Let s talk about how to combine the teaching of mathematical knowledge with the cultivation of mathe

Primary school students' mathematical ability generally refers to their numeracy ability, preliminary logical thinking ability, preliminary spatial concept, and ability to apply what they have learned to solve simple practical problems. Knowledge is the foundation of ability, and various mathematical abilities are gradually formed and developed in the process of learning mathematical knowledge. At the same time, the mastery of knowledge is restricted by ability, and the mathematical ability that has been formed in turn determines the degree of true mastery, and the two are complementary and interacting.

For example, when a teacher teaches the knowledge of "cuboids and cubes", according to the knowledge characteristics of the unit textbook, starting from the overall knowledge of the unit, first let the students collect a large number of long and cuboid objects, and then ask the students to investigate and recall what problems they have encountered in daily life. ”；The lipstick packaging for mother's makeup is a rectangular carton, how much paper is used to make such a carton? ”；I want to make a beautiful little house with a cube for my pet dog with glass panes, make a door in front of the house, and open a small window on each side.

I have a rectangular fish tank that contains almost half of the water, how do you figure out how much water is in the fish tank? And so on, because the teacher has created an opportunity for students to do hands-on activities, so that students can find and ask such interesting mathematical problems from their own real-life situations, which involve everything that the unit has to know about calculating the sum of surface area, volume, volume, and edge length. In the classroom, the teacher firmly grasps the core concept of "long and cuboid characteristics" based on the physical objects of long and cuboid, and combines independent thinking, hands-on practice, and group cooperation and communication.

Students can easily break through a series of knowledge related to the calculation of surface area, volume, volume and the sum of edge length, which not only lays a solid foundation, improves students' ability but also saves a lot of teaching time, which is very effective.

It should be combined with life to talk about mathematics, such as **** graphs, financial data analysis, etc., the main thing is to find interest.

There is an intrinsic and inevitable relationship between imparting knowledge and cultivating ability in mathematics teaching.

In the teaching of mathematics, we should not only pay attention to the learning of knowledge theory, but also pay attention to the cultivation of mathematical ability, so as to achieve the purpose of gradually using mathematical knowledge to analyze and solve practical problems. While cultivating students' "general abilities" such as observation, memory, comprehension, and application, mathematics teaching should pay more attention to the cultivation of students' three "special abilities", namely, arithmetic ability, logical thinking ability and spatial imagination ability.

Combine some real-life realities to learn mathematics in real life, so that students can feel that mathematics is closely related to life, one is to make mathematical models concrete, and the other is to make students feel that mathematics is available.

Based on his own teaching experience, he will explain how to cultivate students' mathematical ability in mathematics teaching.

Correct answer: Mathematical ability is a special ability, which is a psychological condition that is compatible with mathematical activities and ensures the successful completion of mathematical activities. (4 points).

1) the ability to perceive the formalization of mathematical materials;

2) the ability to abstractly generalize the relationships between mathematical objects, numbers and space;

3) the ability to use mathematical symbols for reasoning;

4) Ability to use mathematical symbols to perform calculations;

5) Ability to transform thinking;

6) The ability to memorize specific mathematical symbols, abstract teaching principles and methods, and formal mathematical relationship structures. (6 points, 1 point each).

Pathways to develop students' mathematical abilities:

1) Strengthen the teaching of basic mathematics knowledge to lay a solid foundation for the development of students' abilities. (3 points).

in terms of teaching basic knowledge and basic skills;

Emphasis is placed on the teaching of mathematical ideas and methods.

2) Stimulate students' desire for knowledge, cultivate students' interest, mobilize and give full play to students' initiative and enthusiasm. (3 points).

The initiative of learning is first manifested as the consciousness of learning;

The whole teaching process should fully reflect the teaching idea that students are the main body of learning;

Dust infiltration maintains the persistence and stability of interest.

3) Improve teaching methods and open up favorable ways to develop competencies. (3 points).

What kind of teaching methods are conducive to the cultivation of students' abilities?

In the teaching process, heuristics should be adopted and injections should be abolished;

Pay attention to the training of observation and thinking;

Appropriate teaching methods are adopted according to the different content and requirements of teaching in order to promote the development of various abilities.

4) Pay attention to the application of knowledge and develop students' abilities in practice (1 point).

Hint]: On the one hand, we should strive to comprehensively describe the above points; On the other hand, it is necessary to combine the actual situation and be able to elaborate on one or more of the key points in depth based on their own teaching experience.

The "Compulsory Education Mathematics Curriculum Standards" clearly states: "Teachers should stimulate: opportunities for expression and communication, contrary to the true meaning of cooperative learning, students cooperate with students' enthusiasm for learning, and provide students with full access to mathematical activities."

The ability to flow is simply not being used. Therefore, teachers should have the opportunity to help them understand in the process of independent exploration and cooperative communication: consciously and gradually cultivate students' cooperative communication skills.

and master the knowledge and skills, mathematical ideas and methods of mathematics. "From this, it can be seen that: 1. Diligence and communication between students is an important way to learn mathematics

Cooperation and communication should be based on students' independent thinking, and there is no scripture, which is directly related to the level of students' thinking logic and language expression ability. : Rushing to communicate through individual thinking, expressing opinions is not mature, and in today's mathematics classroom teaching, when working together in a group, it does not have depth.

Teachers should give students full time to think independently before the exchange, ensure that everyone has primary school students, and lack the ability to engage in cooperation and communication. Most students are not well thought out and are thus presenting:

When analyzing the thinking methods of other students, differentiating them, and seeking the best solutions, cooperation and exchange results, it is often only a few top students who express their own views and solve problems, and the methods ,.. solve problemsThis article has 2 pages in total) [Continue reading this article].