experience in teaching mathematics in primary school
the mathematics teaching under the new curriculum reform focuses on cultivating students' interests, allowing students to observe life in a specific and vivid life situation, and do it manually, so that they can feel that mathematics is right beside them and feel the infinite charm of mathematics, so as to mathematics creates a sense of intimacy. how to flexibly use mathematical teaching methods?
create situations and stimulate interest. as the saying goes, "interest is the best teacher." in order to make students have a strong interest in learning, i carefully create a life situation during the course guide, so that they can be in the atmosphere of mathematical life, develop a strong desire for knowledge, and achieve the best learning state as soon as possible. most of the content of primary school mathematics can be linked to the reality of life. teachers should pay attention to this point in the teaching process, so that students can better learn and master basic knowledge, and realize that life cannot be separated from mathematics. there is mathematics everywhere in life, so as to cultivate their strong sense of mathematics. interest. for example, when teaching "frogs eat pests", you can first play an animation picture and ask students to guess what frogs can do and whose good friend they are? then, on the multimedia screen, the big frogs were asked to eat 56 pests and the small frogs were 30 pests. this introduction design greatly stimulated students' interest in learning and laid the best preparation for allowing students to master the calculation method of adding and subtracting two-digit numbers.
hands-on operations and understand knowledge. mathematics knowledge is relatively flexible. teachers should be good at combining classroom teaching content to guide them to sway, fight, count, count, draw, touch, think about it, and talk. . give full play to the main role in operation practice, let students explore new knowledge by themselves, and make students consciously devote themselves to the learning state. for example, when teaching "interesting graphics", in order to let students identify simple graphics such as rectangles, squares, triangles, parallelograms, circles, etc., it can inspire students to talk about which objects in the classroom belong to what graphics, so that students can learn something about the graphics they want to learn. perception, and then let students fold, cut, and piece together a piece of square paper, fully understand the connection between various graphics, and then further use various graphics to form various beautiful patterns, which can be spelled into 2008. athletes, christmas trees, small fish, houses... in this way, students' operational ability, spatial imagination and creativity are developed.
team up to gain knowledge. in mathematics classrooms, students should organize discussions at the same table, group discussions, mutual evaluation, mutual inspiration, and to form a student community based on the teaching content. doing this will help emotional communication and information exchange between students and students to explore and think about problems in different ways. for example, when teaching "shopping", i carried out shopping activities in a group of four people. the team leader works as a salesperson, and the other three students use the rmb prepared before class (color pictures after textbooks) they want to buy the stationery they want to buy. ask students to introduce their own shopping methods. in this way, we can apply more cooperative learning methods in teaching, so that every student can get moving. on the basis of everyone practicing speaking, the classmates talk to each other and communicate in groups, thereby improving the training efficiency.
apply new knowledge to solve problems. in first-grade mathematics, teachers should be good at dealing with textbooks in teaching, linking them with reality in life, and introducing topics in life into the classroom where mathematics is studied, so as to cultivate students' awareness of math application. for example, in the teaching of "buying stationery", students are asked to be salesmen. the teacher takes a 5 yuan yuan yuan to buy a pen. the salesperson has no change to the teacher, so he creates a situation where he needs to exchange for rmb, and then lets the salesperson go by himself. find a way. after communication, 5 yuan can be exchanged for 5 yuan, 2 yuan can be exchanged for 1 yuan, 5 yuan can be exchanged for 5 yuan, and 5 yuan can be exchanged for 1 yuan, and the salesperson can return the money to the teacher. based on the students' existing life experience, we highlight that students can understand the rmb during the activities, solve practical problems, and thus also know 1 yuan. =10angle, 1 angle =10point.
in short, the diversification of teachers' teaching methods is a key issue in curriculum reform. in mathematics teaching, we must pay attention to students' life experience, create vivid and interesting situations, give full play to students' imagination, let students learn through activities and experience the fun of learning mathematics.
（the author is a teacher at shihua primary school, bibo township, majiang county)
create situations and stimulate interest. as the saying goes, "interest is the best teacher." in order to make students have a strong interest in learning, i carefully create a life situation during the course guide, so that they can be in the atmosphere of mathematical life, develop a strong desire for knowledge, and achieve the best learning state as soon as possible. most of the content of primary school mathematics can be linked to the reality of life. teachers should pay attention to this point in the teaching process, so that students can better learn and master basic knowledge, and realize that life cannot be separated from mathematics. there is mathematics everywhere in life, so as to cultivate their strong sense of mathematics. interest. for example, when teaching "frogs eat pests", you can first play an animation picture and ask students to guess what frogs can do and whose good friend they are? then, on the multimedia screen, the big frogs were asked to eat 56 pests and the small frogs were 30 pests. this introduction design greatly stimulated students' interest in learning and laid the best preparation for allowing students to master the calculation method of adding and subtracting two-digit numbers.
hands-on operations and understand knowledge. mathematics knowledge is relatively flexible. teachers should be good at combining classroom teaching content to guide them to sway, fight, count, count, draw, touch, think about it, and talk. . give full play to the main role in operation practice, let students explore new knowledge by themselves, and make students consciously devote themselves to the learning state. for example, when teaching "interesting graphics", in order to let students identify simple graphics such as rectangles, squares, triangles, parallelograms, circles, etc., it can inspire students to talk about which objects in the classroom belong to what graphics, so that students can learn something about the graphics they want to learn. perception, and then let students fold, cut, and piece together a piece of square paper, fully understand the connection between various graphics, and then further use various graphics to form various beautiful patterns, which can be spelled into 2008. athletes, christmas trees, small fish, houses... in this way, students' operational ability, spatial imagination and creativity are developed.
team up to gain knowledge. in mathematics classrooms, students should organize discussions at the same table, group discussions, mutual evaluation, mutual inspiration, and to form a student community based on the teaching content. doing this will help emotional communication and information exchange between students and students to explore and think about problems in different ways. for example, when teaching "shopping", i carried out shopping activities in a group of four people. the team leader works as a salesperson, and the other three students use the rmb prepared before class (color pictures after textbooks) they want to buy the stationery they want to buy. ask students to introduce their own shopping methods. in this way, we can apply more cooperative learning methods in teaching, so that every student can get moving. on the basis of everyone practicing speaking, the classmates talk to each other and communicate in groups, thereby improving the training efficiency.
apply new knowledge to solve problems. in first-grade mathematics, teachers should be good at dealing with textbooks in teaching, linking them with reality in life, and introducing topics in life into the classroom where mathematics is studied, so as to cultivate students' awareness of math application. for example, in the teaching of "buying stationery", students are asked to be salesmen. the teacher takes a 5 yuan yuan yuan to buy a pen. the salesperson has no change to the teacher, so he creates a situation where he needs to exchange for rmb, and then lets the salesperson go by himself. find a way. after communication, 5 yuan can be exchanged for 5 yuan, 2 yuan can be exchanged for 1 yuan, 5 yuan can be exchanged for 5 yuan, and 5 yuan can be exchanged for 1 yuan, and the salesperson can return the money to the teacher. based on the students' existing life experience, we highlight that students can understand the rmb during the activities, solve practical problems, and thus also know 1 yuan. =10angle, 1 angle =10point.
in short, the diversification of teachers' teaching methods is a key issue in curriculum reform. in mathematics teaching, we must pay attention to students' life experience, create vivid and interesting situations, give full play to students' imagination, let students learn through activities and experience the fun of learning mathematics.
（the author is a teacher at shihua primary school, bibo township, majiang county)
primary school education 2008-07-07 16:53:02 via the web browse (3452) print
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