For example, we can move the classroom outside the classroom, because mathematics knowledge comes from life, but it is not a copy of life itself. Highly abstract, it is difficult for us who are mainly concrete and lack life experience to understand thoroughly. When learning rice and kilograms, the teacher first asked us to measure skipping rope, flagpoles, tables and chairs with the rice ruler in our hands, weigh the light items we brought, such as salt, monosodium glutamate and apples, and then sum up. The teacher spoke too seriously, and we were all busy. But in practice, there are still many students who can't start.
From this, I think that there are too few facts that we can do in class, and there are many things in life that we can't feel in class. We have got too little perceptual knowledge about the understanding of rice and kilograms. The teacher asked us to measure anything in the school with our own tape measure. Everyone is busy with enthusiasm. Some go to measure the length and width of the platform, desk and blackboard, some go out of the classroom to measure the flower beds, and some students go to measure the basketball court. After class, some people continue to measure at home.
After returning to school, we reported our own experience and told the story that the number of items in one kilogram varies with the size of individual items. For example, there are about 10 eggs in one kilogram, and a duck has two kilograms. When we do exercises again, all the problems can be solved, because the concepts of "1 m" and "1 kg" have been formed in our own minds and are quite solid.
Cultivate observation ability in life experience. Guiding us to observe the mathematical problems in life purposefully and consciously is not only conducive to collecting information, but also conducive to the cultivation and development of our own observation ability.
For example, when studying cylinders, the teacher asked everyone to take a big action to collect figures, find out objects whose lives are cylinders, and then compare the similarities of various objects. The advantage of this way of learning is that it forces us to use what we have learned about cylinders in books.
In life experience, cultivate the ability of expression. There is a lot of knowledge about mathematics in our life. Let's tell the information we have captured in life, which can not only cultivate our oral expression ability, but also help us understand life better.
For example, when studying "yuan, jiao and fen", I ask students to collect knowledge about RMB before class. In class, we discussed, exchanged and reported the collected information, and learned that there are many kinds of RMB: paper money, coins, 1, 2, 5, 1, 2, 5, 1 yuan, 2 yuan, 5 yuan, 10, 50 yuan and 60. When learning how to read, the teacher assigned us a task-collecting less than 10 thousand pieces of information in life. The students actively participated in the preparation. During the class report, the students told the collected information one by one, such as the length of a school playground circle is 200 meters, the price of a refrigerator is 2500 yuan, and the height of Mount Everest is 8848 meters. The data contains all aspects of life, and everyone has a good understanding of the embodiment of numbers in life, and really apply what they have learned.
In a word, mathematics learning is closely related to familiar life materials, which can continuously communicate the connection between mathematics and life and make mathematics and life closely linked.
Hehe, is this ok? ~\(≧▽≦)/~