First, create teaching scenarios to make "mathematics teaching come alive". In order to stimulate students' interest in learning and arouse their enthusiasm.
Creating teaching situation is to simulate life, make classroom teaching closer to real life, let students be there, see people, hear voices, strengthen perception, highlight key points, break through difficulties, stimulate interest and develop thinking. How to create teaching situation in classroom teaching? I think we can do this:
1. Create situations with examples. For example, when teaching the concept of cyclic decimal, I told students endless stories: "Once upon a time, there was a temple on the mountain, and an old monk in the temple was telling a story to a young monk. The old monk said: Once upon a time there was a temple on the mountain ... "Through examples, I initially felt" constant repetition ",and then quoted the cyclic change of the natural phenomenon" water → steam → cloud → water ",which led to the concept of" cycle ".
2, the use of physical objects (wall charts) to create a situation. In the teaching of "Understanding Circle", I introduced it like this: Show a brightly colored square-wheeled bicycle and ask the students if this bicycle is beautiful. Do you like it? Why? The student replied, "I don't like it. Because this car is beautiful but you can't step on it. " I changed the square wheel into an ellipse and asked the students if they liked it, but the students still said they didn't like it, because riding such a bicycle is like riding on a bumpy road, even on a flat road. I changed the oval wheel into a circle, and the students were very satisfied.
3, hands-on operation to create a situation. When deriving the parallelogram area formula, I asked students to prepare several parallelograms and encouraged them to operate them. By drawing, cutting, moving and spelling, I turned a parallelogram into a plane figure-rectangle, and observed the relationship between the length and width of the rectangle and the base and height of the parallelogram. Then I deduced that since the rectangular area = length × width and the parallelogram area = bottom × height. The parallelogram area formula is summed up by students' observation and thinking in operation. While trying to be happy, students can not only master knowledge, but also cultivate their confidence and interest.
4. Use multimedia to create situations. Multimedia teaching has the characteristics of intuition, image, concreteness and life. Using multimedia to create situations makes abstract concepts concrete and difficult problems easy to understand. For example, when teaching "the understanding of cuboids", the opposite sides are exactly the same, and the sides are equal in length. I use the computer to translate two faces and corresponding edges, so that students can see that the two opposite faces are completely coincident and the opposite edges are completely equal, thus achieving concrete and intuitive effects.
5. Simulate life and create situations. For example, when teaching two-step addition and subtraction application problems, students in each group are required to invite students from other groups to participate, and the number of groups can be more or less than the original.
The first group: there are 6 people in my group, 2 people left, 4 people came, and now there are 8 people.
Q: Who can make the changes in the first group? 6-2+4=8 (person)
Ask again: Who made up the question "How many people are there now?" The application problem of.
Group 2: There are 6 people in my group, 2 people came first, then 3 people came, and now there is 1 1 person. ……
Through several groups of report training, students completed the application problem learning of addition and subtraction in the activity.
Create life scenes and let students experience the process of abstracting real problems into mathematical models. For example, when I was teaching "Preliminary Understanding of Fractions" in Grade Three, I arranged such a game: first, please ask a male classmate and a female classmate to stand in front of the podium. Then, I took out four moon cakes and asked the rest of the students to point out the number of moon cakes each person was given with their fingers. Ask everyone to listen carefully to the teacher's request and then do it. I said, "I have four moon cakes, which are divided equally between Cai Wei and Xiong Xian. Please use the number of fingers to indicate the number of moon cakes that everyone gets. " The student quickly stretched out two fingers. Then I asked Cai Wei and Xiong Xian if there was only one moon cake. Please point out the number of moon cakes that everyone gets with your finger. At this time, many students are confused. A classmate stretched out a crooked finger and asked him what he meant. He replied, because everyone was given half a moon cake, I further asked: Can you use numbers to represent "half a moon cake"? The student was stumped. At this time, the study of a new number (score) has become the students' own wish, thus creating a teaching scene related to life and stimulating students' interest in learning and desire to solve problems.
Second, learn mathematics in life and make mathematics classroom teaching come alive.
Knowledge is the accumulated experience or laws revealed by predecessors in life, and the teaching goal is to master the laws and learn the methods to discover them. If our teacher only lets students master knowledge, it is to regard the students' minds as the containers of knowledge. The mind is not a container to be filled, but a torch to be lit. Therefore, students must understand the process of knowledge generation in teaching, but 40 minutes is limited after all, so our teacher should guide students to be good at capturing, upgrading, acquiring and accumulating mathematical knowledge in life.
First of all, we should tap the living resources in the teaching materials. Let me give three examples of the tenth volume of primary school mathematics. Example 1: Data collection requires students to count how many buses, cars and motorcycles pass by in the other direction when they meet a red light on their way to school. Example 2: The understanding of cuboids and cubes requires students to imitate cuboids and cubes at home and make a cuboid and a regular cube out of cardboard. Example 3: prime numbers and composite numbers, decompose prime factors, assign homework, think about whether the student number of each student in the class is prime numbers or composite numbers, and decompose composite numbers into prime factors.
Secondly, we should guide students to observe teaching in life. Let students observe mathematics in life, which can not only accumulate mathematical knowledge, but also cultivate students' interest in learning mathematics. Junior students count the number of bricks and CDs in the living room, compare their height and weight, and know the plane and three-dimensional figures around them. Observe the beauty of mathematics in middle and senior grades, such as the beauty of body and structure.
Third, design the practice of "mathematics living" to help students find the mathematical problems in life and apply the mathematical knowledge they have learned to solve practical problems. Let students feel that there is mathematics everywhere in life through practice, and mathematics comes from life and is applied to life.
1, in the process of practice, I creatively restore and recreate the contents of the textbook, integrate the math exercises into my life, and make the original exercises work for me. For example, when I was teaching "Seeking Average" (Volume 8), there was a problem in the exercise to give the height data of a group of students and calculate the average height, thus consolidating the method that average = total ÷ number. I did this: first, I gave the average height of ten-year-old children in our province 140cm, and asked, "Is the height level of our group higher or lower than the average height?" The conclusion is: first calculate the average height of this group of people, and then let the students count the height of this group of eight people. Finally, the average height of this group was calculated and compared with 140cm. Calculating the average height of students is also an exercise, but this exercise design not only consolidates the method of calculating the average, but also makes students understand the necessity of calculating the average, and also recognizes that the average is needed in life; I also learned how to calculate the average of these data; On the average,
What information can be found in. I think this kind of teaching has achieved its goal.
2. Show the mathematical prototype in life vividly in the classroom, so that the mathematics in students' eyes is no longer simply doing mathematical exercises, but something full of emotion, close to life and full of vitality. For example, when I was practicing expanding the lesson of "Cubes and Surface Areas of Cubes", I designed such a topic. Because our classroom has been used for a long time, it is old and needs repainting. Bricklayers must be paid by the party. Teacher Hu of the General Affairs Department wants everyone to help him calculate: What is the area to be repainted in our classroom? Please answer tomorrow. Then I asked the students to discuss: to calculate the painting surface of this classroom, what data need to be found? What are the students going to do? Then, let everyone cooperate after class. Through the teacher's guidance, students' independent inquiry and hands-on practice are stimulated, students' interest is high, they actively think and practice, and truly apply mathematics knowledge to life.
In short, we math teachers should guide students to be good at thinking about mathematics in life and strengthen the connection between knowledge and practice; To be a person with a conscience about life, we should try our best to combine the teaching content with students' life experience and existing knowledge, and try our best to create some vivid and interesting scenes and exercises that are close to life and full of life breath, so that students can truly experience that "life cannot be separated from mathematics" and "everyone has mathematics around him". Using mathematics can solve practical problems in life, thus generating a strong interest in mathematics, enhancing students' awareness of the application of mathematical knowledge and cultivating students' independent innovation ability.
An attempt to "make mathematics teaching alive"