How to guide the development of mathematics practice and comprehensive application activities in primary schools

Analysis and thinking on the present situation of mathematics practice and comprehensive application teaching in primary schools

Focusing on the hot issues in the implementation of basic education curriculum reform, this paper studies and explores the content of "practice and comprehensive application" of primary school mathematics, and through the analysis of the current situation of primary school mathematics practice and comprehensive application teaching, thinks and explores how to teach primary school mathematics practice and comprehensive application class well. The main strategies adopted are as follows: first, "strengthen research and make clear the intention and goal of the activity;" Second, cooperate with the arrangement and reasonably adjust the content and time of the activity; Third, according to local conditions, appropriately increase the form and content of activities; Fourth, clear objectives and strengthen the control and guidance of the activity process; Fifth, pay attention to evaluation and monitor the process and results of activities.

Keywords: Reflection on the present situation of mathematics practice and comprehensive application in primary schools

Introduction: "Practice and comprehensive application" is a brand-new subject. In the specific implementation process, there are some problems in teachers' understanding and teaching of this course, and the present situation is worrying:

The current situation of 1 lacks the conditions for practical activities.

When it comes to the practice and comprehensive application of primary school mathematics, most teachers think of hands-on operation, a large number of teaching AIDS and learning tools, and ready-made curriculum resources. However, it is difficult for most primary schools to find teaching tools and related materials or CDs that match the new textbooks, which can be used for reference in learning practice and comprehensive application teaching.

Teacher A: This course can't be taught without hands-on materials.

Teacher B: Students' ability of independent exploration and cooperation and communication has not yet formed. It doesn't matter whether they go to primary school or not.

Teacher C: Without reference cases and suitable teaching resources, we won't go to class. In fact, it does not affect the quality.

These "no" have become an excuse for most teachers not to attend the comprehensive practical activity class, which has affected the implementation of practice and comprehensive application.

Status 2 is not the main test content.

Some teachers think that imparting mathematics knowledge and skills is the core of teaching, and getting higher scores is the goal of mathematics learning. It is difficult for practice and comprehensive application to appear in a form of expression directly from the examination papers of primary schools, and there is no way to test the teaching effect of teachers. Therefore, it doesn't matter whether you teach or not. Even if you do, it will naturally become reading materials for normal teaching or just pass by as an information window.

Status Quo 3 There is no way to choose the teaching method of practical activity class.

Because teachers and students have little experience and feelings about practice and comprehensive application, they lack methods to solve problems; Coupled with the narrow interaction between teachers and students, many teachers are at a loss in the face of practical activities, so they take summary classes, practice classes or review classes.

Status Quo 4 There is a gap between the arranged teaching content and the students' reality.

From the textbook of 1-6 grade, it can be seen that the teaching content of practice and comprehensive application generally comes from real life and is an extension of the other three knowledge fields, which is expanded through activities. However, some contents are far from the students' reality. For example, the first volume of the sixth grade, reasonable deposits, rural children are not familiar with savings deposits, let alone debt interest. For small nutritionists, students have no experience in this field at all.

How should practice and comprehensive application work? The author thinks that practice and comprehensive application is a learning field established by the new curriculum standard, and it is a student-centered learning activity. Its content is realistic, comprehensive and challenging. Students need to actively observe, experiment, guess, verify and communicate in the activities. Paying attention to and seriously carrying out teaching and research in this field is very important for changing students' mathematics learning methods and helping them to fully understand and understand mathematics. It is of great significance to improve students' ability to explore knowledge and solve problems. Every content of the textbook is to improve students' quality and cultivate their innovative consciousness and preliminary practical ability. The general paper-and-pencil exam, the so-called exam, is to examine students' mastery of basic knowledge and skills, while practical activities and comprehensive application are the basis of students' lifelong learning. You can't fail just because you don't take the exam, but you should do well.

1. Strengthen research and clarify the intention and objectives of the activity.

Teachers should first carefully analyze the teaching materials and make clear the intention of compiling the teaching materials and the purpose of the activities; Find out what knowledge to apply, what problems to solve and what experience to gain in activities. Plan activities in and out of class, and arrange teaching contents before, during and after class. Through the above thinking, the contents and methods of the activities are carefully designed, so that the practical activities are scientific, interesting and diverse.

For example, the textbook "Making Almanac", the new curriculum standard of People's Education Edition, is an activity arranged on the basis of the fifth unit, year, month and day. Its main purpose is to let students know more about the year, month and day and deepen their understanding of what they have learned. And let students be educated by respecting their elders and loving their families, and feel the application value of what they have learned. Before the activity, ask the students to find out the day of each month in the corresponding year. What day of the week is 1. Instruct students to investigate important festivals before class. Monthly 1 What day is it? Make a monthly calendar in class: make a complete annual calendar after class. Only in this way can we arrange the teaching process and choose teaching strategies as a whole, and carry out activities effectively in a limited time.

2. Cooperate with the arrangement and reasonably adjust the content and time of the activity.

For the comprehensive practical activities provided in the teaching materials, the content of the teaching materials should be adjusted reasonably and the activity time should be arranged according to the local conditions and the specific conditions of the students in this class.

In the activity of making almanac, the textbook requires making almanac, and the activity process includes making budget, buying materials, searching materials on the Internet and so on. One class time is far from enough, so you can arrange to make a budget before and after class, buy information, check information on the Internet, and make a calendar in class instead. After students learn to make calendars, making calendars can be done independently in their spare time.

3. According to local conditions, appropriately increase the form and content of activities.

The practical activities provided in textbooks only provide clues for teaching. The author thinks that teachers should organize practical activities not only in accordance with the form and content provided by the teaching materials, but also in combination with the local reality and the specific situation of the students in this class, design their own content and choose the form that students like to carry out activities.

3. 1 Choose activities according to students' life experience.

For example, after junior students understand RMB, they can practice "small shops". I designed this in my teaching: let students bring their own goods before class, including toys, school supplies, daily necessities and so on. Let them make their own price tags, stick them on the prepared items, bring them into the classroom, simulate the classroom as a "small shop", and let students recommend "counter manager" and "cashier" to wait for candidates. Carry out shopping activities. In addition, let students know what promotion methods are available in the society and show them in the "small shop". As a result, students' enthusiasm is very high, "salespeople" try their best to "sell" their products, and "customers" scramble to buy them. Taking such a class requires us to do a lot of preparatory work, but in the process of activities, students have deepened their understanding of RMB, and what is more valuable is to strengthen the use of comprehensive ability.

For another example, after learning statistical knowledge in senior one, you can draw a feedback form of "My homework is great" practical activities; After the second year of high school determines the location, you can draw a road map to the school. After learning the area calculation of rectangles and squares, you can carry out the activity of "How big is your room?" Although there is no separate arrangement in the textbook, some of the contents are designed and developed in a timely and appropriate manner in combination with the teaching content, which builds a good platform for students to understand and consolidate their knowledge, practice and application, and is conducive to promoting students' mastery.

3.2 Combining students' interest in learning, choose activities.

In teaching, teachers should base themselves on the characteristics of the course and combine students' interest in learning, constantly expand the forms of activities, improve the effectiveness of activities, and improve students' enthusiasm for participating in activities. Practice and comprehensive application activities can be carried out in the form of in-class, out-of-class and in-class combination:

3.2. 1 Scheme Small Design

Scheme small design refers to the learning activities in which students design an activity scheme under the guidance of teachers and go through the processes of collecting information, sorting out information, overall planning, expressing design and answering questions. Small scheme design can include overall arrangement, optimization design, tourism design and so on.

For example, after the students finish the "two-digit multiplication", the teacher can assume a topic of "mathematical problems in tourism" and design a car rental scheme for an autumn outing. There are 360 students from six classes in grade four who go to play by car. There are two options for renting a car: 42 carts, each 200 yuan 18, and how to rent a car in 90 yuan? In this activity, after thinking, discussing and communicating, students will come up with a variety of different car rental schemes, and then get the best scheme through analysis and comparison, which not only permeates the idea of reasonable arrangement and optimization, but also solves the practical problems in life, so that students can experience the fun of "using" mathematics.

3.2.2 Mathematical Games

Mathematical activities can be carried out in the form of mathematical games. There needs to be a suitable intermediary bridge between the abstract concepts of quantity and space and the thinking activities of children's concrete images. Game activities can play such a role. There are a lot of game elements in the new curriculum mathematics textbooks. Especially for students in the lower grades of primary schools, math games are a very suitable way and can be played at any time.

For example, the position game: in a group of two, each person prepares a chess piece and puts it in the lower left corner (0,0) of 20×20 grid paper. Dices are thrown in turn, two dice at a time. The number of points on one table is the number of steps taken horizontally to the right, and the number of points on the other table is the number of steps taken vertically to the right. Whoever reaches the finish line (20, 20) in the upper right corner first wins.

3.2.3 Small topic research

Small project research refers to a learning activity in which students go through a process of collecting information, processing information and drawing conclusions with the aim of understanding and solving a certain mathematical problem under the guidance of teachers. For primary school students, including investigation, access to information, experimental research.

For example, organize students to track household water consumption for two weeks, study the calculation method of water consumption, organize students to explore water-saving strategies, and issue a "water-saving proposal" to class parents. Details are as follows:

1. Investigate the water consumption of your home for two weeks (check the water meter) and count the average daily water consumption of your home.

(2) What mathematical questions can be asked from the water consumption of your home? And solve it.

(3) Investigate the benefits of water to the earth (including human beings).

(4) How to save water at home?

(5) Design one or two slogans to save water.

(6) According to the above survey and statistics, please write an article on a math paper with "water" as the theme.

Some small projects are difficult for students to learn independently because of the difficulty of the problem and the comprehensive application of knowledge. Several students can cooperate with each other, or teachers can participate and help solve these problems.

In these colorful activities, students explore, design, create, imagine and experience with a mathematical eye, which not only gives full play to their interests, hobbies and personal specialties, but also further develops their ability to find and solve problems.

3.3 Select the activity content according to the students' knowledge.

We can choose suitable activities according to students' knowledge. In fact, even if the content is presented in the form of special topics, the teaching materials only provide the basic clues of mathematics activities, and teachers should have the consciousness of actively handling the teaching materials.

For example, "Cut and Cut" in the second class and "Throw and Throw" in the third class have clear themes, clear clues and uncomplicated materials, which are easier to implement in class. On the other hand, although the themes of the second class "Take a look and put it on the table" and the fourth class "Little Nutritionist" are clear, the mathematical knowledge involved is not clear enough, which makes it difficult to implement in class. Therefore, for those topics with general themes, unclear context and lack of internal relations, teachers need to exert their creativity and combine the actual situation of our school and the local area to make use of and re-develop.

4. Clear objectives, strengthen the control and guidance of the activity process.

Mathematics practice needs not only the corresponding knowledge base and life experience, but also the careful design and effective guidance of teachers.

4. 1 Teaching should pay attention to controllability.

Although each activity is based on solving one or several practical problems, students' practical activity ability and problem-solving ability are cultivated through practice or problem solving, and their mathematical literacy is gradually formed. But it involves a lot of subject knowledge and is a comprehensive study. Therefore, individual inquiry learning and group cooperative learning are needed in the activity mode.

For example, the new curriculum standard textbook of People's Education Edition, the fourth volume of primary school mathematics,111,arranged "give it a try". The first part uses tools to sense the time change, the second part uses experience to understand the length of 1 min 10 second, and the third part. Perceive the memory and imagination of time, and ignore the requirement of "in one day". Students talk about a few days and years in the discussion, wasting a lot of time, but they don't really realize the length of 1 minute 10 second, which deviates from the teaching goal. In the third part, the teacher arranges students to collect a large amount of data in advance, so that each student can report one by one in class. The teacher assisted the students in drawing, and the bell rang before the class was over, which not only greatly exceeded the students' ability, but also failed to highlight the exploration of various algorithms in the addition and subtraction of "less than 10 thousand"

4.2 Strengthen the timely guidance of comprehensive design and help summarize the methods to solve problems.

For primary school students, they can only solve problems by their own experience.

Such as the fifth grade book "Painting the Wall":

(1) What do you think should be done to collect the project plan for painting fences?

(2) If we want to paint the east wall of our campus, how to calculate the area?

Students can also find the drawing scheme and area calculation method when doing this activity, but this method is felt by students themselves. There are many factors to consider when painting walls. Because students have limited knowledge in primary school, they don't understand the painting area, budget material cost and labor cost of painting walls carefully. At this time, the teacher should give help and remind students to make specific structures according to the faces to be drawn, and some faces are blocked. No paint is needed, and these surfaces do not need to be included in the cost calculation. You need to analyze specific problems, don't copy them mechanically. In this way, in the process of implementation, students can not only experience the joy of success from learning activities, but also seek the best strategies and methods with the help of the experience of this activity when they encounter similar problems in the future.

5. Pay attention to evaluation and monitor the process and results of activities.

5. 1 First of all, we should strengthen the monitoring of practical activities, including the collection, collation, analysis and performance of original materials, as well as our own experiences and feelings in the activities, which can be evaluated in the form of communication or mathematical writing.

5.2 Attach importance to teachers' objective evaluation of students. Teachers should objectively evaluate students' initiative, enthusiasm, activity methods and strategies in the process of activities. Only in this way can we ensure and achieve our goals.

5.3 Use multiple evaluation methods to let students exchange experiences, sum up experiences and sublimate their understanding in self-evaluation and group evaluation. On this basis, teachers should properly evaluate, find out the bright spots in the activities, encourage and praise more, and establish students' confidence in participating in practical activities. At the same time, students should be helped to objectively analyze the shortcomings in the activities, so as to facilitate the development of the next activities.

"Practice and comprehensive application" not only broadens teachers' horizons, breaks through the shackles of the original textbooks, but also gives mathematics the meaning of life. At the same time, "practice and comprehensive application" is a learning activity full of exploration, practicality and application, which provides a broad sky for students to study independently and challenges educators' original views on knowledge, teaching and evaluation. Understanding and grasping this field is of great significance to the development and evolution of mathematics curriculum.