First, the life of mathematical problems, so that mathematics is close to life
Learning mathematics is first for application, and applied mathematics is the starting point and destination of learning mathematics. Students can abstract mathematical knowledge and understand mathematical ideas in the process of mathematization, which is only one aspect of students' mathematics learning. Applying these mathematical knowledge to real life, understanding things around us with mathematical viewpoints and methods, and being able to answer some simple practical questions, is another important aspect of mathematics learning.
1. Mathematical problems should be applied. The mathematical problems in life are vivid and enlightening, which can awaken students' existing knowledge and experience, enhance students' learning motivation and confidence, help guide students into mathematical situations, and also help students to develop their thinking. If you are studying? Year, month and day? After this class, let each student talk about his birth month. Such a personal question makes students realize the value of learning mathematics. This can better stimulate students' interest in learning, loving and using mathematics, and cultivate students' awareness of exploration and application.
2. Mathematics learning needs to be contextualized. Because the creativity of students' thinking is a psychological skill activity and an inherent hidden activity. Therefore, we must rely on external motor skills and explicit activities as the basis, and the situational operation of learning tools and physical models is the best explicit activity. In the classification class, I take students to the supermarket and let them observe in an orderly way: bright milk, sour milk and so on. All belong to milk, put together; ? Noodles 120? 、? Fulin door? Instant noodles are instant noodles. Together, there are so many kinds of snacks, drinks and stationery, which are placed for the convenience of customers. The children devote themselves wholeheartedly, observe carefully and tell the children around them from time to time.
3. Mathematics learning is more realistic. Mathematics learning and? Reality? Life is closely related. Students learn mathematics from practice and then apply what they have learned to reality, thus realizing the construction of mathematical concepts and promoting the optimization of knowledge structure. Because the practical problems are complicated, students can only learn mathematics well if they participate in social life.
After learning the knowledge of area and volume, I asked the students to design their own bedrooms. Students' designs are limited by size and price. They must first design the floor, including the location of furniture, choose the floor covering suitable for indoor space, paint for painting walls and ceilings, air conditioning and heating equipment. The students are full of interest. After designing the drawings, some went to the building materials market to inquire about the prices of floors and paints, and some found the model, power and price of air conditioners on the website. The result is surprising. They have begun to evaluate the rationality of layout, the cost performance of goods, the relationship between aesthetics and practicality, and so on. In the activities, students can not only apply what they have learned, but also consider various problems in real life, which greatly improves students' ability and creativity in solving practical problems, and at the same time understands the society.
Second, the mathematization of life problems, so that life can be integrated into mathematics
Mathematicization of life problems refers to extracting quantitative aspects, attributes and relationships from concrete things in life to form relatively independent mathematical objects. The age and experience of primary school students determine that most of their mathematical knowledge is gradually abstracted on the basis of their perception of concrete image things in life, thus forming concepts. In mathematics learning, we should pay more attention to let students abstract mathematics in real life, so as to learn mathematical knowledge and understand mathematical ideas.
1. Learn mathematics knowledge in the process of mathematization. The epistemology of constructivism points out:? In the real world, we can construct our own learning through our own feelings and experiences, that is, the process of human adaptation to the empirical world, that is, the process of knowledge growth. ? In other words, starting from students' life, let students really learn mathematics knowledge in concrete and image perception. Study? Possibility? At that time, I didn't directly show the red, green and Huang San balls to the students, so that they could touch any balls. Instead, the following steps are taken: first, touch any ball in each group of black bags, and guess what color ball may be in it according to the situation of the balls found in the group; Second, open the bag and verify the guess just now; Third, now look at the ball in this bag and talk about the possibility of touching the ball at will. In this way, students provide students with enough space for activities, exploration and creation. The purpose of the activity is clear and the requirements are clear, so that every student can move, feel, experience and recognize it. Then, on this basis, let the students think about life? Lottery? Phenomenon, students can not only master it well through study? Describe the possibilities in life? Can this knowledge point be treated correctly? Lottery? This phenomenon.
2. Understand mathematical ideas in the process of mathematization. Mathematics teaching can't be satisfied with mere knowledge infusion, but should let students master the most essential things of mathematics in the process of mathematization, and cultivate and develop students' mathematical ability accordingly. For example: reading? Two-step calculation application problem? Let the students talk about the situation when they take the bus first, and then the teacher asks questions? What questions can I ask? You will naturally ask them. How many people got off the bus, how many people got on the bus, and how many people are there in the bus now? This will naturally introduce new courses and let students receive ideological and moral education, because a group of people will not know how many people get on the bus and how many people get off, so they must obey the order. First down, then up, front door up, back door down? . In this way, boring knowledge has become a vivid topic of interest to students, so that students can actively participate in their study and life and find that mathematics is around them, thus improving their ability to look at practical problems with mathematical ideas.