Mathematics is a subject with a very high technical content. The most prominent feature of mathematics is its high-level summary and the simple hand-written reports on mathematics I have compiled below. Welcome to refer to it!
Mathematics handwritten newspaper
Mathematics handwritten newspaper
Mathematics handwritten newspaper
Mathematics handwritten newspaper
Mathematics handwritten newspaper
Mathematics handwritten newspaper
Mathematics handwritten newspaper Mathematics handwritten newspaper material 1
my country's "Basic Education Curriculum Reform Outline" clearly states , we must "advocate students' active participation, inquiry and development, exchange and cooperation learning methods, focus on students' experience and learning interests, and change the current situation of over-reliance on teaching materials and over-emphasis on accepting learning, rote memorization, and mechanical training in the course implementation process in the past." . Put the focus of curriculum reform on promoting "autonomy, exploration, and cooperation" learning methods, and use realistic, interesting, and exploratory learning activities as the main form of student learning. Next, I will combine my usual teaching of mathematics and talk about some practices to enrich students' mathematics learning methods under the guidance of the new curriculum standard concept.
1. "Telling" Mathematics in Interaction
Monotonous and cookie-cutter teaching activities will make students feel boring, not to mention that we are dealing with elementary school students who are very curious. . Therefore, teachers can carry out some games and competitions during teaching, so that students can "learn by playing and learn by playing", practice "speaking" in the competition, and develop their thinking skills in "speaking". For example, the competition activity of "See who can calculate correctly and quickly" allows students to talk about thinking rather than speed, so that students can be comfortable and comfortable in applying computational properties and laws to perform calculations.
For example, "37+7" requires students to quickly tell the number and describe the calculation process. The students thought actively and spoke enthusiastically, and came up with several different ideas:
A. Divide 37 into 30 and 7, 7 plus 7 equals 14, and 14 plus 30 equals 44;
< p> B. Divide 37 into 34 and 3, 7 plus 3 equals 10, 10 plus 34 equals 44;C. Divide 7 into 3 and 4, 37 plus 3 equals 40, 40 plus 4 equals 44 .
In the tense and lively atmosphere, everyone’s speaking methods and speed improved during the competition. The classroom atmosphere was very active. In the “speaking” training, students were highly focused and listened carefully to the questions. , concentrate on reading the questions and think carefully about the problems, which not only activates the classroom atmosphere, but also cultivates interest in learning mathematics.
In my daily teaching, the author attaches great importance to allowing students to learn mathematics through interaction, cooperate and communicate in class, and carry out various group research and learning activities outside class. During the activity, students listened, questioned, persuaded and even argued. Sometimes they were tit-for-tat and were red-faced; sometimes they were impressed by the wonderful speeches of their peers and couldn't help but applaud and share the joy of success. The open and interactive classroom provides students with a lot of opportunities for cooperation and communication in mathematics learning, allowing them to express their opinions freely, learn to listen to other people's opinions, make reasonable additions, and emphasize reflection on their own opinions in a timely manner to achieve a more perfect cognition, "for Talk about mathematics through communication, and talk about mathematics for inquiry”, which lays a solid foundation for a successful experience in independent learning.
2. "Doing" mathematics in hands-on practice
For example, the teaching of "Area of ??a Triangle":
Teaching A:
Teacher: How to find the area of ??a triangle? Let's do an experiment. Ask the students to take out two identical triangular pieces of paper (students take the pieces of paper).
Teacher: Everyone, look at the schematic diagram in the book and the direction pointed by the arrow, and follow the teacher. After we completely overlap the two pieces of paper, we rotate one piece of paper, then translate it to this position, and then push it upward (students are reading and following the teacher's instructions). Teacher: We can summarize this process as “coincidence – rotation – translation – push up”. Let's do it again. (Students do it again and say "Coincidence - Rotation - Translation - Push Up".) Teacher: Now what shape do we find that these two triangles form? Health: Parallelogram. Teacher: What is the relationship between the area of ??a parallelogram and the area of ??a triangle? ...
Tutorial B:
Teacher: How to find the area of ??a triangle?
Can we think about this:
1. How do we find the area of ??a plane figure? Does it help us? 2. What methods have we learned to calculate the area of ??plane figures? Does it help us? 3. Try it with triangular pieces of paper. If you have difficulty with one, can you use two? (Do it with your hands.) Teacher: Can you find the area of ??the triangle? Who would like to chat? …
Teacher A’s teaching turns students’ hands-on practice into simply performing the teacher’s tasks, and into a kind of imitation and copying of books. Students only need to use hand movements without thinking. Excited, its effectiveness will be greatly reduced. Teacher B’s teaching reflects that hands-on practice must be combined with brain use, because hands-on practice requires a certain thinking space and thinking slope, a mental state of active exploration, and thinking activities with distinctive personality characteristics.
In our classrooms, we must find ways to create opportunities for students to "do" mathematics instead of "listen" to mathematics. This requires our teachers to design the mathematics teaching process into rich and colorful practical activities, so that students can experience observation, operation, guessing, reasoning, communication and other mathematical activities, so that students can fully mobilize their visual, auditory and other senses in the process of "doing". From it, students can comprehend and understand the formation and development of new knowledge, experience the methods and processes of learning mathematics, gain experience in mathematics knowledge, and promote the development of students' personality. In this way, students' emotions will be high during the entire learning and practice process, and they can quickly enter the role of independent learning.
3. "Understand" mathematics in life situations
For example, when teaching "The sum of two sides of a triangle is greater than the third side", I asked students to measure 10 cm, 6 cm, 5 cm Choose any 3 of the 4 small sticks, cm and 4 cm, to make triangles and see who can make more triangles. Students get started immediately after receiving the task. During the presentation, some students found that they could not form a triangle with three small sticks of 10 cm, 5 cm, and 4 cm or three small sticks of 10 cm, 6 cm, and 4 cm, and then compared the enclosed and unencircled areas. Compare and observe, and realize that to make a triangle, the sum of the lengths of any two sides must be greater than the third side.
In the practice of the new curriculum, we cannot one-sidedly understand and only use a certain learning method. In that case, students' learning experience will be extremely monotonous and their learning life will be very poor. We should actively seek the integration of learning methods so that goals such as knowledge and skills, mathematical thinking, problem solving, emotions and attitudes can be achieved in diversified learning methods and in rich and colorful mathematical activities. As teachers, we should strive to provide life situations for students' mathematics learning activities, provide sufficient hands-on operations, cooperative communication and exploration opportunities for basic learning content, so that students can personally experience "realistic themes - raising mathematical problems - establishing mathematical models - Research or apply mathematical methods - solve problems" thinking process, thereby enriching students' ways of learning mathematics, cultivating students' innovative and practical abilities, and cultivating students' comprehensive, healthy and sustainable development. Mathematics handwritten newspaper information 2
Some people describe it this way: music can inspire or soothe feelings, painting can make people happy, poetry can move people's heartstrings, philosophy can make people gain wisdom, technology can improve material life, but mathematics can provide All of the above. Let’s talk about the beauty of mathematics from one aspect.
Einstein once said frankly: "Beauty, in essence, is simplicity after all." He also believed that only with the help of mathematics can the aesthetic principle of simplicity be achieved. In the mathematical community, it is also recognized by most people. Simplicity, simplicity, is its outer form. Only when it is both simple, delicate and profound can it be called the most beautiful. The formula given by Euler: V-E+F=2, can be called a model of "simple beauty". In mathematics, there are many theorems like Euler's formula that are simple in form, profound in content, and of great effect.
For example:
The formula for the circumference of a circle: C=2πR
Pythagorean theorem: The sum of the squares of the two right-angled sides of a right triangle is equal to the square of the hypotenuse.
Average inequality: for any positive number
Sine theorem: the radius R of the circumscribed circle of ΔABC, then
Simple, effective and economical, giving people a sense of beauty, but cumbersome , bloated, and unnecessary consumption give people the opposite feeling. Mathematics is unwilling to write 100 million as 100,000,000. The simplicity and beauty of mathematics does not mean that the content of mathematics itself is simple, but that the expression form of mathematics, the proof method of mathematics and the structure of the theoretical system of mathematics are simple. For example, the number "1" can be as small as an atom or particle; as large as a sun or a universe... Everything in the universe can be represented by "1". Another example is that the circumference and radius in the formula "C=2πR" have a simple and harmonious relationship, and a legendary number "π" closely connects them.
The simplicity and beauty of mathematics cannot be explained clearly with just a few theorems. Every advancement in the history of mathematics makes the existing theorems more concise. As the great Hilbert once said: "Every real advance in mathematics is closely connected with the discovery of more powerful tools and simpler methods." The beauty of mathematics can be viewed from more angles, and the beauty of each aspect is not isolated, they are complementary and inseparable. She needs people to dig deeply with their heart and wisdom to better understand her aesthetic value. In life, I hope that everyone can stand at another level to discover beauty and gain beauty.