On how to implement experiential teaching in primary school mathematics classroom teaching

On how to implement "experience teaching" in primary school mathematics classroom

Zhangyan, Yangzi Lane Primary School, Nanchang City, Jiangxi Province

"Mathematics Curriculum Standard for Full-time Compulsory Education (Experimental Draft)" clearly points out; "The basic starting point of compulsory education mathematics curriculum is to promote students' all-round, sustained and harmonious development. We should not only consider the characteristics of mathematics itself, but also follow the psychological laws of students learning mathematics, emphasizing that starting from students' existing life experience, students should 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. "

It can be seen that students must go through the learning process if they want to develop, and the best way to gain experience is to participate in it personally. The process of gaining experience is not only the acquisition of knowledge, but also the more positive significance is that it is a life course and a life experience. Classroom teaching is the carrier to realize this experience. Classroom teaching is a process in which students go through the process of knowledge formation, acquire knowledge, form skills, gain successful experience, and thus develop harmoniously, and the realization of this series of goals can not be separated from the transformation of teachers' traditional status and the play of guiding functions. In classroom teaching, teachers should step off the platform and approach the students, and return the right to participate in experience, inquiry, operation and thinking to the students under the concise and effective guidance, so as to give full play to the students' subjectivity and let them fully participate and experience.

So what is experience? The "body" of "experience" is to put yourself in the shoes and experience it personally; "Examination" is to examine feelings, verify and check. The so-called "experiential learning" is to guide students to feel, investigate and experience even if they are in a certain situation (real life situation, simulated situation), and finally achieve understanding and mastery.

According to my own teaching practice, I talk about how to make students experience learning better in mathematics classroom teaching.

First, create a "performance situation" for students to experience in the joy of success.

Psychology tells us that as long as a person experiences the joy of success once, it will arouse endless pursuit of ideas and strength. Suhomlinski also said: "If a child has never tasted the joy of studying and working, and has never experienced the pride of overcoming difficulties-this is his misfortune." Therefore, teachers should strive to create a "successful" situation so that every student can experience happiness in prosperity and explore in adversity. Then learning will really become an important emotional experience in students' lives, so that students can have rich emotional experiences gained through active participation. Taking the teaching of "Understanding Objects and Graphics" as an example, in order to make students feel the success of self-creation, I designed a situation in which groups cooperated to build objects with different shapes, and presented a gift for the Beijing 2008 Olympic Games. I give affirmation and appreciation to every student's work. When students see that their works have been recognized by teachers and praised by classmates, they will have a sense of accomplishment and more enthusiasm for learning.

Another example is teaching "know RMB". Before class, I take striving to be a "little doctor" as the activity situation, and ask students to investigate RMB-related knowledge, so that they can get new knowledge materials in life first. When teaching, I asked students to introduce their understanding of RMB, because the students made careful preparations before class and rushed to express their views in class. In order to give every student a chance to participate, I will let each student speak in groups of four, and then let each group recommend a classmate to speak on the stage. When introduced, they were full of enthusiasm. Some introduce RMB from the characteristics of color, pattern and size, some introduce the knowledge of identifying counterfeit money, and some talk about the name of foreign currency and the history of coin issuance. After listening to the colorful introductions of the students, I gave them positive comments, and other students also expressed their admiration. Students have gained knowledge in such a natural and harmonious atmosphere. The more positive significance is that they experienced the happiness of success by participating in open learning activities, and then turned into the motivation to participate in learning more actively, laying a solid emotional foundation for later learning.

Second, create a "story situation" so that students can experience it personally.

Students in the lower grades of primary school are always interested in novelty. Therefore, compiling the problem situations reflected in the pictures in the textbook into interesting stories, and then using multimedia courseware to make students feel immersive can increase the interest of classroom teaching, effectively mobilize students' learning enthusiasm and make them devote themselves to learning activities. For example, when teaching Comparison, I set up a fairy tale situation to introduce the learning content: three little pigs grew up and left their parents to live by themselves. They each built a small house, the eldest built a straw house, the second built a wooden house, and the younger built a brick house. After the house was built, they moved into their hut happily. But one day, a hungry and thirsty wolf came and blew hard at the house of Big Brother and Second Brother. As a result, both houses were blown down. No way, the two brothers hurried to their younger brother's house. This time, no matter how the wolf blew, the brick house did not move. Later, all three brothers gave thumbs up and said, "Brick houses are the strongest." On this day, the weather is fine, and the small fish in the river are swimming happily in the water. Hey! Why is the grass so busy over there? The little fish jumped out of the water. Look, oh, it turns out that three enthusiastic little pigs are helping the neighbor rabbit build the strongest new house! They did a good job of moving wood, and I moved bricks! Bunny's house will be built soon! There are many delicious foods on the stone table over there. It must be a hospitable rabbit to entertain the pig. With the presentation of the picture, students learn and explore in an atmosphere full of fairy tales.

Third, create "activity situation" for students to experience in practice.

Students in lower grades usually need to standardize and systematize many activities in their daily lives and gain experience from them, so as to perceive new things through existing experience. It is through the existing "experience" that students experience the process of knowledge from concrete to abstract gradually, so as to acquire knowledge and gain new experience. Mathematics learning of freshmen is a cognitive process based on experience, so students' existing life experience is their "mathematical reality". Because of the age characteristics, the "mathematics" in the eyes of primary school students often has different meanings from those understood by adults. For primary school students, mathematics is their interpretation of mathematical reality in life. Therefore, teaching should start from students' existing life experience-"mathematical reality" and interact with the content of the textbook. Under the guidance of teachers, students can do mathematics by themselves, collect materials through observation, imitation, experiment and guess, gain experience, and analogize, analyze, summarize, summarize and sublimate the experience related to mathematical phenomena in life, thus enriching and developing students' mathematical factual materials and gradually accumulating them. For example, when teaching "Understanding Objects and Figures", I guide students to experience learning through dialogue: "Students, each group has a bag full of things. This is a gift from Grandpa Wisdom. Do you want to know what it is? " After emptying the bag, ask questions in time to let the students put the same shapes together and guide them to divide them by hand. Through students' operation, they can initially perceive the characteristics of three-dimensional graphics and learn to express them in their own language. On this basis, the teacher revealed the concept of three-dimensional graphics. The teaching of basic knowledge of geometry is based on students' familiar experience, sorting out students' chaotic and rough knowledge and helping students to separate geometric shapes from familiar objects. In this activity, students operate through existing experience, and then gain new learning experience through operation. Students go through the process from the known to the unknown, which is also the process of forming new knowledge.

Fourth, create a "communication situation" for students to experience in cooperative inquiry.

Because each student's experience and concept of experience are different, different students can't understand things exactly the same. What they see from different angles of thinking is different reflection of things, which can be used to trigger students' communication and promote each other. Let students experience in the situation of group communication and cooperative inquiry. What they experience is not only the perception and renewal of knowledge, but also the emotional exchange between students and the collision of thinking sparks.

In the usual teaching, I often use cooperative learning to give students more opportunities to show their understanding, self-reflection and self-improvement, and many realistic and interesting exploratory mathematics activities provided by the new textbooks provide a broad space for students to cooperate in learning. For example, when teaching "length", I let the students observe the items in the schoolbag first, and communicate the observed situation in the group, so that the students can initially perceive the length of the object, and then explore the general method of comparing the lengths through operation. Through group activities, let students experience the method of comparing the length of objects and participate in the formation of knowledge.

For another example, when teaching "9 plus several", I first take out the scene map of the school sports meeting, guide the students to observe and tell the students in the group the observed results. The situation of school sports meeting is very close to students' life, and it is easy to stimulate students' interest. On the basis of students' initial perception of panorama, teachers put forward calculation problems in time, and organically combine calculation problems with situations. Because of students' different life backgrounds and thinking angles, the methods used may be varied. At this time, let the students exchange their methods in the same group, and then let the students talk about their algorithms and ideas in the whole class. According to the students' speeches, the teacher focuses on the calculation process of "adding to ten", so that students can clearly understand the thinking process of "adding to ten", guide students to compare the characteristics of various algorithms, and let students choose the method that suits them, reflecting the diversity of algorithms. In this process, the calculation process explained by the teacher was handed over to the study group for discussion. Through group communication and cooperative exploration, the prototype of the algorithm was formed, and the students experienced the process of knowledge formation again. When students find that their calculation method is the same as or simpler than the teacher's, they experience the joy of success again.

In short, the process of "experiential learning" for primary school students is the process of "knowledge construction". This is not only to accept knowledge, but also to construct one's understanding of knowledge objects through one's own experience, which is a kind of empathy, so as to achieve respect for the mysteries of nature, the internal order of things, and even concern for the whole material world. Therefore, "experiential learning" is not only learning with "brain", but also learning with "heart", experiencing with heart and feeling and understanding with whole body and mind. Our teacher's duty is to create various situations and learning opportunities for students, and at the same time give timely guidance and encouraging evaluation, so that students can seek knowledge in situations, experience in knowledge and develop naturally and harmoniously in experience.