On "three key" method is the direction of primary mathematics teaching

Primary Mathematics teaching methods are varied, but the purpose is to promote their thinking skills, problem-solving skills to master this end, training of primary school Mathematics teaching of thinking, is the focus of our teaching, training basically consists of the following three key :
First, to stimulate students' thinking, motivation
Motivation is that people "because of the need arising from a psychological reflection", which is within the power of people's behavior activities. Therefore, to stimulate students' thinking is motivated to develop their critical thinking ability.

How teachers can inspire students thinking motives? This requires that teachers must play a leading role in teaching full, according to psychological characteristics of students, teachers consciously mining materials in the knowledge of factors, from the student's own life needs to clear the value of knowledge , resulting in the motivation of thinking such as: teaching, "pro rata" the content, students first get a clear knowledge of the purpose of this study: the average unreasonable circumstances, produce a pro-rata distribution of such The new distribution method. teaching can be designed such a problem: a plant to produce 1000 parts of the task to master and Master Li Zhang, should complete the task processing fee of $ 500 given to them a result of them are processed 600 parts, Master Li processed 400 parts when the average processing fee of $ 500 to give them reasonable? giving rise to a reasonable allocation method to explore students' thinking motivation.

Second, clarify the context of students' thinking
In teaching, for every problem, it is necessary to take into account the existing knowledge base, but also consider its second line of the intellectual content. The only way to better stimulate thinking, and gradually form a knowledge context. Teaching is the key to our context of this way of thinking so that students clarity, context and clarify thinking, focus is thinking to seize the starting point and a turning point.

1 to guide students to grasp the thinking of starting point. Mathematical knowledge of the context is a back to back, and interlocking, and always in accordance with the occurrence - development - an extension of the natural order of knowledge that make up each unit, students gain knowledge The thought process is true, or have experience from the beginning, or introduction from the old knowledge, this is the beginning of thinking such as: teaching, "pro rata" the content, from the student knowledge base - average start, grasp the average pro rata with the relationship between the average number of points that is a ratio of 1:1 is allocated to the student's thinking, it is natural to introduce prorated for the students cleared the cognitive obstacle course, different knowledge, different students start thinking different, but the starting point no matter how, as a Mathematics teaching thinking training must be thinking, "occurred" on start to rely on old knowledge, and through the "migration "" transformed "so that students thinking process clear, principled, logical.

(2) guide students to grasp the thinking of turning point in the student's thinking sometimes "stuck" phenomenon, which is the sticking point of thinking at this time should be a timely manner to ease the teaching, coaching, prompting students to turn in thinking, and use it as an opportunity to promote the development of student thinking.

Third, students thinking
Students in solving mathematical problems, often need to face the problem through the transformation, analysis, synthesis, assuming that such changes to a known mathematical problems in the thinking process, appropriate to the specific circumstances based on the use of analysis and synthesis, specific and abstract, seeking common with divergent, such as general and special way of thinking.

1 analysis and synthesis. Overall, thinking through analysis, synthesis for the so-called analysis is to have recognized the link between the things carved in the understanding to unlock The analysis methods used in Mathematics teaching, is by the problems, we solve the problem layer by layer to determine the conditions that the original so-called comprehensive yet recognize the link between things, in the understanding of the set up. integrated approach used in Mathematics teaching, is to start by the conditions, layer by layer determined to solve the problem.

For example: a worker to process a number of parts master plan process 60 a day, take 30 days to complete. The actual processing of the 90 daily, according to this calculation can be done several days ahead of schedule? Using analysis methods: we can see and appropriate use of analysis or comprehensive way of thinking is conducive to communication link conditions and problems and establish a clear context of thinking of course, according to the analysis and synthesis of specific issues will be combined for analysis, but will also enhance the effect of thinking.

2. Concrete and abstract.'s Thinking is characterized by primary school students thinking in images from the concrete to the abstract logical thinking, and gradually transition the development of students' thinking on the focus should be on a gradual transition. Teaching, combined with knowledge of the content, well-organized operation activities, can help students abstract things concrete.

3. Seeking the same with the divergent and some math the difference between the both have inextricably linked. Proper use of seeking common ground and divergent ways of thinking, through a comparison of the relevant knowledge that can effectively promote students' thinking development.

(1) knowledge of the same variant compared with that demand, such as: teaching "parallelogram understanding" the content, will transform a parallelogram to compare different locations (as shown below: By observation and comparison, the students realize Although the placement of several different graphics, but its essential attribute is the same, namely, "parallel to the side of each quadrilateral," because they are parallelograms. Links to free download http://www.hi138. com
(2) knowledge of different points of Analogues of comparison, that is divergent, for example: answer "pro rata" word problems often have to use "seek a fraction of the number of how many" approach, but pro rata and the multiplication of fractions problems and these two types of applications there are some differences, the total number of copies that the former through the various parts of the amount over into a fraction of the total, then multiply the calculation, which is usually directly or indirectly with fraction of the demand problem. Obviously, through the use of seeking common ground and divergent ways of thinking, not only enable students to build a complete knowledge, but also the development of multi-polar way of thinking of students, help to overcome the mindset.

4 general and special. Materialist dialectics that everything there is a commonality and individuality in teaching teachers should pay attention to guiding students to observe, think about the general and special nature of mathematical knowledge in order to promote students' thinking capabilities. Share on free download http://www.hi138.com