Abstract: Mathematics originates from life, exists in life and is used in life. Life-oriented mathematics problems can effectively resolve the abstraction of mathematics, enhance students' cognitive intimacy in learning mathematics knowledge, and better urge students to experience the value of mathematics, thus effectively improving the quality and efficiency of classroom teaching.
Paper Keywords: primary school mathematics; Teaching; way of life
Mathematics Curriculum Standard emphasizes that mathematics teaching should be closely linked with students' real life. Starting from students' life experience and existing knowledge experience, students' interest in mathematics can be stimulated, their confidence and desire to learn mathematics well can be enhanced, and the role of mathematics can be recognized, so that they can learn to learn. If we can dig out mathematical factors from some life phenomena and make full use of them, it will make it difficult for students to accept mathematical knowledge easily, and then let them realize that there are mathematical truths everywhere in life. Life-oriented teaching of mathematics in primary schools is conducive to cultivating students' innovative spirit and creativity. The author has made some explorations on the life-oriented teaching of mathematics in primary schools.
First, create a situation and feel the value of mathematics
In teaching, teachers should be good at discovering mathematical problems in life. When students learn new knowledge in each class, they should learn mathematics knowledge from the things around them, make them feel natural, cordial and understanding, and arouse a desire for knowledge, so that students can actively participate in learning. Therefore, in teaching, we should often design some situations to make students interested in learning, increase their closeness to mathematics, and experience the fun that mathematics comes from life. For example, when teaching new knowledge about RMB, primary school students are both familiar and unfamiliar. Can you ask the students if you have bought anything in the supermarket? How much money did you bring? What did you buy and how did you pay for it? Then, the projector shows people's life when they buy things, leaving suspense. How to buy a counter for 35 yuan? Wait for the children to answer the above questions one by one, and then organize the students to do it in class? Shop? Shopping activities, let students take money to buy the goods they need, and calculate how much they have paid and how much money they should get back. In actual shopping, the simple calculation of RMB is combined. Students can experience shopping, solve problems, pay and exchange money by themselves, cooperate, communicate and discuss with friends, give full play to their initiative, and let students discover math problems from life and experience the fun of solving problems. Most of the mathematics textbooks presented to students are abstract, rational and standardized mathematical models. If teachers can connect these abstract knowledge with life situations and guide students to experience the life background of the source of mathematical knowledge, students will feel that many mathematical problems are actually common problems in life. For example, in the class of "tree planting", teachers can show students some phenomena in life, such as roadside tree planting, children queuing, street lamps, etc., so that students can understand the meaning of interval. This not only enhances students' desire to explore, but also makes them realize that as long as they observe the broad life situation with a mathematical eye, they can find the mathematical laws contained in ordinary events. When teaching, letting students design tree planting schemes for their own campus can further help students realize that many things in real life have the same quantitative relationship with tree planting problems and realize the importance of mathematical modeling.
Second, classroom inquiry, into the life picture
Starting from students' life, we should learn what we can usually see and touch around us, so that students can really learn mathematics knowledge in concrete and vivid perception. When teaching the operation order of mixed operation, some teachers directly put? Do multiplication and division before addition and subtraction? 、? Parentheses first? When these operating sequences are directly instilled in students, the effect of doing so is often not ideal. When teaching these contents, you can show the life situation: the students' favorite fast food restaurant, and at the same time show a hamburger with a price of 8 yuan and a coke with a price of 5 yuan, and ask the students how much they need to buy these foods. Then add 1 cup of coke and ask:? How much do you have to pay now? 8+5+5? Or? 8+5? 2? . Discuss? 8+5? 2? How to calculate? Some students said to calculate the addition first, while others said to calculate the multiplication first. After discussion, it is agreed to calculate 5 first. 2, the teacher immediately asked why the product of 9 and 2 was calculated first, and the students would naturally explain it according to specific examples: because I bought two cokes, if I calculated 8+5 first and then multiplied by 2, it would be two hamburgers and cokes.
Let students abstract the order of elementary arithmetic in concrete examples, which can often achieve twice the result with half the effort. For another example, when teaching the area of rectangle and square, the teacher can ask students to cut a square with 1 square decimeter. When students encounter practical difficulties, teachers encourage students to discuss, research and even operate, so that students can establish the spirit of being eager to learn, seeking knowledge, actively exploring and being brave in practice from an early age. This class summary design sublimates the teaching of the whole class. "Mathematics Curriculum Standard" 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. ? Learning mathematics knowledge is to better serve life, apply it to life, and apply what you have learned. So every time I finish a new class, I will make up some practical topics for students to practice and cultivate their ability to solve practical problems by using what they have learned. For example, after learning the perimeter of rectangles and squares, students are required to decorate their photos with exquisiteness. Border; After teaching? What are the surface areas of cuboids and cubes respectively? Later, I asked the students to go home and calculate the surface area of goldfish bowl (rectangle), cardboard apple box and matchbox. After teaching simple statistics, ask students what problems statistics can solve in real life. And let the students make a statistical table of the number of students in all grades in our school to let them know the connection between textbook examples and real life. Teaching? Know RMB? After that, arrange students to go shopping with their parents. Teaching? Know the time? Then arrange students: ① design a happy Sunday for yourself; ② My favorite TV program schedule. After understanding the axisymmetric graphics, students can observe outside the campus and understand where the axisymmetric graphics are applied in the living environment. After the first class "classification", arrange students to go to the store to do a survey to see what rules they have in classifying things, and then let the students bring all kinds of different things to decorate the classroom as a shop, and let the students play the role of salespeople and classify all kinds of things according to their own ideas. You can further ask students to tidy up their small schoolbags and small rooms after they go home. In this way, students can not only get exercise in practice, but also understand mathematics in life.
Third, life-oriented teaching methods to test mathematics learning
With the progress of society, teaching methods are constantly updated, especially multimedia teaching, because of its intuition, image and? All the sounds and sounds? , favored by educators, widely used in teaching, but mathematics can not be separated from life. When teaching, we should select some auxiliary life content in time, which is closer to students. For example, when teaching "what is perimeter", I first ask students to draw a leaf, the cover of a book and the edge of a pencil box, so that students can understand that starting from any point on the edge, bypassing the edge and returning to the origin is the perimeter of the figure. Redesign? Can you touch me? Activities:
Select an object around you, find one side of it, and touch its edge with your hand.
(2) Who will tell me the result you seek? (3) Starting with a pen, let the students measure the edge of the surface they just touched and calculate its perimeter. Mathematics knowledge is abstract, and primary school students are young, so it is often difficult to understand. Learning often feels boring, but game teaching full of life and close to students can bring fun to children, let students learn mathematics in a pleasant atmosphere, thus becoming interested in mathematics and achieving the purpose of teaching. For example, when teaching possibilities, design a ball-touching game to let students find the rules in the game. Mathematics comes from practice. After gaining a mathematical understanding of reality and summarizing mathematical principles or laws, we should go back to real life and test it to some extent. This is not only the process of testing the reliability of principles and laws, but also the process of mathematical application, and it is a necessary condition to keep mathematics alive and effective. For example, have you studied? Less problems than Dobby application? Then I asked a question:? Dad is 33 years old, 20 years older than his son. How old is his son? A student said: 33+20=53 (years old). The teacher asked: Why do you answer like this? Health: Because you are 10 years old and 20 years old, you are 53 years old. Most students replied: unrealistic. The teacher affirmed the practice of most students using life verification, and pointed out that it is necessary to form the conclusion that students should consciously test mathematics learning from the perspective of life experience, so that students can feel the rationality of mathematics.
If you want to see more model essays, please go to the graduation thesis section of this year's graduation net. We have prepared a richer and more practical model essay for you, hoping to really help you.
;