Mathematics application consciousness is the reflection of our application of mathematics knowledge in the objective material world. Life-oriented mathematics teaching is the development trend of international mathematics education. Realistic mathematics? This idea fully shows that mathematics comes from life and must be rooted in reality and applied to reality. If mathematics education is divorced from those colorful realities, it will become? Passive water, rootless wood? . Therefore, cultivating students' awareness of mathematics application is conducive to stimulating students' interest in learning mathematics, enhancing students' awareness of application and expanding students' horizons. But it is more important to make students realize that mathematics is closely related to me and life. Math is useful. I want to use math, and I can also use math. This kind of consciousness will become the wealth of students' life.
Keywords mathematics; Application consciousness; cultivate
It is the need for future students to adapt to the modern information society to cultivate students' awareness of mathematical application and gradually form it. The application consciousness of students in primary school mathematics teaching is mainly reflected in the following three aspects: First, facing practical problems, they can actively try to use the knowledge and methods they have learned to seek strategies to solve problems from the perspective of mathematics. It is mainly manifested in two aspects: first, the awareness of finding and asking questions in actual situations; The second is the consciousness of actively applying mathematical knowledge to solve problems. Second, when faced with new mathematical knowledge, we can actively look for its actual background and explore its application value. Thirdly, we realize that there is a lot of mathematical information in real life, and mathematics has a wide range of applications in the real world. So how should we cultivate students' application consciousness?
1 Improve teachers' own awareness and ability of mathematics application.
To cultivate primary school students' awareness of mathematics application, teachers must have strong awareness and ability of mathematics application. This can make the mathematics teaching process less pure mathematics problems and more practical application problems, subtly infect students, and make students gradually form the consciousness of mathematics application. In order to improve their own mathematics application consciousness and ability, teachers should first seriously study the new curriculum standards, understand the spiritual essence of the curriculum standards, and guide themselves to implement the navigation lights of the new curriculum based on the educational and teaching concepts of the curriculum standards. Secondly, actively participate in learning, improve academic level, improve their professional level and mathematical literacy; Thirdly, in the usual business training and self-study, consciously learn about the content of mathematics application consciousness and ability, so as to improve their own mathematics application consciousness and ability.
2 Carefully design pre-class activities and pay attention to the ins and outs of mathematical knowledge.
As far as primary school students are concerned, their common sense of life and experience are often the basis for their learning mathematics. A lot of mathematics knowledge in primary schools, such as the emergence of concepts, the origin of calculation rules, the characteristics of geometric shapes and related formulas, are permeated with the application of mathematics in modern production, life and science and technology. Nowadays, there are many versions of teaching materials, which are rich in content and vivid. Mathematics originates from the idea that life serves life? Therefore, make full use of this feature in teaching, and carefully design pre-class activities before teaching related mathematics knowledge, so that students can discover mathematics in life, understand the ins and outs of mathematics knowledge, and experience that mathematics comes from life. So that students can not only really realize. Math is useful. Do you want to use math? And stimulate students' interest in learning, make students love mathematics, and accumulate necessary experience for the construction of students' knowledge. This kind of learning not only greatly mobilized students' enthusiasm for learning, but also made them truly feel that mathematics is around them, realized the reality and practicality of mathematics knowledge, and thus developed a strong interest in mathematics.
3 broaden students' horizons and understand the application value of mathematics.
Cultivating students' application consciousness in primary school mathematics teaching needs to be based on the cultivation of knowledge, practice and ability. Because primary school students lack life experience, it is impossible to have a comprehensive understanding of the application value of mathematics. In the teaching process, teachers should not only pay attention to students' mastery of basic knowledge, basic skills and mathematical thinking methods, but also help students to form a broad vision and understand the value of mathematics to human development, especially its application value.
Scheme ③ Surface area: 20? 15? 4+ 15? 5? 2+20? 5? 4= 1750 (square centimeter)
Through calculation and comparison, students found that the first packaging method saved the most wrapping paper. Then let the students try (in groups of four): how can we save wrapping paper by packaging three boxes of such candy into one package? When the students started packing, I made a request: please think while packing. Do you know which packing method is the most economical?
This kind of mathematics teaching not only broadens students' mathematical horizons, but also truly realizes the decisive application value of mathematics in today's economic society, enabling students to comprehensively use knowledge such as surface area to solve problems, and at the same time embodies the optimization idea of mathematics, improves students' ability to solve problems, and feels the close connection between the application value of mathematics and real life.
4. Build a platform for students to use what they have learned to solve practical problems.
The most effective way to cultivate students' awareness of application should be to give students the opportunity to practice in person. In teaching, I try my best to explore the application of mathematics knowledge learned by students in social life, production and related disciplines, carefully design problem situations, create conditions for students to use their mathematics knowledge to solve practical problems, and let students experience the application value of mathematics, thus forming a good sense of application. Like teaching? Paint the walls? At that time, in the form of group cooperation, I asked students to do the following steps:
(1) measurement and calculation
Teamwork (1):
1. How many blackboards are there in front and back of the classroom? Measure the length and width of each blackboard respectively; 2. Measure the length, width and height of the classroom respectively; 3. How many windows and doors are there on the left and right walls of the classroom? Measure the length and width of each window and the length and width of each door respectively.
Group cooperation (2):
1. Paint the walls except five walls on the ground? Measurement Data Record Form (Oct. 2000)
So what is the area to be painted on the wall? 2. Complete the following table after calculation. (as shown on the left)
(2) Buy paint
As shown in the figure below, a coating is packaged in two specifications: large barrel and small barrel. According to experience, when painting for the first time, about 0.5 kg of paint is used per square meter. How many Jin of paint does it take to paint the classroom at this time?
5. Collect examples of mathematical application to deepen the understanding and experience of mathematical application.
With the socialization of information technology and the development of mathematics and modern science and technology, the application field of mathematics is expanding, and its role that cannot be ignored is recognized by more and more people. Marx once pointed out: Only when mathematics is successfully applied to a subject can it really reach perfection? . In mathematics teaching, letting students know about the extensive application of mathematics can not only help students understand the development of mathematics, appreciate the application value of mathematics, stimulate students' courage and confidence in learning mathematics well, but also help students understand the application process of mathematics knowledge.
In a word, the life-oriented mathematics teaching is the development trend of international mathematics education. Realistic mathematics? This idea fully shows that mathematics comes from life and must be rooted in reality and applied to reality. If mathematics education is divorced from those colorful realities, it will become? Passive water, rootless wood? . Students should gradually discover and draw mathematical conclusions through their familiar mathematical life, and gradually have the consciousness of applying mathematical knowledge to and serving real life.
Experiential learning is a process of objectifying knowledge to obtain objective and accurate knowledge according to the needs of teaching materials and under the guidance of teachers in the course implementation. It is an interactive process of teaching and learning. Students contact their own lives and rely on their own intuitive feelings, experiences and understanding to re-recognize, re-discover and re-create, from which they can gain rich perceptual knowledge and deepen their understanding of rational knowledge. Experiential learning in primary school mathematics teaching can not only stimulate students' interest in learning mathematics, but also help to cultivate inquiry learning. Therefore, teachers should be good at the application of experiential learning.
1 Connecting with life-the basis of experiential learning
Educator Suhomlinski said: Applying knowledge makes students feel that knowledge is a sublime force, which is an important source of interest. ? Mathematics curriculum standard also points out:? Mathematics teaching should reflect life. Everyone learns valuable mathematics. ? Mathematics comes from life and should also be applied to life. Mathematics classroom is connected with life, and the classroom is good at guiding students' existing life experience to understand the true meaning of mathematics knowledge. This can not only deepen the understanding of classroom knowledge, stimulate students' interest, but also let students experience the value of mathematics in life practice. Therefore, in mathematics teaching, students should be organized to practice as much as possible, so that students can experience mathematics knowledge in their lives. Like teaching? Simple statistics? Yes, I combine the actual life of household water, electricity and gas, and ask students to collect the data of household use every month, and then fill it in the statistical table to reflect the actual situation. Another example? The volume of the cone? In teaching, I combine the phenomenon that students often sharpen cylindrical pencils with a pencil sharpener, so that students can carefully observe the changes of pencils, and then ask the question of the changes of cylinders and cones: What is the shape of the sharpened pencils before and after? What's wrong with the front and back volume? What is the relationship between the smaller cone and the bottom area, height and volume of the original cylinder? This kind of teaching makes students realize that there is mathematics everywhere in life, so that they can actively participate in learning mathematics, truly feel that mathematics exists in life, and that mathematics and life coexist, and feel the true meaning and value of mathematics.
2. Experiencing practice-the means of experiencing learning
Let students practice operation and experience? Do math? . Teaching and learning should be based on? Do what? Center. ? Do what? It is to let students operate hands-on and experience mathematics in operation. Hands-on operation is an important means for primary school students to understand things, so that students can get happiness in hands-on operation. Therefore, in the teaching process, the classroom should fully let students start work, use their mouths and brains, and learn new knowledge in activities. Through practical activities, students can gain a lot of perceptual knowledge, which is helpful to improve their interest in learning and stimulate their thirst for knowledge. For example, in the second grade, I want to sort out and review the multiplication in the table. I organized a mathematical practice in our play. The teacher can show the price list of the amusement park and ask the students which items do you want to play? According to your script, how much is it altogether? Because of different schemes, the calculation results are not unique. A student said that he wanted to spin the horse twice, bump the car twice and control the plane twice. Is it 3? 2 + 4? 2 + 6? 2 = 26 (yuan). Another student immediately stood up and answered, I can play like this, but I only need to pay 16 yuan, because I can ride bumper cars and self-controlled planes with another student. Then, I asked each student to design a play plan with 30 yuan Garden Voucher. Through group discussion, students put forward 10 scheme, which opened students' narrow thinking space, let them know that there are many solutions to the same problem and experience the diversity of problem-solving strategies. This kind of practical teaching greatly improves students' divergent thinking ability and creative thinking ability.
3 experience? A mistake? -The need for experiential learning
In classroom teaching, students will inevitably make different mistakes when answering questions raised by teachers. These mistakes are also valuable in experiential learning. Through these different mistakes, teachers can let students explain the ins and outs of the answers, let students fully express their views, listen to other people's ideas, and let students? Quarrel? Then, the teachers analyze and summarize these mistakes one by one and sum them up carefully? A mistake? What is the connection between them and what is the main reason? In this way, the teacher not only found the root of students' unclear understanding of the problem, but also inspired the students from the teacher's teaching and deepened their understanding of knowledge. That is to say, the student experience? A mistake? Experience, realize teacher-student interaction, and students can experience more? A mistake? Feeling and the joy of success. For example, when teaching the tenth volume "Finding the Average", there is an exercise in the textbook:? Pioneer sailboat went fishing in the first half of the month 13 days, fishing a total of 805 tons; In the second half of the month, she went out to sea 14 days and fished 64 tons every day. How many tons does this ship catch on average every day? The formula of this question for some students is 805. 13+64, and some students are listed as (805+ 14? 64)? ( 13 + 14)。 Obviously, the first formulation is wrong. So why is there such a mistake? I asked the students in the first row to explain their reasons. In fact, they mistakenly think that the average daily catch in the first half of the month and the average daily catch in the second half of the month are the average daily catch of this ship. And then according to these? A mistake? Correct and let the students discuss. After the students get it? A mistake? After the experience, the results obtained through group discussion are often better than those instilled in them by teachers? The answer? More convincing, students are more impressed by such topics.
In short, experiential mathematics requires teachers to guide students to actively participate in the learning process, as pointed out in the Mathematics Curriculum Standard: The mathematics curriculum in compulsory education should emphasize the process of abstracting practical problems into mathematical models and explaining and applying them from students' existing life experiences. It can be seen that in mathematics teaching, teachers should let students personally experience the formation process of mathematical feelings and conclusions, and make mathematics learning an experience process. In this process, it should be our goal to let students experience the fun of learning mathematics and cultivate their mathematical literacy.