There are math papers everywhere in life. Mathematics comes from life and is widely used in life. It is one of primary school students' mathematical literacy to apply what they have learned to real life and deal with practical problems. Does the new curriculum standard emphasize the importance of mathematics teaching? Starting from the students' existing life experience? ,? Enable students to gain an understanding of mathematical knowledge? . Life-oriented mathematical knowledge is to communicate by reducing the rough mathematical knowledge divorced from students' reality in mathematics textbooks and taking it from students' life practice and mathematical problems with certain practical significance? Mathematics and real life? Stimulate students' interest in learning mathematics. The new edition of primary school mathematics textbooks is also working in this direction. How to make use of new teaching materials, creatively exert teachers' subjective initiative, make mathematics teaching closer to students' lives, and thus cultivate students' ability and accomplishment in solving practical problems with mathematics knowledge is the theme of our continuous practice and exploration.
First, let students understand mathematics in their lives.
? Mathematics is a process in which people qualitatively grasp and quantitatively describe the objective world, gradually abstract and generalize, form methods and theories, and widely apply them. ? Therefore, mathematics teaching can only be full of vitality if students are allowed to learn and use mathematics in their lives based on their life experience.
1. In primary school mathematics teaching, from the reality of life, the content of teaching materials and? Mathematical reality? Organic combination, which accords with the cognitive characteristics of primary school students, can eliminate students' strangeness to mathematics knowledge, at the same time enhance the application consciousness of mathematics and stimulate students' interest in learning. For example, when teaching the concept of cyclic decimal, I will tell students an endless story. Once upon a time, there was a temple on the mountain. An old monk in the temple said there was a temple on the mountain? Let the students have a preliminary perception through examples? Keep repeating? And then quote natural phenomena? Water? Steam? Cloud? Water? Circular derivation of? Cycle? This concept has aroused students' strong interest.
2. Many concepts and laws in primary school mathematics are abstracted from real life, so the teaching of concept laws must find corresponding examples in real life, guide students to abstract from intuition, and gradually deepen their understanding and application. For example, when teaching the quantitative relations that are common in practical problems, what are students interested in? Work efficiency? What happened? Total amount of work? Are you online? Work efficiency? Not easy to understand. To this end, before teaching, I held an oral contest and a skipping contest in my class. When teaching a new lesson, it is very easy for students to understand by linking the two competitions? Work efficiency? This abstract and unfamiliar concept refers to the amount of work done per unit time. How was your study? Simple algorithm for decimal addition and subtraction close to the whole hundred? There is such a problem:128-96 =128-100+4. It is difficult for students to understand, so add 4 when subtracting 100. So I designed one? Shopping for change? Reality of life: Today is my birthday. My mother took 128 to the store and bought me a doll from 96 yuan. Mom paid the shop assistant a hundred-dollar bill (100 yuan minus 128 yuan), and the shop assistant asked 4 yuan (4 yuan should be added). Therefore, the extra 4 should be added. Like this? Life teaching? For example, the abstract operation is verified by life experience, and the concrete experience is refined into theory (a simple operation method), which is easy for students to understand and forget.
Let mathematics return to life, let students feel that mathematics is around, and learning mathematics is useful and necessary, thus stimulating the desire to learn mathematics well.
Second, let mathematics knowledge return to students' life.
Learning is for application. Therefore, in teaching, teachers should always cultivate students' awareness and ability to connect with real life, apply mathematical knowledge and solve problems. Knowledge can only be truly mastered by students through application, and its value can only be reflected in practical application.
1. Create situations and cultivate students' ability to solve practical problems.
After students have mastered some mathematical knowledge, they can consciously create some situations and apply what they have learned to real life. For example, after learning interest, let students go to the bank to learn about interest, interest tax and other related knowledge, and let students be parents' little staff: how to save the extra money at home is the most cost-effective? And help parents calculate interest and interest tax.
In mathematics teaching, teachers should be good at guiding students to experience the process of abstracting life prototype into mathematical model from existing life experience. Many problems that students encounter in life are the concretization of mathematical knowledge, such as the understanding of clock face, statistics and graphics. Therefore, teachers should set out from the reality of students, design situations that students are interested in, such as telling stories, playing games, watching pictures, etc., to stimulate students' curiosity. Teaching? Understanding of numbers within 10? Sometimes, I ask students to observe the environment layout of the classroom and talk about how many windows, blackboards and lights there are. And guide students to express the quantity of goods in standardized language. For example, when I was teaching averages, I designed such a situation. Yesterday's math contest, a small team of 6 people scored 528, and a two-team team of 7 people scored 609. I now declare that the second team has won the game. With the cheers of Team Two, some classmates of Team One will say? Teacher, because there are more people in the second team than us, of course, the total score will be more than us. Is it unfair to calculate the result like this? I asked quickly. Then what is fair? In the natural conversation with children, get the average. When the class really begins, the interest has been generated. Let the children actively participate in learning. Through similar problems close to life, let the students realize the close relationship between mathematics and life, let the students realize the great use of learning mathematics, and realize the transformation from passive learning to active learning.
2. Combining with the reality, enhance students' mathematics consciousness.
Mathematical knowledge is widely used in daily life, and there is mathematics everywhere in life. For example, after learning the stability of triangles, students can observe where the stability of triangles is used in their lives. After learning the knowledge of circle, let the students explain why the shape of the wheel is round from a mathematical point of view. Can other shapes be used? Why?
Life is the source of mathematical knowledge. Teachers should guide students to combine mathematics knowledge in class with students' life practice, cultivate students' practical ability and experience the practicality of mathematics. For example, you know graphic teaching. Let students observe that the graphics around you are rectangles, squares, triangles and circles. Let them put these graphics on the table, draw a picture and talk about it in person, so that you can experience and feel the shape of the object personally, and then let students know the characteristics of these graphics. Mathematics formed by this kind of life shortens the distance between mathematics and life, leaving students with a better thinking space, which not only meets the needs of students to observe mathematical knowledge, but also embodies the value of mathematics and cultivates them.
3. Strengthen the operation and cultivate students' ability to apply what they have learned.
Knowledge comes from practice and guides practice. We often see that due to the lack of students' perceptual knowledge, there is a sense of quantity that does not conform to the reality of objective life. This requires that our classroom teaching should pay more attention to integrating with practice and strengthen students' hands-on activities. After learning about meters, centimeters and how to measure them, let students use their own mathematical knowledge to solve practical problems in life. For example, measure the height, the length of the arm, the length of a step, the width of the classroom door and the width of the window. Through the above activities, students can deepen their understanding of centimeters and meters and consolidate the method of measuring the length of objects with a scale. At the same time, students have obtained some common-sense data in their daily life. In this activity, students' interest in learning and the ability of practical measurement were improved, so that students can use it in their lives.
After learning the average question, let the students choose their own topics in groups and carry out activities, such as calculating the average height, average weight and average age of the class, the average number of all classes in the school, the average age of teachers, and the average price of a vegetable in the nearby vegetable market. Students naturally exercise their ability to solve practical problems in cooperative activities.
Using mathematical knowledge to solve practical problems in life can realize the close combination of mathematics and life, help students learn to observe life with mathematical eyes, and thus constantly experience the value and charm of mathematics.
There are math papers everywhere in our lives. In primary school mathematics teaching, we should start with life experience and create meaningful, challenging and enlightening problem situations through various forms to stimulate students' internal motivation to learn to the maximum extent. What can students experience in hands-on practice? Learn math? The fun of. In democratic teaching, students can not only acquire knowledge, form skills and master mathematical methods, but also gain positive emotional experience and establish confidence in learning mathematics well.
"Mathematics Curriculum Standard" points out:? In teaching, it is necessary to create learning scenes that are closely related to students' living environment and knowledge background and are of interest to students, so that students can gradually experience the generation, formation and development of mathematical knowledge in activities such as observation, operation, speculation, communication and reflection, gain positive emotional experience, feel the power of mathematics, and master the necessary knowledge and basic skills. ? Therefore, our mathematics should start from students' real life and actively provide students with real and interesting materials. Establish vivid and interesting materials, create vivid and interesting realistic situations, set up doubts, and use existing experience to guide students to explore new knowledge and understand that mathematics comes from life. There is mathematics everywhere in life.
Mathematic life experience, make mathematical problems live, and let students learn mathematics in life. Do math? Experience? Life mathematics? . So that students can serve the mathematics in life while gaining knowledge and ability, and realize that mathematics is around, interesting and charming. So how to close the distance between mathematics and life in teaching?
Teachers should create life situations so that students can experience life in math examples. In classroom teaching, teachers should be good at discovering and digging out mathematical problems in life, and use children's personal experiences to experience what they have gained with their hearts, so as to stimulate children's interest in learning mathematics. I often use students to introduce teaching by finding friends around me, which not only creates a relaxed and interesting learning atmosphere, stimulates students' interest in learning, but also makes students realize that mathematics comes from life. After that, they immediately became interested in today's content and studied happily.
Creating problem situations that are related to real life in this way not only stimulates students' interest in learning mathematics, but also makes them feel that mathematics is closely related to the little things around them. In teaching, teachers should take various measures. Looking for what? Mathematics material, so that students can learn from life? Looking for what? Math? Think? Math, really feeling? Mathematics is everywhere in life? Let mathematics become a useful subject, thus enhancing students' awareness of applying mathematics.
Students learn mathematics by using the mathematical knowledge and methods they have learned to solve some simple practical problems in life. Guiding students to apply what they have learned can promote the formation of students' awareness of inquiry learning and application and cultivate their preliminary practical ability. By designing the activation of students, students' ability to solve daily problems is cultivated.
Practice allows students to operate by themselves. We often encounter such things in our lives, which also increases their interest in learning mathematics!
Mathematics will only show its charm if it returns to life. As long as students use mathematics in their daily life, it will really come true? Everyone learns valuable math? . In mathematics teaching, teachers should be good at collecting teaching examples in real life, introducing the theme of social life into mathematics teaching classroom, allowing students to observe life from the perspective of mathematics and establish? With math? Consciousness, cultivation? With math? Ability, experience? With math? The fun of.
Teachers build students? With math? Consciousness, experience the zero distance between mathematics and life.
Teachers should not only let students learn life-oriented mathematics in teaching, but also let students feel that mathematics exists in life, so teachers should build students? With math? Realize. For example, after teaching "two-step calculation of decimals", I set up a simple breakfast shop in the classroom and marked it? Steamed bread 0.5 yuan, meat buns 1, fried dough sticks 0.5 yuan, soybean milk 1 yuan/cup, milk 3 yuan/box, cake 1.5 yuan/piece? And say? These are the things you usually eat in the morning, and I think you should be familiar with them. So please tell me, if you were given 5 yuan money to eat your own breakfast, how would you arrange your nutritious breakfast? The students immediately became interested and talked about their own nutritious breakfast plans. Through such activities, students not only master the main points of this part of knowledge, but also pass? With math? Thus further realized the charm of mathematics.
As a teacher, we should persist in providing students with practical opportunities and cultivating students? With math? Feel the ability of mathematics everywhere in life. Let students experience the joy of learning mathematics, let them love life more, and gradually develop the consciousness and habit of observing and feeling life with mathematical eyes. So when teaching Sheng and Mi Li, I asked my classmates to do a small survey in the supermarket in their spare time to see where you can find things in the supermarket in the morning, write down their names, have a good look, touch them with your hands if possible, smell them with your nose if possible, and draw their shapes or looks with a pencil if possible. The students went to the supermarket with great interest and found many things in liters and milliliters: shower gel, milk, drinks, cooking oil, toilet water and wine. Some students drew pictures of these things, and some students collected samples. After a small survey in the supermarket, the children know that liters and milliliters are both units used to represent liquids. L can represent more liquid, and ml is used to represent less liquid. This not only makes them learn the content of this lesson from their own lives, but also makes them feel that there is mathematics everywhere in their lives.
In teaching, I also pay attention to let children proceed from the actual situation in life? Looking for what? Mathematics, to cultivate students' awareness of observing life from the perspective of mathematics, so as to truly experience life? With math? Fall in love with the fun of mathematics. After learning the area of rectangle and square last semester, I organized students to measure the length and width of the classroom blackboard together. The length and width of the classroom floor; The length and width of the desktop; Then calculate their areas. Finally, let them talk about how to calculate the price of black paint if the blackboard darkens again; If the floor is carpeted, how to calculate the price of the carpet; If you want to install a piece of glass on the table, how do you calculate the price of glass? Let students suddenly feel that these common things in daily life need mathematical knowledge to solve. In this way, they feel the joy of acquiring knowledge and are more willing to take the initiative to learn mathematics!
Life is inseparable from mathematics, and mathematics is inseparable from life. Mathematics teaching should pay attention to the source and use, so that students can feel that there is mathematics everywhere in their lives. In children's eyes, mathematics is a visible, tangible and useful subject, and it is no longer a boring math game. Only by communicating the connection between life and mathematics can students really get close to mathematics and learn useful, valuable and interesting mathematics, and mathematics can really enter life and let students truly appreciate the fun of mathematics in life. Learn mathematics with real life, mathematize life experience, make mathematical problems live, and make mathematics really come from life and serve life!