-How to make primary school mathematics teaching alive?

First, the proposal of the topic

"Mathematics is an indispensable tool for people's life, work and study", "The understanding of mathematics should be understood not only from the perspective of the essence of mathematics, but also from the personal practice of mathematical activities". This fully shows that mathematics comes from life and is applied to life, and mathematics is closely related to students' life experience. In mathematics teaching, I find that mathematics teaching is always divorced from life, which makes the mathematics knowledge that students come into contact with more abstract and increases the difficulty of teaching. Therefore, I think teachers should fully explore the life and interest of mathematics knowledge in the research, mobilize students to be good at asking questions and doing independent research, actively seek the close relationship between mathematics and life, and explore the teaching methods of mathematizing living materials and making mathematics classroom life, so that students can master mathematics easily and happily. So I established a small topic-how to make primary school mathematics teaching alive.

Second, the purpose of the study

1, cultivate students' positive and stable learning attitude. While instructing students to learn mathematics knowledge, teachers guide students to explore the relevant background of this knowledge point from various channels, highlight the historical and realistic background of this knowledge in social life, present the process of knowledge generation, development and change, reveal the development law and essence of this knowledge, and understand its practical influence and practical significance on human social life, so as to enhance students' profound understanding of the practical significance given by relevant knowledge points and promote students to form a correct and stable learning attitude.

2. By guiding students to purposefully discover and collect mathematical problems closely related to their own lives from the daily life environment such as campus, family and society, carefully observe and record them, encourage students to actively look for problem scenarios in various ways, and try to use mathematical knowledge to analyze, discuss and explain from different angles, so as to guide students to express their different views in accurate, rigorous and concise mathematical language or words, thus strengthening the accumulation of students' mathematical life experience and cultivating students' initiative in mathematics learning.

3. Create a living mathematics teaching scene to cultivate students' interest in mathematics. Through the understanding of students' life and interests, based on students' life experience, teachers re-process and integrate the teaching content and reorganize the learning materials, so that the new form of knowledge presentation is close to students' life experience, that is, the teaching content is life-oriented. At the same time, in the teaching process, we use intuitive language, physical demonstration, game activities, multimedia teaching, practical activities and other methods and means to simulate, reproduce and create life situations, integrate mathematics problems in life into the whole teaching process, communicate the relationship between mathematics and life, and establish an open and vivid classroom teaching method, that is, the teaching process is life-oriented. By setting up an open and practical homework form, students can apply and verify their mathematics knowledge in daily life in time, and repeatedly verify the new experience accumulated in this process between class and life, that is, the homework form is alive.

4. Research on enriching students' practical experience in mathematics life and cultivating students' mathematical application ability. Through the extension and expansion of knowledge in the classroom, the learning process of abstract knowledge is transformed into a practical and open learning process. Through various ways and forms of mathematical life practice activities, students are guided to make use of existing mathematical experience, pay attention to finding problems, boldly put forward conjectures, solve problems in various ways, and urge students to actively apply and verify mathematical knowledge, so as to continuously form, accumulate and expand new mathematical life experiences.

5. Research on excavating students' real life education resources and cultivating students' self-expansion consciousness and learning quality. By paying attention to the real environment of students' life, such as social life, family life and school life. , we can explore the life elements closely related to students' mathematics learning, and develop, refine, process and integrate them with students' actual cognitive level, so as to make them become effective life education resources for students' mathematics learning and make rational use of them, and guide students to accumulate, verify and consolidate knowledge and experience.

Third, the research principles:

1, subjectivity

Students are the masters of learning and the main body of classroom learning activities. Teachers are the organizers, guides and collaborators of students' learning. The teaching content and presentation form of the textbook are student-centered, not simply relying on the teacher's explanation to let students acquire knowledge, but providing students with a lot of opportunities for observation, operation, independent thinking and discussion, and then drawing mathematical conclusions and promoting the development of students in all aspects, which is determined by the essence and basic laws of the teaching process.

Step 2 be practical

Modern mathematics teaching theory holds that good mathematics teaching should start from learners' life experience and existing knowledge background, and provide students with sufficient opportunities for mathematics practice and communication. Once students leave their study practice, they can't be the main body. Therefore, in classroom teaching, we should pay attention to students' individual participation and personality development, strengthen the connection between mathematics and real life, and promote students' vivid, lively and active development.

Step 3 make it public

In order to make the mathematics classroom live, it is necessary to break the conventional teaching mode and provide students with a lot of opportunities for observation, experiments and activities, so that the teaching of new textbooks can more easily reflect the open classroom teaching mode of "asking questions, communicating with each other, reporting and summarizing, and consolidating practice". Introduce and make good use of open questions in classroom teaching, provide more opportunities for each student to participate and succeed, let each student develop in participation, strive to improve teaching quality and improve students' mathematics quality.

Fourth, the implementation process of the research.

Mathematics comes from life. Mathematics teaching under the guidance of new curriculum standards should be linked with life and close to life, so that students can bring familiar, close and realistic mathematics into life and classroom, make them feel close, become concrete and vivid, induce students' inherent knowledge potential, let students take the initiative to start work, use their brains and try their best to explore the formation process of knowledge, so as to meet their own life and psychological needs and gain the joy of success. At the same time, it also strengthens their initiative in learning mathematics, develops their thinking of seeking differences, cultivates their scientific attitude of seeking truth from facts and the spirit of being brave in exploration and innovation, and then boldly applies the mathematical knowledge they have learned to life and practice, thus solving the mathematical problems around them and truly realizing the life-oriented mathematics in primary schools. The content of thematic inquiry is embodied in the following aspects:

1, connecting with practice, and guiding students to independently discover mathematical problems in life.

"Interest is the best teacher." In our life, math problems are everywhere. Teachers should be good at making students produce mathematical problems in their life practice and stimulate students' desire to solve problems. In the usual teaching activities, we should attach great importance to inducing students' existing life experience, designing life materials that students are interested in, and displaying them in colorful forms, so that students can "ask relevant math questions, stimulate their interest and motivation in learning, and let them initially feel the close relationship between mathematics and daily life. "For example, when teaching' the understanding of corners' and' the understanding of rectangles, squares, triangles and circles', we first show students common items, such as fans, books, red scarves and balls. Use slides, and then take away the physical objects, leaving geometric figures such as corners, rectangles, squares, triangles, circles, etc., so that students can find that these figures are around us, which invisibly generates their interest in independent inquiry. For another example, when teaching "Approximation of Quotient", students can try to do a division problem like "150÷44". When students can't divide, math problems will naturally occur in combination with students' study and life, and then learn the knowledge of "quotient approximation", which meets the needs of students to solve problems in time.

2. Create situations to realize "life-oriented" classroom teaching.

The presentation of new knowledge has changed, which requires teachers to change their teaching concepts and explore a new mode of "life-oriented" classroom teaching. The implementation of the new curriculum requires that every teacher must have sufficient preparation before class, truly "let students learn mathematics in vivid and concrete situations", try to let students touch, spell, draw and test in class, and subtly accept new knowledge in "life-oriented" hands-on operation.

3. Go into life and use new knowledge to solve mathematical problems in life.

Students learn mathematics in order to solve some simple practical problems by using the mathematical knowledge and methods they have learned, so "mathematics is an indispensable tool for people's life, labor and study". Guiding students to apply what they have learned to real life can promote the formation of students' awareness of exploration and innovation, and cultivate students' preliminary practical ability, "in order to realize the application value of mathematics in real life". For example, after learning "rectangular area", students can be arranged to go home and measure the length and width of the living room at home to find out the area, then measure the length and width of a floor tile, calculate the area, and finally work out how many tiles are needed to lay such a floor tile in the living room. If a floor tile is 28 yuan, how much will it cost? This will inevitably realize the extension of classroom teaching and let students learn mathematics in their lives. But it is more important to combine the inside and outside of class closely, and apply the learned knowledge to life practice, so as to cultivate students' application consciousness and practical ability.

4. Carry out practical activities to truly realize the "living" of primary school mathematics.

"Mathematics Curriculum Standard" points out that practice and comprehensive application are helpful for students to comprehensively use existing knowledge and experience, and solve challenging and comprehensive problems closely related to life experience through independent exploration and cooperative exchange, thus developing students' problem-solving ability.

In order to let students learn mathematics knowledge, get in touch with and master mathematics ideas gradually, and constantly enhance their mathematics consciousness, it is necessary to broaden the space of mathematics teaching and carry out colorful mathematics practice activities, so that students can have more opportunities to get in touch with mathematics problems in life and production practice, and understand the connections and differences between cognition and behavior and mathematics problems in real life, thus improving learning efficiency and teaching level. For example, when teaching mathematics wide-angle pancakes, I let them go home and observe what their mother usually does, so it is easy to learn knowledge and increase life experience. In this way, students can form the habit of paying attention to things around them, consciously understand things around them from the perspective of mathematics, and consciously connect what they have learned with things in reality. Making the problems found by students attractive is very important for improving students' ability to apply mathematics knowledge and enhancing their learning enthusiasm.

Practical exploration and implementation of verb (abbreviation of verb) research.

At the initial stage of the research, I found that students are still divorced from solving life problems with knowledge. Students still learn knowledge and then solve problems under the guidance of teachers, lacking the ability to acquire knowledge and solve life problems independently according to the needs of real life. The root of this problem lies in whether the activities designed by our teachers can be called truly effective activities. Therefore, at this stage, teachers should gradually put the subject idea into their usual teaching through research, pay attention to the close combination of mathematics and real life, and pay attention to the design of learning activities, so that my classroom will have a new improvement. No matter what kind of content I get, I know how to find its pattern from life. And guide teachers to constantly find and solve problems in reflection, focusing on how to design effective learning activities. Let's talk about the practical exploration of the subject and the implementation of measures from several aspects:

First, capture the "life phenomenon" and introduce new knowledge.

There is mathematics everywhere in life, and there are mathematical thoughts everywhere. The key is whether teachers are good at capturing "life phenomena" and collecting examples of life mathematics to serve classroom teaching. For example, when I teach "A Preliminary Understanding of Fractions", we cut birthday cakes when students are interested in birthdays. How can we divide it fairly and get the same amount? Students discuss, then divide it by themselves, asking for the same score ... and finally get "people → points → shares (get the share)" and get the same share (each share is the same), which is called "average share". In this way, the "average score" is obtained by using the life phenomenon of people and goods, which not only increases the opportunities for students to operate, but also makes students feel novel and cordial about new concepts.

Using the captured "life phenomenon" to introduce new knowledge, let students feel close to mathematics and feel that mathematics and "life" exist together, which is not mysterious. At the same time, it also aroused students' interest in bold exploration.

Secondly, contact the "life picture" to reveal the law.

Students' informal mathematical knowledge, the establishment of mathematical common sense and experience in life must first rely on practical activities, so that mathematical knowledge can become a reality that students can see, touch and hear, and it is the source and root tree of water. If teachers can creatively integrate mathematics knowledge into life and draw a picture of life, they can help students learn mathematics well.

For example, when I was teaching "Simple Fraction Addition", I created a life scene. Each student takes out two 8/8 circles, and asks the students to form a group to color the circles (in different parts), and then overlap the two circles to see how many colored parts of the two circles add up. In this way, students can easily understand.

Redesign the "life scene" and practice.

Mathematical knowledge needs practice to be consolidated, and mathematical skills need repeated practice to be acquired. If mathematics teaching can be practiced in specific life situations, it will help to improve the ability.

For example, when teaching the application problem of the encounter problem, when students have a basic understanding of the structure and solution of such application problems, I arranged such an activity: two students at the same table cooperated to perform the plot in the application problem of the encounter problem, orally compiled the application problem and answered it ... So, can you perform alone without the help of your deskmate? The students were very interested and raised their hands to demonstrate. After this exercise, students have a real understanding of "two places, at the same time, facing each other (right), meeting" and so on.

Teachers should be good at digging life scenes in mathematics content, making mathematics close to life, making students find mathematics around and making students realize that life is full of mathematics. Life is really interesting, and math is really interesting.

Finally, return to the "life world" and communicate extensively.

In the process of learning mathematics in life, teachers guide students to communicate widely, which will make students "understand" the important truth that mathematics comes from and is used in life, and mathematics has strong application value. This requires teachers to pay attention to the viewpoint of "practice first" and seek novelty and beauty in the world of life mathematics.

Only when teachers really bring students into life and closely combine the mathematics knowledge in class with the students' life reality can students truly experience the beauty of mathematics and creativity.

Sixth, the research results.

1, which strengthens the accumulation of students' mathematical life experience and improves students' interest in learning.

2. Enhance students' initiative in learning mathematics.

3. It reduces the difficulty of teaching.

4. Cultivate students' mathematical application ability.

5. Improve teachers' own scientific research ability.

Over the past year, my scientific research ability has been improved, mainly reflected in the improvement of classroom teaching ability and theoretical literacy. .

Reflecting on the research process for more than a year, I have many experiences:

First, under my efforts, the research of this topic has made remarkable achievements in the aspect of "the presentation of mathematical knowledge in life", but my research still stays at a relatively simple level, and the future research needs to be deepened and extended to a deeper level to comprehensively improve the teaching effect of my own mathematics classroom.

Secondly, the research on this topic should not only stay in the perspective of "teachers", but more importantly, it should increase the research on "students", that is, the research on "students' participation" needs to be more comprehensive and in-depth.

Thirdly, the classroom is a main aspect of this study, which has solved the methodological problems in the research process, but I feel that it is still not in place, especially in improving the efficiency of classroom teaching, so as to further do a qualitative study.

Seven, the main problems and difficulties in the research.

1, this topic has a strong practicality, which requires teachers to summarize and refine some phenomena, ideas and feelings in time in their usual practice and rise to the theoretical level. In this respect, I feel that I am still far from it.

2. The understanding of the case is not comprehensive. In practice, there are ways to deal with it, only seeking something, not seeking improvement. This attitude needs to be improved in future experiments.

3. It is also a difficult point to explore the teaching practice of "making primary school mathematics teaching live" and form a teaching mode with guidance and operability.

4. The level of students is uneven, and the existing conditions (such as students' family conditions) are limited, which makes the research of the subject affected to some extent.

5. The research results of this topic are mainly presented in the form of summary reports and teaching research papers. However, how to make these achievements deeply reflect the envisaged "life-oriented" educational thought and truly implement it in the daily specific teaching process is also a research difficulty.

Eight, some thoughts on future work.

1. How to change the organizational form and let every student participate in the activities of "living mathematics" is a place that should be improved in the future.

2. Through research and discussion, I have found out the mathematics teaching mode of "life-mathematics-life" and popularized it to guide my future mathematics teaching.

In a word, I feel that my theoretical accomplishment has improved since the implementation of this project for one year. Moreover, in the usual teaching practice, based on students' real life, we should collect mathematical problems closely related to students' life in time, cultivate students to learn to put forward mathematical problems from life, and then move these problems to the classroom. Through the effective integration and rational use of existing textbooks, the content of mathematics teaching comes from students' real life, the methods and means in the teaching process are close to students' real life, and students' learning activities are applied and verified in daily life. Infiltrate students' awareness of applied mathematics, put forward some problems in life from the perspective of mathematics, analyze and solve problems with mathematical ideas and methods, and explain answers or conclusions with mathematical language, thus promoting the formation of students' mathematical emotions, attitudes and values, promoting the coordinated development of students' mathematical learning ability, living ability and psychological quality, and achieving the goal of improving and perfecting students' mathematical literacy.

"Let the podium become a stage, let the classroom become a society, let students become actors and let teachers become directors", organically combine mathematics with life, study and activities, make the process of students applying mathematics interesting and life-oriented, let students feel that mathematics comes from life, thus stimulating students' interest and desire in learning mathematics and cultivating students' comprehensive quality of mathematics. This is the main direction of my future research.