First, cultivate students' desire to learn actively, and make students realize that there is mathematics around them.
Before learning the first unit "Happy Campus", I will lead students to be familiar with the picturesque campus and participate in various extracurricular activities, so that students can experience the richness of school life and enjoy the upcoming campus life. When I taught Information Window 2 "The Eagle Catches the Chicken", I took my students to the "big classroom" of the playground to play games and organize teaching activities. Learn the understanding of the numbers from 1 to 10 through the students' familiarity with the favorite game "the eagle catches the chicken". Let the students count "How many children are there in the game?" "How many male students are there?" "How many girl students are there?" Wait, in the process of counting the number of girls with long braids, we perceive another meaning of numbers-"ordinal number". Throughout the class, the students "played" happily, and the atmosphere of the "big classroom" was very active, changing the boring and passive classroom. Every student actively participates in game learning and has a high enthusiasm for "learning". Students have successfully completed the learning tasks of the whole class without knowing it. This kind of mathematics classroom makes students deeply realize that mathematics is around, there is mathematics around them, and it is very close, which makes students gradually feel intimate with mathematics, thus cultivating students' desire to learn actively.
Second, discover the mathematical problems in life and learn to explore and solve mathematical problems with the help of life experience.
The establishment of students' pre-school mathematics knowledge, mathematics common sense and life experience depends on actual life practice, which is a reality that students can see, touch and hear. The mathematical problems in life are vivid and inspiring, which can awaken students' existing life experience, enhance their learning motivation and confidence, help guide students into the mathematical situation, and also help students to develop their thinking. Teachers should be good at digging life pictures in mathematics content, making mathematics close to life, and guiding students to discuss and solve mathematics problems in organizing student activities: in the teaching of science and technology group activities in Information Window 1, students are solving the question marked with red dots "How many planes are there in the sky?" Guide students to take a look and count, so that students can make full use of the information in the situation map to understand the meaning of each number from 1 to 10, and then contact life, extensively select familiar problems in students' life, and further understand the meaning of numbers.
Third, consciously create an active learning atmosphere and a lively and interesting learning situation.
"Fun" is a child's nature. Tolstoy said: "Successful teaching needs not coercion, but stimulating students' interest in learning. "Interest is a positive cognitive tendency of people towards objective things. How do children acquire knowledge in play? According to the different learning contents of each class, I arranged many different games and stories ...
Fourthly, cultivate children's practical ability in mathematics life.
Many children will do addition and subtraction within 100, or even more before going to school. However, if they are put into concrete life, they are not so satisfactory. Generally, after the age of 5, the thinking ability of mathematics begins to sprout. First-year students can only count mechanically, but the meaning of logarithm is not necessarily clear. Therefore, it is necessary to strengthen the connection between mathematics and life, so that students can be familiar with it around them. Make students get exercise in life practice, truly integrate mathematics into real life to better serve life, and at the same time use life experience to better serve mathematics learning and lay a solid foundation.
In short, mathematics teaching allows students' life experience to enter the mathematics classroom, provides students with opportunities for personal experience and hands-on operation, and guides students to learn mathematics better.
The second paper
Learning mathematics should be used in real life. Mathematics is used by people to solve practical problems. In fact, there will be math problems in life. For example, when you go shopping, you will naturally use addition and subtraction, and you always have to draw pictures when you build a house. There are countless problems like this, and this knowledge comes from life and is finally summed up as mathematical knowledge, which solves more practical problems.
I once saw a report that a professor asked a group of foreign students, "How many times will the minute hand and the hour hand overlap between 12 and 1?" Those students all took off their watches from their wrists and began to set hands; When the professor tells the same question to the students in China, the students will use mathematical formulas to make calculations. The commentary said that it can be seen that China students' mathematical knowledge is transferred from books to their brains, so they can't use it flexibly. They seldom think of learning and mastering mathematics knowledge in real life.
From then on, I began to consciously connect mathematics with daily life. Once, my mother baked a cake, and two cakes could be put in the pot. I thought, isn't this a math problem? It takes two minutes to bake a cake, one minute in front and one minute in the back. At most, two cakes are put in the pot at the same time. How many minutes does it take to bake three cakes at most? I thought about it and came to the conclusion that it takes 3 minutes: first, put the first cake and the second cake into the pot at the same time, 1 minute later, take out the second cake, put the third cake and turn the first cake over; Bake again 1 min, so that the first cake is ready. Take it out. Then put the reverse side of the second cake on it, and turn the third cake upside down at the same time, so it will be all done in 3 minutes.
I told my mother about this idea, and she said, actually, it won't be so coincidental. There must be an error, but the algorithm is correct. It seems that we must apply what we have learned in order to make mathematics serve our lives better.
Mathematics should be studied in life. Some people say that the knowledge in books has little to do with reality now. This shows that their knowledge transfer ability has not been fully exercised. It is precisely because learning cannot be well understood and applied in daily life that many people do not attach importance to mathematics. I hope that students can learn mathematics in their lives and use mathematics in their lives. Mathematics is inseparable from life. If they study thoroughly, they will naturally find that mathematics is actually very useful.