Creating teaching situation is to simulate life and make the classroom closer to life. Active is a child's nature. Creating life situations and creating a good learning atmosphere in teaching can stimulate students' interest in learning, guide students to actively explore and let students apply what they have learned. So what should we do in teaching?
1, creating life situations in the introduction of new courses
Interest is the motivation of students' learning, the catalyst of developing their intelligence and can stimulate their creative thinking. Because primary school students are young, active and curious, they often can't sit still or even get bored with boring mathematical formulas or exercises. Practice has proved that designing rich materials of life that children are interested in and showing them to students in colorful forms will definitely make students interested in what they have learned, from passive to active, from asking me to learning, so that their attention becomes conscious, concentrated and lasting, their observation becomes keen and their imagination becomes rich, thus achieving good teaching results. How to do a good job of introduction in class? I think we can do this: for example, in the teaching process of "Understanding RMB", according to the situation that students usually go shopping in the supermarket with their parents, teachers can first show pictures of shopping in the supermarket with multimedia to attract students' attention and ask them "What will we use to go shopping in the supermarket?" At this time, some students will speak RMB. At this time, the teacher can show the topic: knowing RMB. And said: "We need RMB to buy things. Let's get to know each other in this class today." In this way, the classroom becomes active, students find that mathematics is around, and their lives are full of mathematical knowledge, thus realizing the importance of learning mathematics well, which invisibly stimulates students' interest in learning mathematics and arouses their enthusiasm.
2. Create a life situation in the textbook example.
Students live in society and eventually go to society, so the course teaching naturally takes students' life experience and needs inside and outside the school as an important source and basis. When designing teaching, teachers should not be bound by teaching materials, but learn to handle teaching materials flexibly and organically combine the contents of teaching materials with real life. For example, when teaching "multiplication problems and common quantity relations", students can collect the list of supermarket shopping checkout before class, find out the unit price, quantity and total price from the list, and know that the known unit price and quantity can be multiplied to calculate the total price, so that students can realize the quantitative relationship of "unit price x quantity = total price", thus vividly showing the mathematical prototype in life in class, so that mathematics in students' eyes is no longer a simple and boring mathematical formula. Therefore, putting the problems in daily life into the teaching situation not only helps to stimulate students' interest in learning and enthusiasm for thinking, but also helps to improve students' ability to find and solve problems.
3. Create life situations in practice.
If the learning content is presented in life scenes and experimental scenes, including a series of life-related problems that can arouse students' strong interest and desire to explore, the discussion of these problems will not only enable students to continuously construct the meaning of knowledge in a proactive state, but also expand their thinking, further discover new problems on the basis of solving problems, and generate motivation for further research. Create life situations in practice, help students find mathematical problems in life, apply what they have learned to solve practical problems, and let students feel that there is mathematics everywhere in life through practice. In the process of practice, I creatively restore and recreate the contents of the textbook, and integrate the math exercises into my life, so that the original exercises can be used by me. For example, if you teach the course "Understanding RMB", students will create a life situation of supermarket shopping in practice after they have a deeper understanding of RMB, and organize students to carry out group activities. In the group, they will use the school's tools (RMB) to pay the cashier according to the marked price of the items they present, and the cashier will collect money according to the marked price and be responsible for the change. Other students will evaluate whether their transactions are correct. In this way, students can use the simulated life experience to master the application of RMB, and they can experience the knowledge in life by buying and selling goods, thus consolidating their knowledge. This is to let students extract mathematics knowledge from life, then consolidate the new knowledge they have learned in the situation and feel the close relationship between mathematics and life.
(2) Read the mathematics of life and feel the mathematics life.
Mathematics classroom teaching should closely link classroom and life, and excavate examples in life in mathematics teaching to make life mathematized and mathematics life-oriented. Guide students to apply mathematics knowledge to students' real life to experience, let students feel that mathematics comes from life, so as to stimulate students' interest and desire in learning mathematics and realize the teaching goal of mathematics classroom. Rogers believes that the more unfamiliar and unnecessary content children have, the greater their dependence and passivity in learning. Only when children realize that the learning content is related to them will they devote themselves wholeheartedly and meaningful learning will happen. At this time, children will not only learn much faster, but also have conscious and active learning behavior. Mathematics is closely related to people's daily life and is a basic tool for us to understand the objective world. Teachers should carefully design the teaching process linked with real life, stimulate students' interest in learning and enhance students' desire for learning.
For example, when teaching "kilograms and grams", let students observe the packaging of several items in life and write down the weight. During the communication, the students raised many practical questions, such as: the total amount printed on the instant noodle bag is 70 grams, and the cake is 65 grams, so that they can know that the weight of the seasoning bag and the packaging bag is 5 grams. The practical problems such as net content: 500g 10g are printed on the edible salt packaging bag.
When teaching "the meaning and essence of proportion", you can design it like this: There are many interesting proportions in the human body, do you know? When rowing, the ratio of sole length to height is 1: 7. If you are a detective, you can estimate the height of the criminal as long as you find his footprints. These are all interesting proportions made up of body proportions. Today we will learn "the meaning and essence of proportion". Or: show the five-star red flag, the beautiful temple in Athens, the pyramids in ancient Egypt and the hairstyle design. Are these beautiful? Do you know why it looks so good? Then it introduces that Greek mathematicians use line segments to find the most beautiful geometric ratio in the world-golden section, which attracts students' attention and reveals problems.
It is believed that students can analyze mathematical phenomena from their familiar life background and relaxed and harmonious classroom atmosphere. There is mathematics everywhere in life. The key is whether teachers can be good at mining "life examples" in mathematics in combination with classroom teaching content, so as to make students feel close to mathematics and stimulate students' interest in bold exploration.
(3) Strengthen the sense of application and promote the life of mathematics.
Life consciousness, as we all know, is to cultivate innovative ability from life practice. At this point, the "carpenter teaching method" in the United States is very successful. The core of "carpenter teaching method" is to pay attention to knowledge coming from life, let students acquire knowledge in practice, let students find and solve problems themselves, and fully develop their imagination and creativity. Applying what you have learned is a basic principle of mathematics teaching and the ultimate goal of learning mathematics.
1, skillfully using mathematical knowledge to solve practical problems
Countless mathematical problems in life are waiting to be developed and utilized. Teachers should fully create conditions, create life situations, learn limited life knowledge from endless life situations, and turn the "static" mathematics of texts into "dynamic" mathematics of life. For example, after learning the perimeter of a rectangular square, let the students decorate their photos with beautiful borders; After learning the area, let the students go home to help their parents calculate the area of the ground, the number of floor tiles and the money spent on the purchase. This not only cultivates students' practical ability, budget ability and social ability, but also effectively consolidates the mathematics knowledge they have learned.
2. Optimize mathematical methods and study life problems.
Many problems in life contain mathematical knowledge. Mathematics can make a beautiful life, and mathematics can make a wise life. Study the application of mathematics in life, so that students can feel the existence of success and their own value. Students can be encouraged to write down their own research and findings in life, and exchange and report in the form of math diary and mathematics papers. After teaching "Stability of Triangle", guide students to explore: What should I do if the tables and chairs shake? Students can observe the chairs in life; After learning the knowledge of circle, let the students explain why the shape of the wheel is round from a mathematical point of view. Can a triangle be used? Why? ..... In this way, students can fully appreciate the value of learning mathematics and realize that mathematics can be applied to life, so that we can study many problems in life, which can make our life more convenient and beautiful, thus making students love life more.
3, flexible use of knowledge, improve the comprehensive ability.
Cultivating students' ability to solve problems with mathematics is one of the main purposes of mathematics teaching. Attention should be paid to guiding students to discover and put forward mathematical problems in life, and cultivating students to use all kinds of knowledge and methods they have learned to solve problems from the perspective of mathematics. In this process, students can gradually acquire mathematical thinking methods and form a preliminary awareness of applied mathematics. In combination with the study of relevant mathematical knowledge, we will arrange research on small topics such as "mathematical problems in amusement parks" and "best design scheme" so that students can learn mathematics in practice, and then use mathematical knowledge flexibly to solve practical problems and improve their comprehensive ability to solve mathematical problems.
"Life Mathematics" emphasizes the integration of mathematics teaching and social life. In the process of imparting mathematical knowledge and cultivating mathematical ability, teachers naturally inject life content; In the process of caring for students' lives, teachers guide students to learn to use what they have learned to serve their own lives. This design is not only close to students' living standards, but also meets their psychological needs. At the same time, it also leaves some defects and expectations for students, so that they can connect their mathematics knowledge with real life more closely. Let mathematics teaching be full of life flavor and times color, really stimulate students' enthusiasm for learning mathematics and cultivate their independent innovation ability.