In the traditional classroom, teachers, like actors, keep explaining and analyzing in teaching, for fear that students will not understand and learn. Students are like spectators, and it is difficult for them to actively participate in the research of knowledge as recipients. Passive acceptance will lead students to master only the superficial knowledge of mathematics, but not understand it deeply, let alone use knowledge flexibly to solve practical problems. The traditional model stifles students' initiative and creativity. The new curriculum emphasizes the change of learning style and the change of the roles of teachers and students. In the process of transformation, teachers have changed from the original arranger to the organizer and guider for students to explore mathematical mysteries. Students have enough time and space to learn mathematical logic, explore numerical mysteries, think about mathematical problems and exchange mathematical applications. This kind of classroom is alive, and students must have their own "experience" if they want to adapt to this kind of classroom. The experience mentioned here includes students' existing life experience, learning methods, learning habits and so on. In short, as long as it is through our own efforts, through the actual operation, investigation and thinking of specific things, the knowledge formed when we leap from perceptual to rational can be collectively called "experience".

Classroom teaching is the main position for students to accumulate experience in mathematics activities. How to help students accumulate experience in mathematics activities in the classroom, combined with years of teaching experience, talk about the following practices:

First, attach importance to mathematical practice and accumulate experience in mathematical activities.

Activity is the source of experience, and there is no experience without practical activities. Classroom practice is a practical activity in which students use learning tools to help students understand and master what they have learned according to the learning content and the requirements of teachers. Psychologists point out that if children's hands-on operation ability can be exercised in mathematics teaching, students can directly acquire perceptual knowledge and master knowledge. What you get on paper is superficial, and you never know that it needs to be finished. For children, hands-on learning is always their most popular way of learning. Only when students begin to operate and accumulate mathematical experience can they finally settle down in their hearts and become a quality and an ability, which will accompany them and benefit them for life.

Therefore, when designing mathematics activities, teachers can take students' activities as the main line, stimulate students' active participation, practice, thinking and exploration, and solve mathematics problems flexibly and effectively through various hands-on activities, so as to learn and understand mathematics in activities and help students accumulate experience in mathematics activities. For example, when I know the characteristics of a rectangle, I designed the following hands-on activities: 1. Take out your rectangle, you can have a look, touch it and see what features you find in the rectangle. These are all our guesses. How can we determine that the upper and lower sides of a rectangle are equal in length? What about the left and right sides? Students quickly found that the opposite sides of the rectangle were equal in length by measuring and folding.

"Children's wisdom is within reach", and the experience of mathematics activities is gained by students in the process of learning activities. Without the process of activity, this practical process will not form a meaningful mathematical activity experience.

Second, the life experience into mathematical experience

Mathematics originates from life and is rooted in life. Mathematics teaching should start from the existing knowledge points of students' life experience, talk about mathematics in connection with life, mathematize life experience and make mathematics problems live. Mathematics seems abstract, but there are many examples of the application of mathematical knowledge in real life. In order to help students accumulate experience in mathematics activities, we should first take life as the living water for their understanding and development, discover mathematics in life, and provide students with life materials, life experiences and life scenes as important resources to feel, understand and experience.

1. Create a teaching situation close to real life

"Let students learn in vivid and concrete situations" is one of the important ideas advocated by the new curriculum. Creating a teaching situation close to the real life situation can not only enliven the classroom atmosphere, stimulate students' interest in learning, but also cultivate students' thinking ability and imagination ability.

For example, before teaching the course "Understanding RMB", I think that understanding RMB can not be separated from real currency exchange and shopping activities, just as computer learning can not be separated from computer operation. Therefore, in this class, I created a lot of money-changing shopping situations to let students know RMB in the simulated money-changing shopping situation. For example, "Xiaohong wants to buy a pencil sharpener with 1 yuan, but she has a dime, several dimes of 1, several dimes of 2, and several dimes. How can she afford it? Who can help her? " According to the students' existing life experience, some students said they would get two 50 points, some students said 10 points, and some students said they would get five 20 points. Another example is "buy only two kinds of goods according to the shopping requirements, so the result is an integer." Which two should I buy? How many ways to buy? " In the application of open and vivid realistic situations, students transform their life experience into mathematics experience and develop their thinking.

2. Create some "living" learning opportunities.

The research shows that if the teaching situation is similar to the situation of using knowledge in the future, the knowledge learned by students will be easier to transfer and more easily transformed into mathematical experience. Therefore, in the teaching process, we should help students get as many "real" and challenging learning opportunities as possible, and realize "mathematization of life problems" and "life mathematics problems".

For example, in the second year of teaching Statistics, a teacher designed such a teaching process: 1) Interview with young reporters, interviewing students in your group about their birthdays, which month and which season. 2) Discover and ask questions: Students communicate and collect results, and each group will record different results. Teacher's guidance: With so many sets of data, how can we clearly know the birthdays of the whole class? 3) Collaborate to collect and sort out statistical charts, and record, collect and sort out the data of other groups in groups. 4) Show your own statistics.

Through this design, students can interview and exchange information, collect and present data by hand, which is a vivid, challenging and interesting process. Students not only experienced the activity process, but also learned to cooperate and communicate with their peers. More importantly, they learned statistical methods and solved practical problems from a mathematical perspective. They have accumulated experience in mathematical activities in the process of truly experiencing "mathematicization".

3. Pay attention to what you have learned and turn life experience into mathematics experience.

"Applying what you have learned" is the ultimate goal of education. Promoting knowledge and experience to strategic experience and enabling students to comprehensively use their own life experience to solve problems is not only the deepening and development of knowledge and experience in the previous stage, but also the goal of both knowledge and wisdom.

For example, in the teaching of solving application problems with equations, the teacher created "a class will visit three local scenic spots at 8:00- 16:00." Please design a tour plan, including schedule, cost, route, etc. " In the process of solving this problem, students should know the route map between scenic spots, the time required for tickets and rides at each scenic spot, the car model and car rental fee, the food and articles that students need to like during the tour, the total cost required and the cost that each student needs to pay. In this way, the subjects lacking life flavor in the teaching materials are adapted into lively topics that students are interested in, so that students can find that mathematics is around, thus prompting students to look at practical problems with mathematical ideas and improving their ability to collect and sort out information. This not only enables students to use what they have learned to solve problems in daily life, but also stimulates their interest in learning, improves their ability to apply what they have learned, and transforms life experience into mathematics experience.

Third, the use of core issues, to carry out mathematical activities experience

Problem solving is the main form of mathematical activities. The experience of basic mathematical activities plays a very important role in the smooth solution of problems and the effective development of mathematical activities. On the other hand, setting appropriate core questions, using core questions to mobilize students' activities, and promoting and developing the experience of mathematics activities in the process of solving core questions will help students gain the experience of basic activities.

For example, when teaching the area of a parallelogram, the teacher first shows a parallelogram card and then throws a series of questions: 1. This is a parallelogram, and we don't know how to calculate its area. Can you convert it into the graphics we have learned? What graphics can it be converted into? 2. What is the relationship between the area, bottom and height of parallelogram before conversion and the area, length and width of rectangle after conversion? We know that the area of a rectangle is equal to the length times the width, so how to calculate the area of a parallelogram? In math class, students carry out group inquiry activities around these problems. They operate independently, explore independently, cooperate and communicate, and directly point to the solution of the problem. Students not only experience in activities, but also experience mathematical thinking before, during and after activities, thus developing the experience of mathematical activities.

In short, the accumulation of experience in mathematics activities comes from students' existing life experience, from the interactive practice between teachers and students, and from the understanding and mastery of knowledge. We should help students accumulate basic experience in mathematics activities and promote the learning of mathematics knowledge, so as to make mathematics classroom move from form to effect.