The summary of comprehensive practical teaching can also be understood as a kind of mathematical inquiry or mathematical modeling activity, which refers to the process in which students comprehensively apply their learned mathematical knowledge, ideas and methods to solve some mathematical problems or practical problems. In the design and implementation, we should pay special attention to five links: the choice of problems, the development process of problems, the way of students' participation, the cooperation and exchange of students, the display and evaluation of the process and results of activities; And the requirements of teacher-student interaction in the activity. In teaching design and implementation, we should pay attention to the following points:
First, closely integrate with practice and carefully design problems
The so-called "design problem" is the activity content of designing "synthesis and practice". A good "comprehensive practice" activity should have the following characteristics: first, it is realistic; The second is openness; The third is comprehensiveness; The fourth is practicality. Among them, truth is the premise, openness is the guarantee, comprehensiveness is the foundation, and practicality is the foundation.
For example, estimate corn income.
1. Students should do a good job of investigating some knowledge and information about planting corn before class.
2, reading comprehension, reading questions, knowing about Uncle Wang's corn planting, corn production and corn sales, so that students can fully contact and find problems in real life and improve their ability to analyze and solve problems.
3. Solve problems in groups. Put forward the requirement of "group cooperation, help Uncle Wang calculate", let students cooperate to solve the three problems in the book, and on the basis of the above analysis, let students discuss and solve the problems in cooperation, which not only cultivates the spirit of students' cooperation and communication, but also strengthens the ability of students' independent inquiry and group cooperation. Help Uncle Wang calculate with a calculator: (1) What is the corn income this year? (2) What is the average income per hectare? (3) How much more revenue is expected than this year? Then exchange the calculation methods and estimation results of each group, giving students a full opportunity to exchange different algorithms.
Second, carry out extensive practice and strengthen cooperation and exchanges.
The "extensive" here refers to both "the sufficiency of the process" and "the diversity of forms", and should also include "full communication". For example, in the activity of paving Yong Road, the following links were designed:
1. Understand and exchange information. Investigate the relevant information of floor tiles and exchange the problems of selecting floor tiles. By investigating and reporting information, students can understand the size of flower beds, the location of paved roads and the necessity of using square floor tiles.
2. Discuss the issue of transfer. After group discussion, we decided to choose a floor tile with a side length of 25 cm, and explained the reasons. (1 m2 is exactly 16 yuan).
Step 3 solve the problem. To solve this problem, firstly, the area of the permanent road and the area of each brick are required, and then the area of the permanent road/the area of each floor tile is used to calculate the number of required floor tiles. Then work in groups to discuss the calculation, and students choose their favorite method to calculate. Then report the evaluation to the whole team.
Through the completion of these three tasks, we can achieve "the whole process", "various forms" and "full communication"
Third, pay attention to reflective evaluation and improve practical wisdom.
The process of "doing mathematics" in mathematics practice is the process of making students experience mathematics, apply mathematics and reflect on mathematics. So, let students try it themselves, let them find problems in confusion, ask questions, learn to reflect, practice and summarize, and form correct conclusions. For example, in "2 1 point game":
Activity 1: Beginners hit the road.
1, find it: ① Find two cards and work out 24. (2) add a card to calculate 24.
2. Try it: give three cards 24.
3. The basic method of "24-point" small settlement: according to the numbers on three cards, select two numbers for the first operation, and perform the second operation with another number to make the calculated number 24.
Activity 2: Expert demonstration.
1, students choose three cards and work out 24 cards;
2, mutual calculation at the same table;
3, the whole class group communication.
Activity 3: main ring.
1, try four cards to calculate 24.
2. Group activities:
(1) required question: each team draws lots to choose a question number, and the corresponding four numbers will solve the "24 points" problem.
(2) Grab the answer: use four numbers to calculate 24 points within the specified time, and encourage various methods.
(3) Choose the answer: the question is divided into three questions: one-star question and two-star question, so that each group can choose freely, and the right answer will be rewarded, and the wrong answer will be reversed.
Form evaluation in the process of activities, help students to reflect on their own quality and effect in "comprehensive practice" activities, and explore the lessons of success or failure, then students' thinking will develop at a higher level, which is conducive to the formation of mathematical literacy and practical wisdom.
The comprehensive practice of primary school mathematics is still a new course and will continue. We will continue to learn, improve and gradually improve, so that practical activities can really promote the development of students, so that students can really learn valuable mathematics in practice, so that everyone can get the necessary mathematics, so that different people can get different development in mathematics.
Summary of comprehensive practical teaching. The first turning point on the road of life is that students go from kindergarten to primary school. Due to the sudden change of living habits and heavy subjects, many children feel tired, emaciated and afraid of learning after entering primary school. There is little interest in going to school, and some children will not attend classes. So many problems have also attracted our attention. Therefore, in order to cultivate and strengthen students' interest in mathematics learning, study habits and learning ability, successfully pass the young connection and adapt to primary school life as soon as possible. This activity is held here.
I. Development of this activity:
The name of this activity is "Star of Mathematics, Stars Shining". Through three-level clearance, students' ability is improved, and their knowledge of position, addition and subtraction and three-dimensional graphics within 10 is tested. The examination form is: 9 parents in each class, 2 in each checkpoint as a group, 1 as a manager.
The first level is to find a needle in a haystack: guess, take out an object named by your parents from a beautiful bag. There are some cubes, cuboids, spheres, cylinders and cones in the bag. For example, parents say, "Take the cuboid out of the bag." The student reached out and took out a cuboid from his schoolbag. If you answer correctly, put a shining star on the first closing of the bookmark card.
The second level is careful selection: parents randomly place objects within 10 on the table to test the application of students' counting, left and right, cardinal number and ordinal number. Please count the quantity of these items first. Could you please take out the fourth object from the left? Please take out four objects from the right? If all the answers are correct, put two shining stars on the second closing of the bookmark card, and put a star on it if there is any defect.
Level 3: Show your skills with familiar playing cards. Parents take out10-10 playing cards and ask students to draw two cards at will. First, compare the sizes of the two cards, and then list an addition formula and a subtraction formula according to the numbers of the two cards. For example, the two cards drawn are 4 & 2, so students must say 4 & gt； 2，2 & amp； lt； 4,4+2=6、4-2=2。 If the drawn card has carry, then the correct answer can add two stars, and the card without carry can add 1 star.
Show your magical powers and surpass yourself: ask students to discover and investigate the mathematical problems in life, and ask a mathematical question about addition and subtraction or a mixture of addition and subtraction from life and answer it. If you make up such a math problem and get it right, you can get a shining little star.
With the active cooperation of parents, this activity went very smoothly. The students are trying to get more stars, and no one wants to fall behind. I found my interest in learning from competitions and games, cultivated my study habits and strengthened my learning ability.
In the concrete implementation, this comprehensive practical activity is divided into three stages, namely, preparation stage, implementation stage and summary exchange stage. In the preparation stage, students have a preliminary observation of the surrounding social and natural phenomena and discuss them in class. Teachers guide students to ask questions, determine themes and make activity plans. Highlight students' subjectivity, guide children to express vague questions effectively and reasonably, and help and guide students. In the implementation stage, let students do it themselves and experience it. Because of students' limited ability and safety problems, parents' participation is the main form of activities. Teachers give some guidance in the implementation process, observe the whole process of students' activities, be good at discovering students' characteristics, and evaluate students appropriately. In comprehensive practical activities, students can organize activities under the leadership of parents and teachers according to the designed checkpoints, and strictly control students' learning activities and learning process. In comprehensive practice, the choice of research methods, in short, comprehensive practice is a process of exploration, a process of practice and an open thinking process. In practice, the most important thing is not to pay attention to the result, but to the process. As long as our students get exercise and growth in activities, this is our success.
Second, the activity self-evaluation:
There are two evaluation methods in this activity: self-evaluation and parental evaluation. Self-evaluation Because students are too young, evaluation only allows students to write an encouraging word or draw an encouraging stick figure. I'm great! I want to refuel! Draw a thumb, a smiling face, etc. , are all evaluations of themselves. The same is true of parents' evaluation. You can write an encouraging word or an encouraging stick figure to your child.
Third, the results of the activity and reflection:
This comprehensive practical activity was very successful. In the activity, although the students are young, they are always in the main position. The determination of the theme is a game activity that students like. Looking for mathematical knowledge from life, compiling and solving problems, and showing the results are all done by students themselves. I just gave them the necessary guidance and a platform for them to show freely. Comprehensive practical activities don't talk about heroes by the number of stars, but pay attention to the process and all kinds of discoveries and experiences gained by students in practice. I think this is our success.
Fourthly, I also found some shortcomings of this activity:
1, the actual topic should be flexible. For example, in the process of "careful selection", students can operate more flexibly and list the number of learning tools they want (lest the students behind know the number of learning tools, and the small hands can't count them). What shape is it from the right? What shape is it from the left? In the process of "showing their magical powers and surpassing themselves", students find that there is mathematics everywhere in life, but the questions they make up are either for eating or for playing, and the content of the questions they make up is slightly lower. It is necessary to guide students to find something valuable to fill in the questions, so that they can have more positive energy questions.
2. The organization of activities should be detailed. For example, because they are first-grade pupils, some students will run around talking nonsense when they queue up for activities. Former classmates took part in activities, and the back was a little naughty. More consideration should be given to students' nature when organizing activities again.
Summary of comprehensive practical teaching III. The curriculum resources of comprehensive practical activities are contained in students' curious nature and teachers' keen thinking. There is a poem that says well, "How can the canal be so clear, because there is running water at the source". The curriculum resources of comprehensive practical activities are dynamic. It is in a state of continuous generation and is a kind of "loose-leaf resource".
The implementation of comprehensive practical activities is oriented to students' complete life field, which not only pays attention to their actual needs, respects their hobbies, but also takes into account their long-term development. It gives students a broad world, gives them the opportunity to go out of the classroom to the society, provides an open space for their development, and realizes the publicity and healthy development of students' personality in the process of deepening activities. This semester, our class has made some progress in the development, implementation, discussion, evaluation and management of comprehensive practical activities.
First, the development of resources is "in-depth"
The curriculum resources of comprehensive practical activities lie in students' curious nature and teachers' keen thinking. There is a poem that says well, "How can the canal be so clear, because there is running water at the source". The curriculum resources of comprehensive practical activities are dynamic. It is in a state of continuous generation and is a kind of "loose-leaf resource". This semester, our class has set up two theme activities. According to the theme stipulated at the beginning of the semester, it is "the study of traditional festivals", that is, the Mid-Autumn Festival research activities were carried out; The second theme is "great maternal love". According to the age characteristics of students, a series of activities were carried out, such as caring for mothers, singing for mothers, and holding maternal love handwritten newspapers.
Second, the implementation of the curriculum is "fresh"
This semester, in our activities, students' comprehensive abilities such as practical ability, practical ability, research ability and innovation ability have been improved, mainly in the following aspects:
The first is to understand the origin of Mother's Day in activities. The second week of May coincides with Mother's Day, so students are organized to study the origin of Mother's Day. In the exchange of achievements, students report in various forms, not only in the form of manuscripts in the past, but now they can report their achievements in various forms such as stories, introductions, recitations and explanations. Through activities, improve students' ability to collect, organize and exchange information, and let students have a better understanding of Mother's Day.
The second is to cultivate social skills in activities. For example, "Understanding Motherly Love" organized some students to collect stories about mothers; In "praising maternal love", half of the students are required to collect and try to write poems praising maternal love; Comment on Motherly Love reports what you want to say to your mother in the form of handwritten newspapers or cards, and expresses your love for your mother in Comment on Motherly Love.
Although most students are nervous at first when they collect or express their love for their mothers, through this series of activities, students can initially master the methods of participating in social practice and sorting out information. At the end of the activity, they all felt emboldened and dared to tell their mother the truth, which showed that their ability to communicate with others was really improved during the activity. Moreover, in the process of learning to write investigation reports, I have initially developed a correct learning attitude and the ability to explore problems.
The third is to improve psychological quality in activities. In view of the poor psychological quality of students, the sixth grade students carried out the theme activity of "Understanding and Appreciating Mothers", which enabled students to have a more comprehensive and objective understanding of their mothers, love their mothers more and increase their feelings.
The fourth is to enhance the awareness of innovation in activities. For example, in a series of activities such as making greeting cards and learning to write poems, students can learn to observe their mother's life, find their own problems, and stimulate their interest in hands-on practice, so as to develop their practical ability and enhance their innovative consciousness.
Third, the evaluation method is "diversified"
The evaluation of comprehensive practice course should pay attention to students' learning state, vitality, innovative consciousness and ability development, so the evaluation of students in our school is carried out from three aspects: knowledge and skills, process and method, emotion and attitude. After each theme activity, the leaders of each activity group organize members to summarize, reflect and evaluate the activity. There are three evaluation methods: student self-evaluation, peer evaluation and teacher evaluation, which are driven by evaluation to promote students to carry out the next round of activities.