How to better use the game teaching in the lower elementary school math teaching

First, around the math curriculum objectives, game teaching

Curriculum objectives are an important basis for game teaching design. For a long time, in the classroom game teaching, the development of teaching objectives should be said to be relatively broad, which led to the classroom game teaching produced a chaotic situation. Teachers should have a basic goal planning for their own teaching, and use it to guide the game teaching, the teacher's thinking is more clear, the organization of the game can be more effective, teaching can be more effective. The Mathematics Curriculum Standard determines that through the learning of mathematics in the compulsory education stage, students should achieve the development of knowledge and skills, mathematical thinking, problem solving and affective attitudes in four aspects, and also sets the specific goals related to these four aspects to be achieved in the first academic period (grades 1-3). We should take these four goals into account in the design of game teaching and the organization of game activities.

1, highlighting the game teaching to cultivate students' interest in learning mathematics, enhance the confidence of learning mathematics

"Mathematics Curriculum Standards" requires that through the learning of mathematics, to let students understand the value of mathematics, improve the interest in learning mathematics, enhance the confidence of learning mathematics. And the game teaching is exactly with its full of fun and exploration characteristics, attracting students to take the initiative on the learning of mathematical knowledge, to explore the mystery of mathematics. When designing the teaching of lessons that are difficult for students to understand, we can try to use game teaching to attract students' attention, so as to achieve the effect of teaching for fun. For example, in the second grade of the second book of statistics, due to the second-grade students to understand the concept of statistics is a little difficult, it is easy to class distraction, so teachers can design a "small survey" game. For example, the students can be divided into groups, each group sent "investigator" and "recorder", the members of the group on the night to sleep time for investigation and record, and we work together according to the results of the survey, made into a statistical chart. In the group to select the best drawing of statistical charts, and finally the groups to display the statistical charts, and exclude the "narrator" to explain, and finally the teacher to several groups to comment on the performance. Because the knowledge of statistics, is more abstract knowledge, but also students in the life of the use of more, if the teacher in this class only use the "lecture method" to explain, the students understand more difficult. Students in the classroom actively participate in the game, understand and participate in the statistical process, cultivate students' interest in learning mathematics, enhance the confidence of learning mathematics.

2, highlighting the game teaching on students' mathematical knowledge, thinking training

"Experience the connection between mathematical knowledge, between mathematics and other disciplines, between mathematics and life, the use of mathematical way of thinking, enhance the ability to find and raise questions, analysis and problem-solving ability." It is the requirement of the Mathematics Curriculum Standard for the cultivation of students' mathematical knowledge and thinking. Games are not only helpful to stimulate students' interest in learning mathematics, but also help to increase students' mathematical knowledge base and cultivate students' habit of using mathematical thinking. Arithmetic is a mathematical skill that students must master in the early elementary grades. Teachers can help students master this skill by designing games in the classroom. For example, when learning addition in the lower elementary school, teachers can design a game of "find friends" to help students practice mathematical thinking.

3, highlighting the game teaching on students' problem-solving ability

Use of mathematical knowledge to solve problems in life, is the main purpose of learning mathematics. The Mathematics Curriculum Standard states that students should learn to identify and solve problems from a mathematical point of view, to use mathematical knowledge to solve simple practical problems, to enhance the sense of application and to improve their practical ability. And game teaching emphasizes very much on students' participation and focuses on cultivating students' ability to analyze and solve problems. When students participate in the game, they do not simply learn mathematical knowledge, but participate in the whole game and complete the whole game process by analyzing and solving problems. Through participating in the game, students' analytical and problem-solving skills are practiced and improved. For example, in the "card game" designed according to the first grade "organize the room", students experience the classification process through hands-on operation and know how to organize things according to the classification standards. The teacher demonstrates the items through the classroom materials and numbers each item from 1 to 12, and divides them into three categories, one for toys, one for stationery, and one for clothes, shoes and hats. The teacher then gave each child three tags with toys, stationery, and clothing and hats written on them. Next, the teacher began to tell the students the rules of the game, the teacher pointed out an object, the students quickly think about which category it belongs to, the teacher said "raise the card" the students will belong to which category of the card up, and say it out. Through participation in this game, students experienced the process of classification, and learned about the classification criteria, experienced the process of analyzing the problem to solve the problem, and experienced life everywhere in mathematics.

Second, according to the content of mathematics teaching, choose the type of game

The content of teaching is to determine the teaching objectives, choose the basis of teaching methods. The Mathematics Curriculum Standards in the various school segments, arranged in four parts of the curriculum content: "number and algebra" "graphics and geometry" "statistics and probability" "Comprehensive and Practical", and emphasizes that through the curriculum content, it should focus on the development of students' number sense, sense of conformity, spatial conception, geometric intuition, conception of data analysis, arithmetic ability, reasoning ability and modeling ideas, and in order to adapt to the development of the times on the cultivation of talent training training needs, the mathematics curriculum should also pay special attention to the development of students' sense of application and Innovation consciousness. Therefore, when we design the teaching, we should choose the types of games reasonably according to the contents of the teaching materials and the effects to be achieved by the teaching. There are various forms of games, but the games that are closer to elementary school mathematics teaching are roughly divided into the following categories: storytelling, observation, conjecture, activity and competition. Only according to the teaching content, choose a reasonable type of game, in order to achieve good teaching results. For example, in the first grade book of "life in the number of" learning, contact with 1-5 number learning, in order to let the students in the metacognitive basis, let the students experience the meaning of the number, we can design an observation game "guessing toys"