Keywords mathematics; Life; interest
Mathematics comes from life, and there is mathematics everywhere in life. The new curriculum standard puts forward that mathematics should be combined with real life, and teachers should use a variety of teaching methods to combine with reality, so that students can feel the connection between mathematics and real life and obtain the mathematical knowledge needed to adapt to future social life and further development; Initially learn to observe and analyze real life by using mathematical thinking mode, solve problems in daily life, and enhance the awareness of applied mathematics; Experience the close relationship between mathematics and real life, understand the practical value of mathematics, enhance the understanding of mathematics knowledge and confidence in learning mathematics well, thus stimulating students' interest in learning mathematics.
As math teachers, we must make math teaching come alive. Teaching methods should be vivid, and learning methods should be more vivid. To do this, teachers need to build an open mathematics learning model for students, let "mathematics in life" enter the classroom, and let the mathematics classroom truly become a paradise for students to learn.
1. Solving practical problems with life cases
In the teaching process, teachers should clearly put forward the significance and importance of explaining the content of the topic, and let students know how to use what they have learned to solve some practical problems through examples. For example, when I was teaching the mixed operation of addition and subtraction in senior one, I used this life scene to describe and perform: "There used to be five students in the classroom, but now four students come in and go out 1 student. How many students are there now? Solve "5+4–1=? "By describing the situation, students can easily master the operation process. For another example, when I was teaching Yuan, Jiao and Fen, I first created such a teaching situation: after the Wenchuan earthquake, Xiaohong wanted to donate money to the children in the disaster area and take out all her pocket money. She counted 50 coins with 1 angle. It was inconvenient to take so many coins, so she asked her neighbor's aunt to help her find a way. Aunt received 50 coins 1 dime from Xiaohong. Do you think Xiaohong will lose money by changing 50 1 dime into 5 1 yuan notes? Why? Organize students to discuss first, and then tell everyone that 10 1 angle is 1 yuan, and 5 10 angles are 5 yuan, so 50 angles are equal to 5 yuan. Then according to the students' analysis, organize students to observe the divided coins and find out the law: "What is the relationship between yuan and angle?" Students quickly come to the conclusion that "1 yuan and 10 angle are equal", "1kloc-0/ angle is 1 yuan" and "1yuan is10/kloc-0".
2. Create life situations to stimulate learning enthusiasm.
Teachers usually only pay attention to teaching methods when teaching calculation problems, and then let students practice repeatedly in order to calculate correctly. This will not only be boring, but also affect students' enthusiasm. At this time, teachers can create teaching situations, imitate real life, and let students be there. For example, in the "addition and subtraction of decimals" class, I asked students to act as salespeople and customers to experience the fun of mathematics in life: a small customer bought a ham sausage 1.8 yuan and a loaf of bread 1.5 yuan, so the teacher asked questions. How much do you think he should pay? Students attracted by the scene can list the addition formula 1.8+ 1.5=? , but equal to a few? At this time, not only the small customers and sales staff were shocked, but also a suspense was set for all the students. So we communicated, discussed and argued together, and finally found the answer. This interesting simulated life situation has entered the mathematics classroom, and students have a strong interest in learning knowledge, so they can maintain a positive attitude in the future mathematics study.
3. Strengthen practical activities and experience the fun of mathematics life.
3. 1 classroom practice activities; Mathematics curriculum standards suggest that teachers "let students experience and understand mathematics in real life". Primary school students, especially junior three students, mainly stay at the level of "intuitive image". For example, when I teach "Understanding Grams and Kilograms", I give students a kilogram of salt, a kilogram of rice, a kilogram of beans and a kilogram of sand to weigh, see, touch, count, measure and try, so that they can feel the weight of one kilogram. Then let the students practice practical things by themselves. Then divide the students into groups and weigh oranges, bananas, pears, soybeans, rice, etc. This stimulates students' enthusiasm for learning, cultivates students' practical ability and achieves the teaching goal.
3.2 Extracurricular practical activities; Mathematics in life is always associated with social life practice. In the process of imparting mathematical knowledge and cultivating mathematical ability, teachers should make students understand the application value of mathematical knowledge, enable students to directly apply mathematical knowledge and skills, create practical application opportunities as much as possible, and make students feel the importance of learning mathematical knowledge. For example, after learning One Point, arrange students to tidy up their lockers, schoolbags and drawers at home and experience the practical application of mathematics knowledge in life.
Teachers can integrate mathematics into life and guide students to apply what they have learned to life practice in the process of learning mathematics. This design is not only close to students' life, but also meets their psychological needs, and also leaves some reverie and expectation for students, so that they can connect their mathematical knowledge with real life more closely.
In short, teachers should actively create conditions for students to create vivid and interesting situations to inspire and induce, actively use mathematical knowledge to solve practical problems after class, stimulate students' strong thirst for knowledge, let students explore, find and solve problems independently, enjoy the fun of creation, reap the joy of success, and truly become the masters of learning.
refer to
[1] edited by Guan Wenxin. The concept of new curriculum and the implementation of mathematics classroom teaching in primary schools. Version 1. Capital Normal University Press, May 2003.
[2] Yang Jiujun, editor in chief. The change of learning style. Version 1. Jiangsu Education Press, 2006+0.