At present, in primary school mathematics teaching, the phenomenon of emphasizing scores over ability and calculation over practice is still widespread. From society to school, from parents to teachers, this "score-only" evaluation concept is difficult to change the concept of "everything is for the exam, everything is for the exam". Under the guidance of this educational concept, society and parents only pay attention to students' superficial achievements, while relatively ignoring the development of students' internal abilities; Teachers pay too much attention to the teaching of students' basic knowledge and skills, but relatively ignore the cultivation of students' basic attitudes and abilities, forming a closed indoctrination teaching model; Students only pay attention to the acquisition of book knowledge, but relatively ignore the application of mathematical knowledge, so that they can only calculate and not use it. As a result, students, parents and schools have formed a strange circle around the exam, which makes students lack mathematics literacy.
How to improve students' mathematics literacy? There are many ways. Through my own practice and exploration, I realize that it is a very important way to improve students' mathematical literacy to strengthen students' application of mathematical knowledge in practice with mathematical practice as the carrier.
First, carry out inquiry learning, reform teaching methods and guide students to learn mathematics knowledge in practice.
Traditional classroom teaching is teacher-centered, and students lack subjectivity and initiative, which obviously does not meet the requirements of the times. Strengthening students' mathematical practice activities, so that students can explore, discover and master knowledge in mathematical practice activities, is conducive to cultivating students' innovative consciousness and practical ability.
To strengthen students' mathematical practice activities, teachers need to consciously arrange appropriate practical inquiry links in the process of classroom teaching, combined with the teaching content. Therefore, it is necessary to reform the traditional classroom teaching methods. The presentation form of mathematical knowledge determines the teaching methods of classroom teaching to a certain extent. The same teaching content, presented to students in different ways, will have different effects: if presented in the form of results, it is often easy for students to have a mechanically accepted learning style and form rote learning; If it is presented to students step by step in the form of a process, it can stimulate students' desire to participate in the learning process independently, thus making a deep impression on knowledge; If presented to students in the form of questions, it can often arouse students' interest in inquiry, stimulate students' desire for knowledge, and receive good teaching results. For example, in the class of teaching circumference, the teacher directly demonstrates circumference = pi × diameter, and students can only memorize the formula by rote, but can't understand the meaning of the formula; If teachers can demonstrate the relationship between circumference and diameter in a dynamic process step by step by means of experimental demonstration, and then guide students to derive the formula of circumference, students will be more impressed by the formula of circumference; If teachers can provide students with suitable learning tools before class, guide students to operate by themselves in class, explore in practice and get the relationship between circumference and diameter, which will benefit students endlessly. This is the relationship between "teaching people to fish" and "teaching people to fish".
Psychological research also shows that children are full of curiosity and thirst for knowledge, and want to explore and discover everything by themselves. Friedenthal, a Dutch mathematician and mathematics educator, advocated the "re-creation" method in mathematics teaching, and even emphasized that "re-creation" was the only correct way for students to learn mathematics. He told us that mathematics teaching should be "explained and analyzed as an activity." Therefore, in the process of classroom teaching, more activities should be designed for students to participate in practical inquiry independently, because "wisdom starts automatically and activities are the bridge connecting subject and object." (Piaget)
Second, design practical homework, reform the form of homework, and cultivate students' habit and ability to use mathematics.
The traditional form of homework is that students do textbooks or exercises similar to the examples that teachers have compiled. Students can answer all the homework without thinking. This kind of homework has partially lost its "life" value, but has become a vassal of the exam, which is not conducive to the improvement of students' mathematical literacy.
To this end, when I assign homework to students, in order to make up for their shortcomings, I often combine students' actual activities and take activities as the carrier to design some practical homework for them irregularly. The so-called practical homework is relative to some written homework such as classroom homework and homework. It requires students to complete their homework through practical activities after a period of hard work. In this way, it not only effectively promotes students' further understanding of mathematics knowledge, but also effectively cultivates students' awareness and ability of applying mathematics. On an autumn outing, I organized sixth-grade students to visit the park. I changed the way teachers organized in the past, but let students organize themselves, let them know the park ticket price, group preferential measures and so on, and then let them work out the amount of money each student needs for this autumn outing. In this way, the percentage of students consciously using knowledge is much stronger than the teacher's ten questions! It not only fully mobilized students' initiative and enthusiasm, but also exercised their abilities in all aspects.
Practical homework closely links mathematics with life, so that students no longer feel that learning mathematics is a boring thing. On the contrary, let students establish the concept that mathematics comes from life and needs to be used everywhere in life, so as to have a sense of intimacy with mathematics. "Nine-year compulsory education full-time primary school mathematics syllabus (Trial Revision)" clearly pointed out in "the setting and arrangement of teaching content" that "combining with the relevant teaching content and the actual life of students, at least one mathematical practice activity should be arranged every semester. "Taking practical activities as the carrier, reforming the traditional form of homework is conducive to the cultivation of students' mathematical consciousness and the improvement of their application ability, which requires continuous efforts!
Third, design a series of activities of "Life Mathematics" to cultivate students' habit and ability of consciously applying mathematics knowledge.
The disconnection between mathematics knowledge and real life is a common problem in primary school mathematics teaching at present. Emphasizing the connection between mathematics and real life has become the common orientation of curriculum content reform in developed countries. Some foreign experts put forward the slogan of "using mathematics in the real world", attaching great importance to practical knowledge and striving to learn little but useful. In order to help students understand the application of mathematical knowledge in real life, master some commonly used mathematical knowledge and methods in practice, and initially have the ability to transform practical problems in real life into mathematical problems with book knowledge, I have set up a series of activities of "Life Mathematics" for students, built a bridge between theory and practice, and effectively promoted the cultivation of students' habit and ability to consciously use mathematical knowledge.
The application of book knowledge in real life is often carried out in practical activities with different forms of activities as the carrier. Therefore, I always cooperate with the teaching progress, consciously, purposefully and planned to design a series of activities of "life mathematics" for students, so that students can complete one of them independently or cooperatively according to their own knowledge and ability. For example, after the sixth grade students finished the percentage application problem, I contacted the physical health teacher and asked them to prepare alcohol disinfectant; Contact the common sense teacher and ask them to prepare formalin solution for soaking animal specimens. For example, let them observe and investigate how many meters are used for cooking in the school cafeteria every day, how many leftovers are dumped by students, make statistics after calculating the percentage, and announce it to the whole school students in the morning meeting class to educate students to cherish food and so on. You can also carry out life mathematics activities such as "shopping" and "renting a car". In this way, by discovering and discovering mathematical problems in daily life, a series of activities of "life mathematics" are designed to build a stage for students to consciously apply mathematical knowledge and show their intelligence in real life. It not only effectively cultivates students' habit and ability to consciously use mathematical knowledge, but more importantly, it organically combines mathematical knowledge with other disciplines and life situations, so that mathematics teaching can glow with due vitality.
To sum up, strengthening students' mathematical practice activities is not only conducive to the contact inside and outside the class, the communication inside and outside the school, and the integration between disciplines, but also conducive to creating a broader space and time for students' mathematical learning and correct application, and also conducive to cultivating students' innovative spirit and practical ability, and more conducive to promoting the balanced development of students' comprehensive quality. This is the only way to improve students' mathematics literacy, and it is also the only way to cultivate cross-century talents.