Activity in primary class situation

Activity in primary class situation With the implementation of the new curriculum, the students cultivate the sense of innovation and practical ability to make students feel math with real life close contact, through observation, operation, speculation, etc., to explore the students cultivate awareness so that students learn to use the preliminary study by the math knowledge and some simple solutions to practical problems, has become the consensus of primary school math education. As the new math curriculum standards, one of the four sections of "practice" for its distinctive educational, scientific, practical, intellectual, interesting, open, level of study students to cultivate interest in mathematics and improve creative ability, the development of mathematical thinking and problem awareness, thus becoming one of the selling points of Curriculum Reform. In this paper, to explore their own practice and on practice as a curriculum activity classes why some of the selling points Know talk: First, practice can improve the activity of students interested in studying maths Psychological research shows that: primary school children of their own interest to do our best to achieve things. And difficult in the face, they will take the initiative to explore, research, efforts to find ways in which problems are solved. Therefore, classroom instruction at the primary school math teachers should be created in a variety of scenarios with questions and stories aspect of practice activity to stimulate the students interest in learning so that students have in mind a strong thirst for knowledge, for students to explore their own to create a good condition. For example: In one study classified students, I guide the students had a practice of extra-curricular math activities: enjoy the collection of merchandise, and try as little as one salesman to better enjoy the merchandise display. The main purpose of this activity is to enable students to collect, consider, initial attempts to classify, math knowledge and feel the close contact of their own life so as to stimulate interest, increase the experience, capacity-building, forming a virtuous circle of the status of active learning. The general practice conducted in four steps: (1) to collect. Group or individual as a unit, to supermarkets, shopping centers enjoy the collection of some of the merchandise. (2) consider. If you are a small sales staff how you would display merchandise, why put it this way? (3) attempts. Most of the students collected their goods more scientific classification. Rich and varied experience of students. Some students found that can be carried out according to a standard classification, can also think of the different criteria. (4) communicate. Classification in practice, some students as some kind of classification of goods designed very well. Aristotle said: "Thinking of doubt and surprise from the start." Stimulate curiosity and knowledge of students desire is to train students in the innovative spirit and practical ability of the driving force. The vitality of mathematics lies in its wide range of applications, through the application of knowledge to solve practical problems, will "enable students to experience a situation sensibly higher than the power of truth and sense." Therefore, the primary school math classroom teaching aspect in the design of practical activities to students of mathematical knowledge to solve the problem around, through the creation of questions, the survey activities, communicate the report of the practical activities, such as aspect, we can help students learn math through a use of the math process and guide students to explore and try to succeed, be able to effectively enhance students interested in studying mathematics. Second, the practice can improve student learning initiative Constructivist learning theory believes that studying math is not a passive acceptance of the process, but an active construction process, that is, through the internal structure and recognize the interaction between the surrounding environment to construct knowledge. This means that our teaching must be based on students existing knowledge and experience on the basis of the conditions for the creation of new learning materials and students of the cognitive structure of the original interaction, so that students take the initiative to construct a new cognitive structure of mathematics . Practical activities to promote "learning by doing" is to allow students to explore in all kinds of operation, experience activities, to participate in the process of knowledge generation, development process, the initiative to discover knowledge, understand the ins and outs of math knowledge, cultivate the initiative to acquire knowledge of capacity. For example, teaching cone formula for calculating the size of one class, the traditional teaching of teachers in general are a demonstration study, derived V = SH, then the application of the calculation formula. According to "learning by doing" the guiding ideology, in teaching me this lesson, to explore the use of group method of operation. First of all, let students learn to operate with, (such as high-end and high range at the end of the cone not mounted sand columns), to write the report of a single experiment, and then analysis of report card for students to find the law, to draw the volume of cone formula V = SH. In the application of a cone to produce the sand, so that students use different methods to measure, calculate the volume of students throughout the process are the main activities. Practice has proved that the effect of which is the traditional teaching should not be compared. Math is abstract thinking and logical thinking, thinking and the specific image of the organic integration of thinking, as opposed to some other subject is concerned, it is monotonous and rough. However, the math itself contains a special United States, some teachers were not only attach importance to and has not been discovered, the practice of math can put the contents of the original context Monotony of. Living the situation from the lively and interesting, wonderful infinite, is bound to arouse the enthusiasm of students to participate. For instance, in the teaching "Know the renminbi," one class, the teacher designed a shopping activity, when the "small shop" scene along with the music on in the big screen, the immense students immediately take the initiative to read a rubber, pencil sharpener , the price of items such as a ruler. In shopping, the students select the appropriate control prices yuan, and the "business" of the exchange in kind, it seems true to enter a shopping mall at this time, enthusiasm high. This scenario stems from the study of life, naturally aroused great interest in students to actively participate in the whole process of cognition. Professor Zhong Qiquan said: "In the context of epistemology, the knowledge with a very specific nature. Know It emphasizes the accumulation of activity is not simply the logic of abstract conceptual knowledge of the operation and the specific contexts in the life of society to carry out the activities of living practice process. "exposition of the theory, further evidence of the practical life closely connected with the activity, students can bring the real world, and have a feel to realize that real life math-rich hidden problem, resulting in study initiative, enthusiasm. Math practice activities can be seen to enhance the students studying math initiative. Three, can improve students practice questions and problem-solving abilities 1, focus on practical activities, students cultivate the ability to find math problem. For students studying math knowledge at the same time, the initial number of contacts and gradually master the idea, and continuously enhance the awareness of math, we must strengthen math teaching practice so that more students have access to livelihood and production practice math questions, recognize the reality of the math questions and questions contact with the distinction between. For example: teaching at "interest and interest rates," this class, you can use class time for activities with students to visit the bank, and lucky money in their own example, to enable students to Analog savings, money, banks observe the surrounding environment, in particular, should be recorded is the bank's interest rates, students in mind when the questions have a beginning, "What is the interest rate ah?" "Why are bank interest rates will be different ah ... ...." For those students not answer that question, I smile in recognition of their very careful observation, and then let them go with a prep courses questions to class because students are found to question their own problem to solve in order to find to meet the actual needs saving way. Pay attention to cultivate students to develop such things around, there is awareness of the use of mathematics to understand the opinion of the habit of surrounding things, and consciously put the study of knowledge and reality of things set up contact. 2, the creation of life scenarios, students improve problem-solving abilities. Problem of teaching math is simplistic or many of the math problems, in order to enable students to gain a better understanding of the math consider ways to improve the analysis of problem students, problem-solving skills, teachers must be good at discovery and excavation of a number of livelihood Divergent and interesting questions. For example, in teaching "engineering problem", he should be allowed to join such a subject: Teacher Chen brought up some money to buy a set of two volumes of the book, he brought the money up, if only to buy books, just to buy a 20, If we only bought the book just to buy 30. With the money he can buy from the several sets of such a book? Head这道题break through the conventional "engineering problem" of propositions, and enhance the proposition of fun and life, students consider these questions at the time, it is necessary to be able to learn by analogy, to apply their knowledge, improve the flexibility of the solution to the problem. Another example: during the "year, month, day" teaching, can consider such questions together: the father to the field trip, at home one day Wang Ling several days, waiting for him hurry up and come back, two months after Father came back, guess Ling total number of days counted? In light of the actual life here, taking into account the neighboring two months have several situations that may arise, the answer is diversification. This will allow students from the school of life, to stimulate students interest in learning, improve problem-solving skills, students cultivate the actual situation in accordance with the capacity to solve the problem. In short, the teaching method to solve a lot of questions, contact between them there are differences in both, teachers should integrate the teaching of practical life, to seize a typical example of teaching to consider ways in which students study math really appreciate the fun and practicality, Living students found math, likes math, so math classroom teaching to adapt to the actual social life, which helps to nurture a group of really required to meet the needs of society people.