Teaching Paper: Creating a Classroom Environment for Life Education Mr. Tao Xingzhi said: "Education can only play its role through life and truly become education". The new curriculum standard clearly points out: "We should attach importance to learning and understanding mathematics from students' practical life experience, and emphasize starting from students' existing life experience. Let students experience the process of abstracting practical problems into mathematical models, explaining and applying them. " Life-oriented mathematics classroom is a necessary way to enhance students' practical ability and promote quality education. Therefore, in teaching, teachers should find the "meeting point" between mathematics teaching and students' real life, not only to induce students' desire to solve practical problems, but also to cultivate students' perception of life and experience the success and happiness of applying mathematics to solve practical problems.
Mr. Tao Xingzhi pointed out: "Life education is life-centered education. Life and education are one thing, not two things. They are two names of a phenomenon, just like a person's nickname and scientific name. Life is education; Life is education. " So what kind of mathematics teaching can realize life education, let our students really experience the relationship between mathematics and life, and let them feel that mathematics knowledge is everywhere in real life.
First, create a life-oriented educational atmosphere
Dewey, an American educator, famously said, "Education itself is life, not preparation for life. Classroom teaching is like living in a family, living in a block and playing in a mobile field. " Life is the source of education, and life is the "source of living water" of classroom teaching.
Life-oriented teaching atmosphere is the basis of students' lively development in education and teaching activities, and it is also an important condition for students to study happily, improve classroom teaching efficiency and realize knowledge innovation. Tao Xingzhi said, "People who don't want to learn from their children don't deserve to be their teachers." Besides, he suggested that all teachers should be children. "If you become a child, there will be an amazing miracle: teachers and students will immediately become friends, and the school will immediately become a paradise; You immediately feel like a child, playing and working together. No one thinks you are a gentleman, so you become a real gentleman. " The new curriculum advocates the interaction and dialogue between teachers and students, in which teachers and students experience the change of identity. Therefore, teachers should love every student, have "affinity" like the host, and let students "learn from the teacher". Every kind address, friendly eyes, expectant eyes, caring gestures and loving smiles of teachers can virtually shorten the emotional gap between teachers and students. A teacher should be a consultant, a participant in exchanging opinions, and a study partner who can help find contradictions. At the same time, we should treat students who love to interrupt correctly, because students who obey the rules will not interrupt, students who don't think will not interrupt, and only students who are focused and quick-thinking in class will. Although interrupting sometimes disturbs the class order and sometimes embarrasses you, the students who interrupt are thinking. Instead of disturbing classroom discipline and discouraging students' enthusiasm, we should go with the flow and let him be a teacher. Maybe he will have more novel ideas and make him a bright spot in the classroom.
Second, the life of teaching content
1, real life and interest in learning
Interest is the best teacher, and people are always interested in people and things they are familiar with. "Society is school" is the second basic principle of Tao Xingzhi's life education theory. He pointed out: "Life is everywhere, that is, education is everywhere; The whole society is a place of life, that is, a place of education. Therefore, we can also say that "society is the school". If teachers create simulated life situations according to students' familiar lives in teaching, it will not only make students feel that mathematics is approachable, but also make them unconsciously explore mathematical problems and gradually develop a desire for knowledge.
Mathematics teaching activities should be the source of students' love and curiosity. Such teaching activities should start from students' existing experience and knowledge, from intuitive and easy-to-imagine problems, so that the mathematical background can be included in the familiar things and specific situations of students, and be connected with the knowledge that students already know and have learned, especially with the existing but untrained and less rigorous mathematical knowledge and experience accumulated by students in their study and life. In this way, when solving problems, students can combine their own life experience, think about problems from multiple angles, form basic ideas and strategies for solving problems, and make students' existing good mathematical consciousness stand out. With the experience in life, students can better train divergent thinking ability.
For example, when teaching multiplication application, I designed such an application: mom and dad and their daughters went for an outing in the park. How much is each ticket to 4 yuan?
A: 4×3= 12 (yuan)-* * spent 12 yuan.
Student B: Teacher, can it be 4×2=8 yuan?
Teacher: Why?
Student B: If the daughter is less than 1 m, there is no need to buy a ticket. Isn't that just buying two tickets? When I was a child, I went to play with my parents and bought only two tickets.
At this time, the classroom was boiling, and many students raised their hands.
Student C: 4×2+2= 10 (yuan), because my daughter might buy half a ticket.
Sheng Ding: There are three possible situations.
Therefore, in teaching, teachers should not only pay attention to choosing things that students are interested in and asking questions, but also pay attention to finding solutions for students in life, so that students can think and solve problems with the help of existing knowledge and life experience and enjoy the happiness of success.
2. Real life and problem finding
"Integration of teaching and doing" is the teaching methodology of Mr. Tao Xingzhi's life education theory. He believes: "The teaching method is based on learning, and the learning method is based on doing. Learn to do things and teach to learn. Teaching and learning are centered on doing, teachers are doing Chinese teaching and students are doing middle school. " In mathematics, middle school students are the main body of learning, and teachers are the guides and collaborators of students. The role of teachers is more to point out and guide students to explore and acquire knowledge independently. For example, when I was teaching "area and area unit", the beginning part was handled like this:
The surface of an object has a size. (The teacher holds up the chalk box) Where is its face? Can you point it out? Teachers and students point out six faces of the chalk box. What about the cover of the book? Do you feel their size? Please touch the surface of the object on the table. Four people prepare oranges, leaves, pencil boxes, etc. ) compare with each other and say which object has a large surface area and which object has a small surface area. (Student Report)
Students, have you seen the oranges on the table? How to compare the surface size of oranges? Let's have an "orange peeling" competition to see who has the most dexterous hand and peels the fastest. (Choose two students who peel the fastest, and project them in kind)
Now let's compare the surfaces of these two oranges. Which is bigger and which is smaller? (Student answers)
Just now, by observing the surfaces of various objects, we know that their surfaces are large and small. (blackboard writing: the surface size of an object)
This lesson is the beginning of "area" teaching. Students' concepts of surfaces and shapes are very vague. In order to let students get out of this ambiguity as soon as possible, I don't use fancy courseware in teaching, but let students discover, touch, compare and speak through intuitive feelings, and realize that the surface has size. In the preparation of learning tools, both plane learning tools and curved learning tools are provided, which broadens students' cognitive field. Let the students feel that everything in life can be found on its surface, with different sizes. Only when students fully perceive and establish the intuitive image of "noodles" can teachers naturally introduce the concept of "noodles".
3. Life experience and inquiry methods
In teaching, we should pay attention to guiding students to be good at thinking about mathematics in life, strengthen the connection between knowledge and practice, choose different teaching methods according to different teaching contents and objectives, and combine students' existing life experience and cognitive basis to give students the opportunity to explore independently, cooperate and communicate, and operate hands-on, so that students can fully express their opinions.
When teaching "area and area unit" to compare the size of the area, I will first show two picture frames with similar sizes (9 square decimeters and 8 square decimeters respectively) for students to observe the size of the comparison area. At first, the students disagreed, and found it difficult to solve the problem only by the observation method they had learned before. Teachers timely guidance: put forward: "Do you have any better way?" A stone stirs up a thousand waves, and students' desire to explore is stimulated. Some said, "You can measure it with a ruler, because I found that my father measured it with a ruler when calculating the size of the room." Someone said, "I can compare the size by overlapping two books, or I can compare two photo frames." Some said, "You can put a small piece of paper of the same size and see if you can put a few." The teacher seized the students' bright spots and the opportunity to turn the picture frame upside down and show the side with small squares. On the basis of observation method, measurement method and overlapping method, the number grid method is produced. At the same time, students' thinking can fly and inspiration can be stimulated.
Through the above-mentioned learning process, students not only gain knowledge, but also learn mathematical methods.
4. Life situation and application consciousness
Mr. Tao Xingzhi advocated that "life is education". There are many educational resources in life, some already exist, some are happening, and some are fleeting. If we abandon these living resources and go all out to "fabricate" virtual scenes. Perhaps, at first, you can "scare" the students, which is a little fresh, but smart students will soon find your falsehood, their enthusiasm for learning may gradually fade because of these virtual situations, their desire for autonomous learning is no longer urgent, and your efforts will be in vain. Mathematics curriculum standard also points out: "Only when students realize that mathematics exists in real life and is widely used in the real world can they truly appreciate the application value of mathematics." Teachers should let students use their own mathematical knowledge to analyze and solve some simple practical problems, so that students can feel the close connection between mathematical knowledge and real life, form the consciousness of learning and using mathematics, and thus cultivate a correct view of mathematics.
For example, when I was teaching the lesson "Understanding RMB", I caught a life situation that happened that day: a student brought 70 cents today, and he wanted to buy an eraser and a rubber triangle. What kind of payment can you use for him? The classroom was boiling at once. Some moved their hands to fiddle with the paper money on the table, and some had a heated discussion with two people at the same table. Some simply raised their hands to speak at once, and the classroom was very lively. After a while, everyone waved their hands at me. Some said, "Teacher, he can pay 30 cents." Some said, "Pay a dime." Others said, "Pay two dimes." Someone immediately stood up against it, "that won't do. We must give him change. " Great, I can't help admiring myself. "I have it. I pay the bill of 50 cents, and my aunt can give him 20 cents. " A chubby little boy said happily ...
Contemporary is the information age, and a lot of mathematics knowledge is no stranger to students. If teachers simply reproduce this knowledge or tell students the ready-made conclusions, then the knowledge thus constructed is static and limited. For example, in the teaching of the volume of a cylinder, if the teacher obtains the calculation formula according to the design of the textbook, this learning experience makes the students' thinking rigid and the development space is very narrow. After studying cuboids, cubes and cylinders, students have accumulated a lot of experience in the volume of three-dimensional graphics. Therefore, teachers should try their best to let students rely on the existing knowledge and ideas, experience the development process of knowledge, and let students feel the true colors of building mathematical models.
Third, the daily life of homework
Mathematics comes from life and ultimately serves life, especially the primary school mathematics knowledge, and its prototype can be found in life. However, due to the short class time, homework has become a beneficial extension of classroom teaching and a vast world of innovation. Students realize that mathematics knowledge is visible, tangible and useful in life, and it is also the confirmation, supplement and experience of book knowledge.
Teachers can flexibly introduce some practical homework into their daily study. For example, after teaching "Know RMB", let students and their parents go back to the store to help them figure out how much to pay, how much to pay and how much to take, and communicate with other children after returning to school. Another example is to arrange students to draw a "room plan", and understand the price of tiles in the decoration market, and design a plan for the floor decoration of their rooms. This concretization of abstract knowledge is helpful for students to understand, and at the same time, it can explain the phenomena in life with what they have learned, and also cultivate students' ability to collect and process information and practice.
In short, life is inseparable from mathematics, and mathematics is inseparable from life. Mathematical knowledge comes from life and ultimately serves life. Mr. Tao Xingzhi pointed out: education without life is dead education, books without life are dead books, education cannot be divorced from life, education should serve the transformation of social life, and the purpose, content and methods of education cannot be divorced from reality and the needs of social life. Teachers should be conscientious people, based on students' real life, and collect math problems closely related to students' life in time. Through the effective integration and rational use of existing textbooks, the content of mathematics teaching comes from students' real life, and the methods and means in the teaching process are close to students' real life, and students' learning activities are applied and verified in their daily life, so as to continuously infiltrate students' awareness of applying mathematics; In the long run, students can gradually learn to look at the world around them from a mathematical perspective, thus promoting the formation of students' emotions, attitudes and values, promoting the coordinated development of students' mathematics learning ability, life ability and psychological quality, and finally achieving the goal of improving and perfecting students' mathematics literacy, thus cultivating a group of talents who can really meet the needs of the future society.