Teaching utensils play an important role in the teaching, especially in the lower grades, scientific and effective use of learning tools, not only can mobilize the enthusiasm of students, stimulate the intuitive thinking of students, and can make the abstract mathematics knowledge become intuitive image, conducive to better understanding and mastery of students. Combined with the actual needs of teaching, I think the main thing should be:

  First, the preparation of learning utensils to strive for order. Due to the poor age of primary school, a class if the simplest one operation, before and after the time to use about five minutes. This will not only affect the teaching process and dilute the classroom atmosphere, but also often do not achieve the desired effect. To this end, I ask students to do in the preparation of learning utensils:

  1. The learning-utensils are kept in order.

  2, learning equipment in order. Students will be required to set up the learning equipment in front of the desk, the operation of listening to the essentials after the start and so on. In this way, students operate in an orderly manner, so that the original "chaos, coax, slow" into "static, fast, neat."

  In the training of students hands-on operation, I pay attention to through the intuitive demonstration, image explanation, appropriate guidance, help students to learn the target, and step to the operation. If you start to learn the addition of 302 within 10, students holding a small stick do not know where to put, only placed 5, not to reflect the formation of knowledge, I took a small stick in the projector above demonstration side of the method, finally let the students with a small stick themselves to solve similar problems. In the Learning 20 carry addition 809, many students with the most primitive method first put 8 root, and then Count 9, I inspire students, do not count the method, can use the knowledge of the past to find ways to let others can see is 17? Some students use 9 to make up 10, some use 8 to make 10, and quickly found the method of carry addition, because in the classroom to pay attention to the operation of learning utensils, so that students in the process of inquiry, less detours, save time, classroom teaching efficiency is high.

  Second, create the situation, flexible use of teaching tools. The new curriculum standard mathematics textbook not only contains a large number of information windows and pictures, but also provides the basis for the full use of learning-utensils. Therefore, in the teaching I pay special attention to the design of interactive, teacher-student interaction of the teaching situation, to each student to provide a way to show their own opportunities. Such as: Learning to compare the size, through "see who posed to", "I say you put" and so on, I first let students use the hands of physical cards or digital symbols such as "6 6", "7", students can in "the", ">" The left and right sides of the corresponding number of cards, in the middle of the "" or "" "symbol, and then through the" I say you guessed ", let a student to say two numbers, another student to raise the" "or" "" symbol, so that students learn the knowledge, The students ' enthusiasm for learning was stimulated. Again, for example, when learning to add and subtract, I let students according to the mathematical information, using the favorite learning utensils to set the relative number, and then put the two piles of things together (plus), from a heap to take part (subtract) experience plus subtraction meaning. In this way, not only can increase the interest in classroom teaching, but also mobilize the enthusiasm of students, so that they develop a good habit of love, diligent exploration.

  The use of teaching aids is not only for the purpose of visually demonstrating to the students, but more importantly for the teaching of the students. Therefore, I pay attention to the creation of the situation in teaching, so that teachers in the hands of teaching aids and students to move together. I used to introduce a message window: "Children, one grade and second grade are in a fierce tug-of-war competition, who wants to go to cheerleading team?" When you join cheerleading team, not only to cheer for them, but also to observe carefully to see who knows more, ask the question good. "Then, I use the projector to show the information window to everyone, the children carefully observe the picture, then found the relevant mathematical information, put forward mathematical problems." Again for example, the realization of stereo graphics, I use a bag to know things loaded in, hidden under the table, class with a mysterious tone said: "Children, teachers this has a magical magic bag, can change a lot of things, want to know what it is?" Then I took out the beautifully decorated pocket, successive take out cuboid, square body, ball, cylindrical, let students know, in order to further differentiate their characteristics, I picked up a cuboid side to see and touch, and deliberately make mysterious appearance said, this cuboid hidden a lot of secrets , see who first find out, students learn the appearance of teachers, quickly found the characteristics of the object.

  From the classroom teaching effect, create the situation for the students, can make the students in the classroom in a relaxed nature, and from the students themselves to explore the knowledge, but also to let them firmly grasp, form the appearance.

  Third, pay attention to the teaching of time, summed up the operation method

  The most important thing is the process, it can highlight the focus of classroom teaching, solve the difficulties, in this process, can reflect the number of changes, to help students understand the formation process of sensory knowledge. On this basis, summed up the refining, the perceptual knowledge rise to a rational understanding, learn to calculate the method, master the algorithm, achieve a qualitative leap. In the classroom teaching, I pay attention to grasp the difficult point of the textbook first, the timing and strategy of the preset operation, determine the steps and rules of the operation, the design of the operation of the students to observe the question of thinking; Secondly, in the classroom timely introduction of hands-on operation, flexible guide students to deal with the problems encountered in the process, so that operational activities targeted, purposeful, pragmatic, to avoid a mere formality. such as "The recognition of times" is the difficult point in the junior mathematics teaching, I designed the following exercises: Let the students first row two sticks (emphasize two is a to two root out together, put into a pile, the second row is also two A, put such three (emphasis on two A, laying three) after the students asked: "The first row of two root is several?" two in the second line. "The second line is 3 times times the first row, which means that the second line is 3 2," the student stressed. In this process, I focus on the students to perceive what is a copy, what is a few, very clearly understand the meaning of the times, and then let them use the physical card to carry out the corresponding exercises, to consolidate the understanding of the times.

  Complete the operation process, summarize the operation method, is the ultimate goal of learning, on the basis of the students fully aware, guide them to combine the operation process, summed up the calculation method, the students often put the problem of solving and operation process is disjointed, can not use the language to correctly describe this process, at the beginning I will guide students side pendulum learning, while said to calculate the rationale, a sentence to teach them, gradually let them side pendulum teaching side to talk about calculation, see the formula to calculate the reason, see the problem to say, train the thinking ability.

  IV. Pay attention to the organic combination of classroom operation and extracurricular practice. The students can perceive the formation process of knowledge through the course, and the extracurricular practice can strengthen the knowledge in the course, make the learned mathematics knowledge, get the full use of the mathematics and life, strengthen the students to learn maths well and use the confidence of mathematics. In the "Know cm", I let students make full use of the small ruler to perceive a centimeters and a few centimeters, then let students find around 1 centimeters of life in the length of objects, with each other to find a few centimeters, through the self-made teaching aids, let students judge the measurement method and length is correct, so that the knowledge in the classroom and the actual connection between life. After understanding the characteristics of stereo graphics, and through multimedia demonstrations, the physical image is abstracted as only the three-dimensional graphics composed of lines, so that students can identify with the physical, so that students understand the different angles of the three-dimensional graphics, after the class to make use of potatoes, carrots, clay, etc., to produce a variety of three-dimensional objects, brought to the school show,

  It can be seen that the rational application of teaching aids and learning tools, to enable students to diversify the direction of thinking, can make the complex knowledge simplification, so that the abstract knowledge visualization, can fully stimulate the students enthusiasm for learning, in the hands-on operation of the good knowledge.

  Five, according to different circumstances, choose different teaching aids. In the teaching, the operation of the main body of different teaching aids selection should be different. The teaching aids for teachers should be larger, so that all the students can see clearly and brightly, so as to attract students ' attention. The student's learning-utensils can be simpler, lest extraneous attributes arouse students ' attention. In teaching, we should use the activity teaching aids as far as possible, because it is easy to be aware, it is more advantageous to separate the subject from the background and make the subject more vivid. At the same time, the activity teaching aids can improve the students ' interest in learning, emphasize the teaching emphases and grasp the essence of teaching content.

  In addition, the number of teaching aids, operation and orderly decline. The purpose of teaching aids is to use intuitive perception to promote students ' image thinking. With the passage of time and the increase of students ' grade, the number of teaching aids and the number of operations should be reduced gradually. We must also note that the number of operations should not be excessive, so as not to distract children's attention. Use memory imagery to help children understand preliminary mathematical knowledge whenever possible. Of course, for children of different levels of development, should be through observation, understanding, assessment, to allow the development of slower children to use learning, operation, at different levels of development of students to make different operational requirements to meet the different needs of each student, to promote their own level of development.