On how to cultivate the practical ability of primary school students

For primary school students, there is often a lack of perceptual experience. Only by personal operation and direct experience can we make a correct abstract summary on this basis. Especially for mathematics, a highly abstract subject, it is necessary to strengthen the practical operation between students, and the disadvantage of traditional teaching is often oral explanation, rather than learning mathematics from practical operation. Psychologist Pi Ye Jie said: Children's thinking begins with action. If the connection between action and thinking is cut off, thinking will not develop. Teacher Su Genxi respects this very much. He deepened students' understanding of area units through a series of activities such as drawing, cutting, comparing and measuring in class. The operation and observation in learning should be meaningful, and the activities must be carried out in a planned way, not ordinary hands-on activities. Teaching practice also proves that in practice, students can deeply understand and understand concepts by observing, analyzing, comparing similarities and differences, and then abstracting and summarizing them. Guiding students to discover regular knowledge through operation not only develops their thinking, but also cultivates their ability to acquire knowledge independently. The new curriculum standard also points out that effective mathematics learning activities cannot rely solely on imitation and memory, and hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. How to turn some abstract mathematical concepts into mathematical facts that pupils can see, touch and understand in teaching is a problem that every math teacher must consider well in classroom teaching. The research of teaching psychology and many successful cases show that it is one of the effective strategies to improve the quality of mathematics learning to let students operate in a targeted way. However, in the actual teaching process, if teachers do not properly grasp the opportunity of operation and blindly pursue the superficial process of operation activities, they will not only fail to play their due role, but will hinder students' learning process and affect their exploration enthusiasm and operation effect. Therefore, when organizing operation activities, we must pay attention to the following aspects: First, strengthen students' hands-on operation ability and fully tap their potential. Primary school students focus on concrete thinking, and it is difficult to obtain mathematical thoughts, methods and mathematical thinking quality from teachers' lectures and conclusions in the process of understanding. Therefore, teachers should strengthen students' practical training, so that students can perceive and exert their potential in practice, and students can solve problems and acquire knowledge through their own efforts. To cultivate students' practical ability, we must first cultivate students' habit of being good at practical work. A lot of mathematical knowledge, especially in the lower grades, is understood and mastered through operations such as dividing points, posing, spelling, drawing and disassembling. Teachers should pay attention to cultivating students' habit of active operation and practice. For example; In the teaching of "Understanding Rectangle and Square", let students explore the characteristics of long and square in groups with their own learning tools. After hands-on operation, students have the following situations: 1, using the method of one fold and one fold; 2. The method of measuring with a soft ruler; 3. pencil comparison method; 4. How to use the amount of wool; 5. Measure whether the four sides of the square are equal with a triangular ruler. Let students get an intuitive experience of plane graphics in activities such as observation and operation. By organizing students to explore in groups, students have a further understanding of the characteristics of rectangles and squares. Discuss problems with each other, so that the class will be relaxed, lively and rich. Only in this relaxed and happy environment can students' minds develop. Only by giving students time and conditions to contact and participate in practice can they exercise their ability to discover, ask, analyze and solve problems, and let students discover laws and sum up experience. When guiding students to operate, we should also pay attention to giving full play to their creative thinking. In teaching, teachers can't separate the pursuit of teaching efficiency and blindly ask students to study according to their own ideas, which will limit the development of students' creative thinking. Teachers should establish an incentive mechanism, propose different methods to solve intermediate problems, and encourage students to operate creatively from different angles. Second, through cooperative learning, give full play to group advantages and cultivate students' innovative consciousness. Strengthening the guidance and training of cooperative learning methods in teaching is very necessary for cultivating students' ability of inquiry, cooperation and innovation from an early age. Moreover, thinking, as a method of mathematical knowledge, is the basis of people's understanding of other sciences and the driving force of human thinking. Mathematics learning needs to learn to cooperate from an early age. For example, in the "Combinatorial Graphics" class of fifth-grade mathematics (Beijing Normal University Edition), I ask students to prepare learning tools before class, that is, triangles, rectangles, squares, trapezoid, parallelogram and other graphics. In the new class, let each group work together to put the figures together and see which group puts together the most. In an instant, the classroom atmosphere became lively, and in a short time, all the students began to work. In fact, the purpose of cooperative learning is to let students vividly taste the joy of success from the process of participating in learning. Therefore, in the teaching process, teachers should first cultivate students' habit of thinking actively, thinking seriously and speaking enthusiastically. Let students really participate in classroom teaching, actively explore the formation process of new knowledge, and exchange their own inquiry process with other students, which can not only help students with learning difficulties, but also let good students exchange different learning methods, truly give play to the group advantages of cooperative learning and cultivate students' creative thinking. Third, the operation should have clear requirements. The attention of primary school students is often obviously unintentional and emotional. When operating, they let their interests play with learning tools. Therefore, before the operation, teachers should put forward clear operation requirements to students in clear language, and carefully organize children's operation according to the teaching purpose, so that its operation has a clear direction, thus improving the effectiveness of hands-on operation activities. For example, in the third grade mathematics (People's Education Edition) teaching, there is a link to let students find a quarter and a third of the graphics in their hands.