First, create life scenes to build a platform for students to discover, learn and use mathematics.
The enthusiasm and enthusiasm of primary school students, especially junior students, in learning mathematics depends on their feelings and interests in learning materials to some extent. Psychological research shows that when learning materials are related to life experiences, students are most interested in learning. Returning mathematics to the life world is an educational concept upheld by the new curriculum. Therefore, mathematics teaching under the new curriculum concept must pay attention to students' real life, create colorful real life scenes, guide students to observe and analyze the real society by using mathematical thinking mode, discover mathematical problems, learn mathematics, solve daily life problems with mathematical knowledge, provide students with a vision and build a platform for discovering, learning and applying mathematics. So as to enhance students' awareness of applying mathematics and learn valuable mathematics.
1, to guide students to discover mathematics in life.
In the autumn of 2003, a question appeared in the final exam of grade five mathematics:
In order to encourage residents to use electricity, a city has stipulated the following electricity consumption standards: if the monthly electricity consumption is within 200 degrees (including 200 degrees), the electricity fee per degree is 0.457 yuan; if the monthly electricity consumption exceeds 200 degrees, the excess electricity fee is 0. 10 yuan. Xiao Qiang's electricity consumption in July is shown on the right. How much should families in Xiao Qiang pay for electricity in July?
It should be said that this is a simple life application problem, but when I corrected the paper, I found that only a few students got it right, and many students didn't find the answer at all. After investigation and analysis, I found that the main reason is that students lack life experience, the ability to observe and contact life with mathematical eyes, and the ability to solve real-life problems. Teachers lack teaching guidance in this field, and students turn a blind eye to mathematics in life. How can they not know the simple ammeter?
There is mathematics everywhere in life, and mathematics is hidden in every corner of life. How to give students a pair of "eyes" to observe and understand the mathematics of this world is particularly important. Therefore, students should often be arranged to observe and experience the mathematics around them before and after class in teaching, so that students can easily solve the math problems such as paying electricity bills. For example, when students have a preliminary understanding of "comparison", I ask students to find things around them to compare after they go home. In class, let the students talk about how they compare things in life. Many students speak freely, and there are many unexpected speeches:
Student A: After dinner, I helped my mother wash the dishes, so I counted the chopsticks and bowls at home and found that there were more chopsticks than bowls at home. -the teacher feels the same way. It is true that many families have more chopsticks than bowls.
Student B: Yesterday, I was on duty. I compared the broom in the classroom with the struggle. There is only one struggle, and there are many brooms. -The teacher suggested to work harder.
Student C: At night, I like counting stars best. The stars in the sky are shining beautifully. There are many, but there is only one moon. Teacher, why can't there be as many moons as stars? -The teacher doesn't know why.
Student D: Teacher, I want to compare the earth to a writer. The earth is bigger than home. I don't know if another student has a different opinion, saying that home should be bigger than the earth. Because "there is only one earth, but there are many homes." -What a philosophical sentence! Who is right and who is wrong. For another example, when teaching "fast calculation of addition and subtraction of a number close to the whole hundred", I made full use of the experience of "changing the whole" in students' life and designed such a life situation question: On June 1 day, Xiaoming's mother took 136 yuan to Xinhua Bookstore and bought a set of 99 yuan's "Up and Down Five Thousand Years" as a holiday gift for Xiaoming. How can her mother afford it? When discussing this topic, the students came up with many methods. The first choice is "pay 100 yuan first, get back 1 yuan, and add the rest of 36 yuan". This is precisely the idea of "breaking the whole into parts and simplifying the complex", and the "mathematical thought" that is not easy for students to understand is actively constructed because of their life experience.
Practice has proved that students do find the material of mathematics from life, and feel that there is mathematics everywhere in life, and learning mathematics is like being there. The mathematics they create in life is richer and more creative than the knowledge in textbooks.
2. The integration of mathematics teaching and information technology can reproduce the process of life and scientific discovery.
Primary school students have limited knowledge and insufficient life experience. They often sum up and judge things according to their external characteristics. In their minds, thinking in images is dominant, and their abstract thinking process is still inseparable from the support of concrete images. The integration of mathematics teaching and information technology can create situations, reproduce the process of life and scientific discovery, and guide students to enter the state of "seeking communication" and "keeping promises". Thus, it provides a platform for students to discover mathematics and apply mathematics in mathematics. For example, in the teaching of "axisymmetric graphics", teachers first set up a folder to collect some common axisymmetric graphics in daily life for students to consult. Such as leaves in plants; Butterflies and dragonflies in animals; Symmetrical houses with different shapes in the architectural pattern. Then the teacher asked: Are these figures nice? Where is the beauty? Through extensive discussion and communication, students realize that the symmetry of graphics brings people the enjoyment of beauty, and at the same time feel that the left and right sides of symmetrical graphics are equal, and know the key to beauty. At the same time, students can also find many symmetrical graphics on the Internet. After class, many students created many beautiful symmetrical graphics on the computer according to the characteristics of axisymmetric graphics, and summarized their own methods of drawing axisymmetric graphics, such as "square paper painting" and "folding painting". The rich materials provided by information technology can not only make students have a deeper and more comprehensive understanding of symmetrical graphics, but also help students understand the symmetrical beauty of symmetrical graphics, increase aesthetic feelings, stimulate students' interest in learning mathematics and cultivate their creative consciousness.
The second is mathematical practice, which allows students to discover, learn and use mathematics.
Rousseau believes that in order to let students acquire knowledge, experience and development, they must be taught to participate in various practical activities. The new curriculum reform also regards learning as a process of "doing" and "experiencing", which highlights the practical characteristics of students' learning. Therefore, in the process of designing and guiding students to participate in knowledge exploration and research, teachers must highlight practical activities, take "doing" as the center, let students acquire, consolidate and deepen knowledge by themselves, and develop thinking, experience fun and cultivate ability in the whole process of participation and exploration. For example, when teaching "Calculation of Trapezoidal Area", let each student prepare two trapezoids with the same size in advance. In class, students are inspired to spell according to the deduction method of triangle and parallelogram area formulas they have learned to see if they can be transformed into the learned figures. Students can quickly find that they can spell out a parallelogram, and find that the heights of the four parallel sides are the heights of the original trapezoid, and the bases of the parallelogram are the same. When the teacher asks, is there any other way? Some students talked about their own method, that is, cutting a trapezoid along the center line and splicing it into a flat quadrilateral, and the calculation formula can be deduced, which the teacher affirmed. Stimulated students' interest in exploration and found many methods to solve problems. It can be seen that the practice of mathematics makes students experience the process of discovering, learning and applying mathematics, cultivates students to study problems from multiple angles, stimulates the sparks of students' creation and produces creative opinions.
Third, classroom extension, free thinking, so that students can grow up in discovering mathematics, learning mathematics and using mathematics.
The Standard points out that effective mathematics activities can't rely solely on imitation and memory, and hands-on practice, independent exploration and cooperative communication are important ways for students to learn. "Emotional Attitude Values" emphasizes the development of students' emotional experience and guides students to develop in interest, motivation, self-confidence, will, attitude, habits, appreciation and feeling of mathematical beauty. Therefore, in the design of homework, teachers should create self-discovery questions for students, guide students to find exploration ideas, solve problems independently, and let students experience mathematics better in life. For example, in math diary, the monthly electricity and water charges of their families were investigated, and students were asked to use lucky money to simulate saving and withdrawing money, observe the surrounding environment of banks, and record bank interest rates. And take students' independent and personalized homework as the basis of learning mathematics, so that different people can learn different mathematics gradually. Let them experience the close relationship between mathematics and life, stimulate their interest in looking at society from a "mathematical perspective", cultivate their "sense of numbers", and then stimulate them to love mathematics and learn it well, urge students to realize the application value of mathematics, and gradually cultivate their application consciousness and ability. Lay the foundation for its sustainable development.
In short, in life scenes, understanding again and again allows students to accumulate experience and broaden their horizons; Mathematical practice activities, repeated practice allows students to learn to learn, grow rapidly, extend the classroom, experience again and again, and let students improve themselves and develop healthily; At the same time, when their vision turns to life, they can fly their thoughts, seek answers in life and make their ideas creative!
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