First, be close to reality and feel the role of mathematics in life.
The new mathematics curriculum standard points out: "We should pay attention to learning and understanding mathematics from students' practical experience and existing knowledge". In teaching, I try my best to closely link mathematics problems with real life, so that students can realize that mathematics comes from life and moves towards life, and feel that mathematics is around, and life cannot be separated from mathematics. For example, in the teaching of "percentage", I didn't transfer the examples of germination rate and survival rate in the book to the class to explain directly to the students, but asked the students to conduct a social survey before class to find out where percentage is used in our lives and how it is used. Students collected a lot of data: pass rate, excellent rate, attendance rate, qualified rate of factory products, seed germination rate ... Go deep into the society and ask how these percentages are applied in real life. At the beginning of the class, students are enjoying their own investigation in the face of a large number of collected materials. At this time, I introduced new lessons in time and threw the "ball" of active inquiry to the students. Students actively participate in the process of exploring knowledge by combining the information collected before class with the questions raised by teachers. When mathematics is closely related to children's real life, mathematics is vivid and full of vitality. I put the original boring percentage into my life, so that students can realize that mathematics is around, feel close to mathematics, improve the enthusiasm of exploring problems, feel the great charm of mathematics, and cultivate students' awareness of mathematical application and practical ability.
Second, take the initiative to explore and develop students' innovative personality.
Suhomlinski said: "In people's hearts, there is a deep-rooted need to be discoverers, researchers and explorers, and this need is particularly strong in children's spiritual world." Therefore, it is very important for teachers to ignite the fire of discovery, research and exploration in class. We should fully mobilize students' enthusiasm, moderately enhance openness and start students' thinking? We should respect students' individuality and individuality, and create a broad thinking space for them to explore independently? Be good at finding valuable and personalized things in students' questions and answers. Try to give students more time to think, more space to try, more opportunities to express themselves, more success and happiness, and more space to play freely, so that students can think from multiple angles in a carefree thinking space, develop their abilities and skills in all aspects, develop and cultivate their innovative nature, and truly become discoverers and explorers of knowledge. For example, when teaching Computation 23-7, I don't directly prompt the algorithm, but let students think independently, and then discuss in groups to see which group has more methods, so that students can actively explore a variety of personalized algorithms in an open time and space. What amazed me was the calculation methods put forward by the students, some with sticks, some with calculators, some with vertical rows, and some with various oral calculations: 10-7. Some students used the method of addition and subtraction 16+7 = 23, so 23-7 = 16, and there was a strange algorithm that stunned me at that time. He said 7-3 = 4 first, then 20-4 = 16. Although the numbers are equal, it is difficult to understand according to conventional thinking. This is that teachers respect students, and on the basis of giving them time and space to think independently and discuss with each other, students are encouraged to explore actively, and at the same time, students are encouraged to carry out multi-faceted analysis, multi-angle association, multi-level speculation and multi-faceted experiments, and use different problem-solving strategies to change the problem situation and open up new ideas for solving problems. Teachers should not only pay attention to students' personality, but also promote the development of students' personality.
Third, go out of the classroom to promote students' all-round development.
Mathematics originates from reality, exists in reality and is used in reality. Applying what you have learned is the ultimate goal of learning mathematics. As the mathematics curriculum standard points out, teachers should make full use of students' existing life experience, guide students to apply what they have learned, and realize the application value of mathematics in real life. Teachers should build a bridge between mathematics and life according to students' cognitive laws and real life. Life-oriented mathematics problems and mathematization of life problems are the reform direction of modern mathematics teaching. Teachers can compile some topics in life into meaningful exercises, so that students can integrate theory with practice and learn to solve problems. For example, after students finished studying the statistical chart, the sudden SARS disrupted the normal teaching order, so I arranged a study on "Mathematical Problems in SARS", asking students to pay attention to the SARS epidemic situation in our city every day, draw the collected data into a statistical chart of the SARS epidemic situation in Taiyuan, and write the analysis results into a research report. In the homework report after the resumption of classes, the brightly colored and various statistical charts are surprising, and the research report on the subject incorporating knowledge, ability, emotion, attitude and values is even more unexpected. Some put forward effective measures to cut off the chain of infection; Some people pointed out the problem of environmental pollution in our city; Some listed ten bad habits such as spitting and littering in daily life; Some expressed their views on why SARS was not found in Japan; Some have issued the initiative of "saying goodbye to bad habits and strengthening physical fitness"; Others see that medical staff forget the danger for patients, wear multi-layer protective clothing and forget their work, and even sacrifice their precious lives, and decide to become scientists and doctors when they grow up. From small class to big society, students not only learn the knowledge of mathematics itself, but also cultivate their practical ability in the activities of collection, collation, statistics and analysis, so that students can realize the application and practical value of mathematics, and more importantly, their comprehensive quality has been cultivated and improved. At the same time, we can really understand some current affairs information, increase our knowledge, let students care about national affairs from an early age, have the awareness of obtaining news information from an early age, and establish a correct outlook on life and values.
Mathematics teaching is the teaching of mathematics activities and the process of communication, interaction and development between teachers and students. Teachers should renew their educational concepts, recreate the teaching materials in combination with students' cognitive laws and life experiences, and choose vivid and interesting mathematics materials closely related to students' real life, so as to provide students with sufficient space for mathematics activities and communication, truly return the creation to students, make students move and make the classroom full of vitality. Only in this way can students learn to study, develop and create more effectively.