovation of education and teaching. Teachers' teaching thinking mode will greatly affect students' thinking level. In order to promote the innovation of teaching thinking mode, teachers should really realize the importance of innovation of teaching thinking mode. According to the characteristics of primary school mathematics curriculum and students, we should actively learn advanced experience, carry forward the spirit of exploration, improve teaching methods, and lay a good foundation for the innovation of cognitive links in mathematics classroom teaching design. Cultivate cognitive ability through hands-on operation and help students think. According to the age characteristics of primary school students, mathematics classroom teaching should attach importance to operational cognition. Students use their hands, mouth, brain and other senses to think positively in the operation process, which is also helpful to develop their thinking. When designing the movement (axial symmetry) of the second volume of the third grade mathematics in Beijing Normal University, we should pay attention to let the students start to fold the heart-shaped card, the five-pointed star and the ginkgo garden in half according to the teacher's requirements, and help the students realize that the folded figure is an axial symmetry figure. Students often think while operating. They have personally experienced the development process of the knowledge they have learned, and the ways and means to know and master the knowledge they have learned. Cultivate cognitive ability by thinking about problems and activate students' thinking. Problems are the driving force of thinking. Pupils need to organize their own thinking activities under the guidance of teachers. Therefore, teachers should carefully design enlightening and thinking questions in teaching, activate students' thinking waves and stimulate their initiative and creativity. By thinking and discussing the questions raised by teachers, we can correctly grasp the cognitive needs of primary school students, stimulate their interest in learning and acquire mathematical knowledge and skills.
(B) the scientific use of cognitive training methods in classroom teaching design
The classroom teaching design of primary school mathematics should focus on the teaching objectives. As an important part of classroom teaching design, cognitive ability training should always adhere to the established teaching objectives, accurately analyze the key points and difficulties in the teaching content according to the knowledge level of primary school students and the characteristics of mathematics courses, abandon overly complex and abstract cognitive concepts, make cognitive ability training methods meet the teaching needs, and maintain the integrity, hierarchy, continuity and pertinence of classroom teaching design. Teach the understanding of centimeter, and let the students know how long a centimeter is. I use a ruler. Centimeter? This length unit guides students to measure the width of a finger and the width of buttons on clothes, and helps students to establish? One centimeter? Representation makes students' cognitive activities intuitive and concrete, initially perceives the unit of length, and feels that there is mathematics everywhere in life.
(3) The cultivation of cognitive ability should be linked with the reality of life.
Due to the limitation of expression and understanding ability, it is difficult for primary school students to understand and master relatively abstract mathematical concepts. Therefore, the cultivation of cognitive ability in teaching should pay more attention to the connection with real life. Teachers should develop the habit of empathy, think from the perspective of students, choose examples that students can generally understand to give lectures, expand from real life, refine knowledge points, and then link them with real life to form circular memory. When students encounter related things in life again, they will naturally associate with corresponding mathematical knowledge points, which will help students really master relevant knowledge and use it flexibly, reduce the time and energy consumed by mechanical memory review, and help students improve their learning ability. When designing the second volume "Rectangular Area" in the third grade of primary school mathematics published by Beijing Normal University, it was intended to introduce a new lesson from guessing who painted the walls of two painters' uncles. After students get the formula for calculating the rectangular area, let them verify their guesses by calculating the areas of two walls separately before class. Pay attention to designing practical exercises when expanding exercises: 1. The school issued a new desk to the teacher, which is 140 cm long and 80 cm wide. The teacher wants to vitrify the whole desktop. What size glass plate should he buy? 2. The Liang Xiao family in the class is going to decorate the new house. The living room is 6 meters long and 4 meters wide. How many square meters of floor do you need to buy? If it's a square meter of 90 yuan, how much is it? In mathematics teaching, fully creating life situations and atmosphere can deepen students' experience and cognition of what they have learned and transform what they have learned into abilities. Making mathematics teaching lively and daily life classroom, using mathematics and learning mathematics, guiding students to solve practical problems with existing cognition and enriching students' life experience are conducive to helping students develop the habit of looking at things around them with mathematical eyes and improving their mathematical literacy.
(D) Pay attention to students' feedback
No matter what kind of classroom teaching design, it will eventually fall into practice and be tested by student feedback. In order to cultivate the cognitive ability of mathematics classroom teaching, an innovative cognitive scheme is designed on the basis of scientific analysis of students' learning ability and basic knowledge level. In practice, we should pay attention to collecting students' feedback, such as which part students like and dislike, which kind of students adapt to this scheme and which kind of students don't, and whether the proportion of teaching objectives under the innovative scheme has improved. According to the feedback collected, improve the existing scheme, then continue to practice, and then collect, improve and improve. The innovation in education can't be achieved overnight, and the innovation in the cultivation of cognitive ability should be a spiral process, and a qualitative leap can be achieved in the process of accumulating feedback.
Model essay II on mathematics: Effective infiltration of primary school mathematics emotion and construction of efficient classroom The new curriculum reform emphasizes students' emotional experience in the process of acquiring knowledge and skills, constructing knowledge system and realizing knowledge goals, which is mathematics emotion. It is the attitude of students in the process of mathematics learning, the inner experience and psychological feeling when they succeed, and the will quality of clarifying learning motivation, stimulating learning interest, overcoming difficulties and exploring new knowledge, which runs through the whole learning activity. Mathematics learning is logical and systematic, which requires students' rigorous and meticulous thinking. In order to avoid students' boredom and fear, some teachers often use mathematicians' deeds, interesting stories and other flexible methods to stimulate students' interest, infiltrate mathematics emotion and mathematics culture into the classroom, and cultivate students' good will quality, positive emotional attitude and rigorous thinking habits, thus making mathematics classroom more efficient. Making primary school mathematics teaching is not only a process of guiding students to acquire mathematics knowledge and skills, but also a process of students' feeling, experience and understanding, and it is also a process of infecting and infiltrating students' emotions, attitudes and values.
First, the use of cognitive processes for mathematical emotional infiltration
There are two main lines to realize the goal of mathematics teaching in primary schools. One is the bright line to acquire knowledge and skills (results), and the other is the emotional experience (process) of bold questioning, active exploration and success, that is, the dark line. These two lines are intertwined, interdependent and complementary. In the teaching process, cognitive factors and emotional factors are closely related and interact. Active learning of emotions can promote the formation of knowledge and skills, and this emotional experience can be sublimated in the process of knowledge and skills formation. Like solving? Area calculation of parallelogram, triangle and trapezoid in the same cage for chickens and rabbits? Mathematical problems with strict logic are a difficult process for young pupils with short attention duration and poor self-control. At this time, it is necessary to skillfully intersperse the education of learning emotion and attitude, encourage students to clarify their learning ideas, not be afraid of difficulties, think seriously, take the form of problem deduction, guide students to find the relationship between numbers and pictures, and transform the relationship between them to draw conclusions, so as to urge them to study in? There is no way to doubt the mountains and rivers? Feel in the face of difficulties? Another village? New realm. In this process, students learn from others through independent thinking, cooperation and communication, constantly sum up and discover ideas and methods to solve problems, complete the transfer of knowledge, and experience the joy of success. It can be seen that in the process of mathematical cognition, cognition and emotion are interdependent, mutually promoting and developing. Emotional infiltration in the classroom helps to cultivate a strong interest in mathematics and good thinking habits, and lays a solid foundation for gradually improving learning ability and forming an efficient classroom.
Secondly, mathematical emotion infiltration is carried out through background knowledge.
? Understand the close relationship between mathematics and human life, feel the role of mathematics in the development of human history, and infiltrate the mathematical value and historical development of mathematics into students. ? This is the requirement of the new curriculum standard and the need of efficient classroom. Through the understanding of the history of mathematics development, students can be exposed to a wide range of mathematical knowledge, can appreciate the role and value of mathematics in the history of human development, and can feel the importance of learning mathematical knowledge well. Study? Understanding of numbers within 10 thousand? The first lesson can guide students to understand the origin of numbers, that is, primitive people use pebbles, ropes to tie knots or carve scratches on trees to represent simple number concepts. When there are 10 pebbles, use a larger object to represent a ten. One in ten? . Then guide students to understand that after the appearance of characters, the recording method is effective but not uniform, which is inconvenient for recording large numbers, so Roman numeral representation is invented. Finally, it is understood that in the eighth century AD, Indians invented a notation that only contained nine symbols, namely 1, 2, 3, 4, 5, 6, 7, 8 and 9, and agreed that the position of the number determined the size of the number. For example, in the number 89, 8 represents eight tens and 9 represents nine ones. This invention was brought to Arabia by businessmen and called Arabic numerals. It has become the universal language of mathematics in the world, which Engels called. The most wonderful invention? . For example, know each other? Direction? At that time, I will introduce it to the students in combination with my understanding of east, west, north and south. Compass? This background knowledge makes students understand that the compass is one of the four great inventions in ancient China, and its appearance has made great contributions to the progress of human civilization. Infiltrating these mathematical background knowledge can guide students to understand history, feel the wisdom of the ancients and their pursuit and yearning for scientific knowledge, enhance students' national pride and sense of responsibility for knowledge, stimulate students' self-confidence in learning mathematics well, promote students to further appreciate the magic and value of mathematics, and make the classroom more efficient.
Third, excavate the material of life and infiltrate mathematical emotion.
Mathematics is an applied subject that adapts to the rapid development of modern society. It mainly solves various problems in real life and is the foundation of all disciplines. The new mathematics curriculum standard requires that mathematics content should be more life-oriented? . Those figures, figures, symbols and formulas extracted from people's daily life have facilitated people's lives and formed a unique charm. Pass? Understand graphics? Our teaching makes students feel that the changing combination of graphics enriches our life and beautifies our environment. Pass? How does the coordinator know the time? Learning to help students initially establish a sense of reasonable time arrangement, so that students can understand the importance of cherishing time; Solve the problem of more than less through the scene teaching of waste recycling, and solve the problem of carry addition through the scene teaching of donating books to buy books; Solve the division problem through the situational teaching of tree planting activities. The design of these scenes contains an idea, which permeates moral education into concrete mathematical situations. By creating scenarios, students can immediately penetrate ideas and emotions such as environmental protection, love and safety in the process of solving problems, and promote students to form a healthy and developing emotional attitude. Regular positive education and guidance in mathematics activities can cultivate students' correct outlook on life and values, improve the effectiveness of learning, guide their own behavior, and make positive attitudes and emotions the source of students' learning motivation.
Fourthly, infiltrate mathematical emotion with typical examples.