On how to implement experiential teaching in primary school mathematics classroom teaching

Experience is the way for students to perceive, acquire and verify knowledge. Students can learn easily in the experience and review their knowledge better. In experiential teaching, teachers should change their roles and teaching methods. Teachers should leave time for students and give them the initiative, so that students can learn, innovate, discover and summarize in an independent and harmonious atmosphere. As a teacher, especially in the teaching of lower grades of primary schools, teachers should cultivate students' ability from an early age, let students discover mathematical knowledge through experience, sum up mathematical laws in mathematical activities, cultivate their abilities in all aspects and develop their own thinking. In this way, the complicated and boring mathematical knowledge is brought into life, visualized, and the serious classroom is brought into life, so that students can learn, discover, summarize, reflect and re-experience in their familiar knowledge and life fields.

It can be seen that students must go through the learning process if they want to develop, and the best way to gain experience is to participate in it personally. The process of gaining experience is not only the acquisition of knowledge, but also the more positive significance is that it is a life course and a life experience. Classroom teaching is the carrier to realize this experience. Classroom teaching is a process in which students go through the process of knowledge formation, acquire knowledge, form skills, gain successful experience, and thus develop harmoniously, and the realization of this series of goals can not be separated from the transformation of teachers' traditional status and the play of guiding functions. In classroom teaching, teachers should step off the platform and approach the students, and return the right to participate in experience, inquiry, operation and thinking to the students under the concise and effective guidance, so as to give full play to the students' subjectivity and let them fully participate and experience.

So what is experience? Experience refers to "knowing things around you through practice", which is a kind of psychological feeling of people, a cognitive activity with subjective experience and emotional color, and is closely related to personal experience. Experience in mathematics learning refers to students' rational cognition and emotional attitude towards mathematical facts and experiences through the participation of behavior, cognition and emotion.

First, create a situation, so that students have the desire to experience.

"Mathematics Curriculum Standards" points out in the teaching proposal: "It is necessary to create a learning situation that is related to students' living environment and knowledge background and that students are interested in, so that students can gradually understand the generation, formation and development of mathematics knowledge in activities such as observation, operation, speculation, communication and reflection, gain positive emotional experience, feel the power of mathematics and master the necessary basic knowledge and skills.

For example, in an activity class, I showed a topic that could arouse students' interest and conflict: Xinhua Bookstore has the following kinds of children's books on sale at a discount. How would you buy them? And give your reasons.

① Comic books on Journey to the West (original price 8.50 yuan, current price 4.50 yuan); ② Selected essays (original price 12.00 yuan, current price 9.00 yuan); ③ Children's cartoons (original price 10.80 yuan, current price 7.80 yuan); ④ Selected fairy tales (original price 12.00 yuan).

During the discussion, many students argued endlessly and refused to give in. Some choose to select fairy tales, because the price reduction is 5.00 yuan, and the amount drops the most; Some people think it's a good deal to buy the comic book The Journey to the West, because it has the biggest decline, and the price is almost half of the original, while the decline of Selected Fairy Tales is less than one third. There are also some novel ideas: I want to buy a composition selection because it helps to improve my writing level; I want to buy the comic book The Journey to the West, but I don't like others. I want to buy selected fairy tales, but I have everything else. It's useless to buy it ... because each student has different perspectives and different starting points, it has caused fierce conflicts, which not only effectively expands students' thinking, but also stimulates students' interest in learning in these complicated conflicts.

Second, pay attention to experience the formation process of knowledge in exploration and experience the happiness of knowledge innovation in communication.

Learning mathematics is an active construction process, not a simple memory and imitation. The Standard advocates the mathematics learning mode of independent inquiry and cooperative communication. Based on students' life experience and existing knowledge background, it provides students with rich perceptual materials and opportunities to engage in mathematical activities and exchanges, guides students to actively carry out inquiry activities such as observation, experiment, guess, verification and reasoning, and urges students to truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration, and at the same time gain rich experience in mathematical activities. If there are overlapping problems in teaching, please see the teaching clips.

Teacher: Students, the Forest Games will begin soon. Let's take a look at the running and long jump of small animals in teams.

Show the Registration Form:

Teacher: How many kinds of animals are there in the race?

Health: Seven kinds.

Teacher: What about those who take part in the long jump?

Health: Seven kinds.

Teacher: How many kinds of animals are there in the race and the long jump?

Health: 14 species.

Teacher: Really?

Health: No, it's 13, 12, 1 1 ...

Teacher: Stop! Such a simple animal. As our third grade children, there are so many answers. Why is this?

Health: Some animals are repetitive.

Teacher: What do you mean by repetition?

Health: Just like the fox, both the running and the long jump take part.

Teacher: How many kinds of repetition are there?

Health: There can only be one repetition.

Teacher: OK, let's count them together. If there is any repetition, everyone will say "repetition". (Number of mouse movements)

Health: 1 species, 2 species, 3 species ... repeats, 7 species, 8 species, repeats ... 1 1 species,

Teacher: Just 1 1 kind of animals let us count for so long, it seems that this table is not easy to count. Hey, kid, if I give you this form, you can try to rearrange it so that other students can understand at a glance how many animals have participated in these two sports, which animals have participated in running competitions and which animals have participated in long jump competitions. Is there any way? Discuss it with your deskmate.

Student: Sit at the same table and discuss ways.

Teacher: Have you figured out a way? Look at the operation requirements first (courseware demonstration).

Requirements: (1) Let people see at a glance how many kinds of animals there are:

(2) deskmates should pay attention to division of labor and cooperation;

(3) Send representatives to demonstrate reasoning after completion.

Ok, let's see which two students have the best method and the fastest action!

After the students cooperate to complete the form, the delegates will show it on the stage.

Teacher: Let the group representatives come to the stage to show your's achievements. Tell us why you are waiting in line like this. What are the benefits?

Health 1: It's better for us to align the duplicates up and down together.

Teacher: That's a good idea. You can tell at a glance which kinds of animals are repeated.

Health 2: Our group knows better than them, and puts all the repetitions in the front.

Teacher: I understand better.

(Another group presents on stage) Teacher: Did the teacher find three missing?

Health 3: Putting it in the middle means that you have to participate in both competitions, so you won't repeat the count.

Teacher: What a creative idea. Putting a picture in the middle can mean taking part in two competitions.

Please circle the animals participating in the basketball game into a big circle, and then circle the animals participating in the football game (the circle of classmates on the stage will be judged by the students below).

Teacher: Raise your hand as their group thinks. Let's ask the computer to help us demonstrate their ideas again. The computer dynamically demonstrates the moving process.

Health 3: But then others may not know which side is the basketball game and which side is the football game.

Teacher: What should we do?

Health 4: You can write a title on it.

Health: Yes, good idea. ...

Teachers operate courseware according to students' requirements to form Wayne diagram.

Teacher: Do you know? This picture was created by a mathematician named Wayne. You created this picture just like a mathematician. It's amazing.

Third, let students experience the mathematics of life by connecting with real life.

In teaching, in order to make students' exploration possible, teachers are required to pay attention to connecting with students' real life, actively process teaching contents, select common materials in daily life and present them to students in an active and open way, so as to activate students' life experience and let students discover and solve problems through observation, experiment, guess, verification and communication. In this way, in the process of unconscious exploration, students learn to use existing knowledge to solve unknown problems. Practice has proved that close contact with students' real life in mathematics teaching can make students feel more natural, cordial and true in their study, and will produce a strong psychological experience: mathematics in life is everywhere. This kind of psychological experience will make students more interested in knowledge and willing to participate in classroom learning activities.

Fourth, we should pay attention to experience the application value of knowledge in practice.

"Mathematics Curriculum Standard" points out: "Teachers should make full use of students' existing life experience, guide students to apply what they have learned, and realize the application value of mathematics in real life". Teachers should guide students to understand that mathematics comes from life and is applied to life. Therefore, teachers should create conditions to guide students to apply what they have learned in class to real life, make mathematics close to life, and let students truly realize that life is full of mathematics. When I was teaching Median and Majority, I created a life situation of looking for a job. When I was teaching, I showed a job advertisement: a supermarket wanted several staff members with an average monthly salary of 1000 yuan. Uncle Li decided to apply after seeing this job advertisement. The supermarket manager took out the monthly salary table of supermarket employees: manager 3,000 yuan, deputy manager 2,000 yuan, employee a900 yuan, employee b 800 yuan, employee c 700 yuan, employee d 650 yuan, employee e 600 yuan, employee f 600 yuan, employee g 600 yuan, employee h 600 yuan and employee i 500 yuan. Please carefully observe the data in the table, and use what we have learned today to help Uncle Li analyze two questions: 1, can the average salary of supermarket employees mentioned by the manager 1000 yuan really reflect the monthly salary level of employees? Why? 2. Which figure do you think represents the employee's monthly salary level is reasonable? Through analysis and communication, students will find that the median 650 yuan and most 600 yuan can represent the monthly salary level of supermarket employees. Finally, ask the students: If you are looking for a job, with today's study, how will you know the salary? Through such real and close-to-life materials and questions, students can not only explain the practical significance of median and mode, but also feel that the emergence and development of mathematics are inseparable from life.

In short, experiential learning needs to guide students to actively participate in the whole process of learning, think through experience, exercise thinking, create, cultivate and develop innovative thinking and practical ability through thinking. Of course, it is very important to create a pleasant learning atmosphere, which can reduce students' fear and boredom of mathematics. Let students experience it personally, and the classroom is smooth, enthusiastic, full of vitality and vitality; Letting students experience success will arouse a strong thirst for knowledge. At the same time, teachers should go deep into students' hearts, experience the process of knowledge acquisition with students, experience psychological experiences such as expectation, waiting, anxiety and excitement, share the happiness of knowledge acquisition with students, and "experience learning" with children.