How to improve the effectiveness of middle school tool operation in primary school mathematics teaching

How to enhance the effectiveness of hands-on operation in primary school mathematics classroom teaching

It is clearly pointed out in the new curriculum standard of primary school mathematics: "Effective mathematics learning activities cannot rely solely on imitation and memory. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics ... Based on students' life experience and existing knowledge background, we provide them with sufficient opportunities to engage in mathematical activities and exchanges, help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration, and gain rich experience in mathematical activities ... "Traditional primary school mathematics teaching has various drawbacks: the form lacks intuition and interest; Students' learning style is passive and single; Teachers usually use oral explanation instead of starting from actual operation to teach mathematics; Students lack perceptual knowledge in their study, which is time-consuming and inefficient, leading some students to be tired of learning mathematics. Therefore, it is one of the important differences between modern mathematics teaching and traditional mathematics teaching to make full use of learning tools and strengthen students' hands-on operation. It has become an urgent problem to reform the traditional mathematics teaching, better stimulate students' interest in learning mathematics and give full play to the role of mathematics learning tools in classroom teaching. Therefore, how to effectively use learning tools to help students learn, understand and remember mathematical knowledge is particularly important in primary school mathematics teaching. According to years of teaching experience, the author believes that in order to make effective use of learning tools in teaching, we can study from the following three aspects:

First of all, master the operation method.

Proper use of learning tools can get twice the result with half the effort in primary school mathematics teaching. But in actual teaching, we should also pay attention to the use of learning tools, that is, let students understand what we want to do with learning tools and know how to complete the operation.

For example, in an ordinary class, a teacher had a preliminary understanding of this class when teaching multiplication. She first asked the students to pose a figure they liked with a stick, and then further proposed to pose several such figures within a specified time. After the homework, the teacher asked the students to calculate a * * *, how many sticks to use, and express the arranged numbers by addition. Results Students' answers were varied: 5+5+3+3; 3+3++4+4+5; 5+5+5+5; 4+4+4; 5+3+4+3+3; ..... From the feedback point of view, some students put out different kinds of graphics in the actual operation, which may be because these students didn't listen to the requirements clearly in the process of assigning tasks, or started the operation in a hurry before the teacher finished. If students explore the meaning of multiplication through these addition formulas, I am afraid it is also a problem.

Through this lesson, it involves a guidance problem before the operation of learning tools. Teachers should first have clear instructions to let students know what to do in this class and how to do it; Secondly, according to the teaching needs, it is equipped with teaching AIDS and necessary enlightening explanations to show the steps of learning tool operation and its internal logic. Of course, in the process of operating learning tools, teachers must go deep into students in order to find problems in time and guide students. Last class, if the teacher could intervene in the students' activities in time, the above problems might not appear in the feedback.

The lower the grade of students, the more teachers should give them guidance. The age characteristics of primary school students determine that their attention is difficult to last. In junior high school mathematics teaching, many students are often attracted by the shape and color of learning tools when operating them, and they can't always maintain a high degree of concentration during the operation. Especially when this class focuses on the process of operation rather than the result of operation, it is easier to pay enough attention to the fleeting process. Therefore, during and after the operation of learning tools, teachers should guide students to observe carefully, and more importantly, guide students to combine careful observation with the operation of learning tools. In this way, students leave a clear and accurate impression in their minds after leaving school tools, thus promoting the continuous improvement of students' analytical, comprehensive, abstract and innovative thinking ability.

Second, grasp the operation opportunity accurately.

The operation of mathematics learning tools depends on teaching objectives, teaching process and teaching effect to a certain extent, which is conducive to revealing the essential characteristics of mathematics concepts and the internal relationship between knowledge. Therefore, it is very necessary to arrange a directional guidance link for students before starting the operation.

For example, when teaching the volume of a cylinder, we can first ask the following questions for students to preview and think: ① What method can we use to derive the volume formula of a cylinder? (2) If a cylinder is transformed into a cuboid, what will happen? What hasn't changed? After previewing and thinking, let the students take out the white radish and knife prepared in advance and guide them to try specific operations in groups, thinking while doing. If you fail, try again, again and again. Study, discuss and summarize on the basis of repeated operations, and finally solve the problems raised by the above teachers. In this way, the students personally cut and spell, explore and discuss, and finally summarize the internal relationship between the cuboid volume and the cylinder volume, and draw a conclusion. Invariant items are: volume, floor space, height, etc. The changed items include: lateral area, surface area, bottom circumference, etc. In this way, students' innovative thinking has also been cultivated. This arrangement in teaching can not only enable students to effectively integrate old and new knowledge, and gradually cultivate students' awareness of inquiry, but also subtly infiltrate some important mathematical ideas and effectively expand students' concept of space.

In primary school mathematics classroom teaching, in order to effectively use mathematics learning tools, the design of classroom teaching problems and the formulation of teaching objectives are very important. It is difficult to stimulate students' enthusiasm for operation and desire for inquiry. There should also be a practical gradient, so that most students can gain something through their own efforts, so as to achieve the goal of "making students jump-picking peaches". Therefore, teachers should follow the following principles when making lesson plans. First, according to the students' original learning foundation, set questions and put forward requirements, so that the new learning content keeps a moderate distance from the original knowledge and the knowledge is improved.