Linking mathematics with children's life can make students see that life is full of mathematics everywhere, and students learn naturally and cordially. However, in the previous primary school mathematics teaching, teachers attached great importance to the teaching of mathematics knowledge, but paid little attention to the relationship between mathematics knowledge and students' real life. After the teacher finished the new lesson, he did the exercises at the end of the book and practiced one after another. Students can only solve problems by type, but they don't know how to apply them. They don't know where the data comes from, what data is needed to solve a problem, and how to get the data. Therefore, students learn mathematics knowledge, but they can't solve the practical problems related to it, which leads to the disconnection between knowledge learning and knowledge application. How to change this situation? The new syllabus clearly points out that compulsory mathematics education must enable students to acquire important mathematical knowledge (including mathematical facts and experience in mathematical activities), basic mathematical thinking methods and necessary application skills to adapt to the further development of the future society; Students' mathematics learning content should be realistic, meaningful and challenging; Mathematics knowledge comes from life, life can not be separated from mathematics, and mathematics and life can not be separated from mathematics. Classroom should be linked with life practice, exercises should be compiled close to life, so that students can walk into students' field of vision from familiar, close and realistic life mathematics, make students feel close, become concrete and vivid, induce students to start work, use their mouths and brains, try their best to explore the process of solving problems, enhance students' initiative in learning and develop their thinking of seeking differences. I combine the lesson of "the volume of a cone" to talk about some experiences on how to make the classroom live.

First, contact life and introduce new lessons. The introduction at the beginning of each class is like the prelude to the play. If the design is reasonable and the arrangement is reasonable, it can arouse students' interest and open the floodgate of thinking. At the same time, Mathematics Curriculum Standard clearly points out that mathematics teaching should be closely linked with students' real life and create vivid and interesting situations according to students' life experience and existing knowledge. Therefore, in the teaching process, teachers should be good at digging up the mathematical materials in life, connecting with students' real life, so that students can find that mathematics is around, feel the fun and role of mathematics, have a sense of intimacy with mathematics and stimulate students' interest in learning. Teacher: What are these peasant uncles doing? Health: They are haystacks. Teacher: What shape do they make hay? Student: Cone-Shaper: Do you know why they pile the grass into a cone? Health: Because the haystack is conical, when it rains, the rain will flow down the side of the cone, so there is no water in the haystack, just like our umbrella, the rain will flow down the umbrella. Teacher: Can you fold it into other shapes? Student: No teacher: What is the volume of this pile of grass? Present topic: Today we are going to learn the volume of a cone Teacher: What do you want to learn in this class? Health 1: I want to know the derivation method of cone volume. Health 2: I want to master the calculation method of cone volume. S3: Do you want to know what role the cone plays in real life? Health 4: I hope to solve some practical problems by calculating the volume of cone. Teacher: OK, let's work hard to achieve our goal! Although children in the city rarely see it with their own eyes, they often see it in TV movies and during spring outing. Students ask why haystacks are all conical, can they be piled into other shapes? So in this class, I once again take this question as an introduction, on the one hand, let students know that cones can be seen everywhere in real life. On the other hand, let students know that the cone has its unique function. So as to improve students' interest in learning. In students' life world, there are many natural and social things that students are familiar with. In people's life, only through careful observation can we find the prototype of the problem, and then integrate the problems in the textbook into this prototype, so that the classroom will be full of life, and students will feel the significance and value of mathematics learning in the process of learning, thus improving their enthusiasm for learning.

Second, experience life and learn new knowledge. Mathematics comes from life practice, and mathematics teaching can not be separated from real life. Therefore, the content of mathematics course "should be realistic, meaningful and challenging, and should be conducive to students' active observation, experiment, guess, verification, reasoning and communication". In terms of teaching requirements, to make students feel the connection between mathematics and real life, not only the selection of materials must be closely related to students' real life, but also mathematics teaching must start with familiar life scenes and interesting things to provide them with opportunities for observation and operation. Segment 2: The teacher shows the schematic diagram of "sharpening a pencil": Before sharpening a pencil, a section of the pencil is cylindrical, and after sharpening, this section becomes conical. Teacher: What has changed and what hasn't? What did you find out from it? Health: A section of the pencil changed from a cylinder to a cone, but the height of the cone and the cylinder is the same. It can be seen that the volume of a cone is a part of the volume of a cylinder with the same height as its bottom surface. Teacher: What do you need to know if you know the volume of a cylinder and sum the volumes of a cone with equal bottom and equal height? You know, the volume of a cone is a fraction of the volume of a cylinder with the same height as its bottom. Teacher: How do you want to find out that the volume of a cone is a fraction of the volume of a cylinder with the same bottom and height? Health: Through experiments. Teacher: How should we do the experiment? See what enlightenment books can bring us. (experimental methods in reading books) experimental methods in reading books Teacher: Why do the experiments in books have to use cylinders and cones with equal bottoms and equal heights? Teacher: If you are given the corresponding materials, can you do the book experiment? Health: Yes. Start doing experiments ... First, through the example of "sharpening pencils" that students often do, we know that the product of a cone is related to the volume of a cylinder with equal bottom and equal height. Then through repeated experiments, the conical container filled with water is turned upside down into a cylindrical container with equal bottom and equal height, or the cylindrical container filled with water is turned upside down into a conical container with equal bottom and equal height. It is found that the water in a regular cylindrical container with equal bottom and equal height is always three times that of a conical container. If the bottoms or heights of the two containers are different, the conclusion is not valid. In this way, the students found a formula to calculate the volume of the cone from the actual operation. Faced with these mathematical problems, teachers should not rely on a person's monologue to explain the meaning of each number, but should let students brainstorm and discuss, solve their own problems in practical activities, and give full play to students' main role. At the same time, leaving opportunities to those students who are willing to learn and love learning is also a process for all students to explore and innovate knowledge.

Third, serve life and consolidate new knowledge. The new 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. Learning mathematics knowledge is to better serve life, apply it to life, and apply what you have learned. "Therefore, some mathematics knowledge can completely go out of the classroom and let students learn in the living space and feel in life practice. When facing practical problems in life, students can use mathematical thinking methods and actively seek solutions from the perspective of mathematics. In teaching, teachers should create conditions for applying mathematics knowledge, give students opportunities for practical activities, guide students to consciously use the basic knowledge and methods of mathematics to analyze and solve practical problems in life, make life problems mathematized, make students deeply understand the application value of mathematics, and gradually cultivate their consciousness and ability of applying mathematics. Part III: Teacher: Students, we already know how to find the volume of a cone. So can we solve some practical problems? Student: Teacher: There is a pile of sand next to our school. Can we work out the volume of that pile of sand? Student: Shi Neng: Now let's go to the scene. Teacher: What should I know first to know the volume of this pile of sand? Health: Do you know the bottom area and height of this pile of sand? Teacher: Do you know the area and height of the bottom? Student: I don't know. Teacher: What should I do? Health: It can be measured. Teacher: Can you directly measure the bottom area? Student: No teacher: What should I do? Health 1: You can measure the bottom diameter first. Health 2: You can measure the radius first. Health 3: I don't know where the center of the bottom is, and the radius is not easy to measure, so it is better to measure the diameter. Teacher: Now let's measure the diameter and height first, and then calculate the volume. Teacher: Now that we know the volume of this pile of sand, can we weigh this pile of sand? Health: As long as we know the weight of 1 cubic meter of sand, we can get the weight of this pile of sand. Teacher: Now the teacher doesn't know the weight of 1 cubic meter of sand. Can you do something? Health 1: We hope to have a cuboid container. We can measure the length, width and height of this container first, then calculate its volume, then fill it with sand and weigh it. Then divide its volume by its weight, and you can know the weight per unit volume. Health 2: It doesn't have to be a cuboid. I just need a bucket, and the weight per unit volume can be calculated in the same way. Teacher: Now I want you to finish this problem this afternoon. ..... When solving problems, students can consider their own life experiences from multiple angles and form basic strategies for solving problems. It can't be said that this is innovation, but it is the embodiment of students' good mathematical consciousness. Indeed, mathematics comes from life, many mathematical problems can be found in real life, and students can easily understand those mathematical problems with real life background. In the above example, it is with the help of life experience that students have solved unusual problems and achieved unusual results in this class. Therefore, in teaching, teachers should not only pay attention to choosing things that students are interested in, but also ask related math questions, and also pay attention to finding the basis for students to solve problems in life, so that students can learn to think and explore math problems with the help of life experience.

In short, when designing teaching, teachers should be guided by the new curriculum standards and based on the teaching materials, and should not stick to the teaching materials. They should start from students' life experience and existing knowledge background, make learning live in our mathematics classroom, make mathematics teaching full of life and times, and really mobilize students' enthusiasm for learning mathematics. On the one hand, let students experience mathematical problems in the actual situation of life, combine their own life experience and existing cognitive level, and gradually mathematize life common sense around the solution of problems; On the other hand, let students consciously apply mathematics knowledge to various specific life situations to realize the life-oriented mathematics knowledge. In class, we should create vivid and interesting situations to inspire and induce, and actively use mathematical knowledge to solve practical problems outside class. Encourage students to be good at discovering mathematical problems in life, form the habit of observing and analyzing things around them with mathematical attitude, and let mathematics serve life better.