When we open the current math textbooks, we are as beautiful as fairy tales, and integrating math knowledge into the life that students are very familiar with is closely related to the life around us. For our junior high school students, there are some mathematical knowledge related to mathematics in life, so we have a certain understanding of mathematics. How to connect life experience with mathematics learning in mathematics learning?
First, cultivate the desire to learn actively and realize that there is mathematics around you.
In mathematics learning, we should be good at observing practical problems in life and feel the close connection between mathematics and life. Our beautiful campus is picturesque and colorful. The campus is full of mathematical knowledge. When we learn to measure the height of flagpole, students measure the shadow length of flagpole with sunlight at the same time. The longer the shadow length, the higher the height. I first felt the mystery of mathematics in my life, and then measured the height of the teaching building through cooperation and exchange. The students are enthusiastic, actively explore the measurement scheme and experience how to use mathematics in life. Finally, the students measured the height of the flagpole with a small mirror to further understand that mathematics is around us and in our lives. Throughout the class, the students "played" happily, and the atmosphere of the "big classroom" was very active, changing the boring and passive classroom. Every student is actively involved in activity learning, and their enthusiasm for "learning" is very high. The students successfully completed the learning tasks of the whole class without knowing it. This kind of math class makes students deeply realize that mathematics is around them, and there is mathematics around them, and they are very close, and they gradually have a sense of intimacy with mathematics, thus enhancing their desire for active learning.
Second, be good at discovering mathematical problems in life. ...
Interviewee: Gigi 5 12- novice level 2-9 14:07.
Example: An easily overlooked answer
The world is full of wonders, and there are many interesting things in our mathematics kingdom. For example, in my ninth exercise book, there is a thinking question that reads: "A bus goes from Dongcheng to Xicheng at a speed of 45 kilometers per hour and stops after 2.5 hours. At this time, it is just 18 km away from the center of the east and west cities. How many kilometers is it between East and West? When Wang Xing and Xiaoying solve the above problems, their calculation methods and results are different. Wang Xing's mileage is less than Xiao Ying's, but xu teacher said that both of them were right. Why is this? Have you figured it out? You can also calculate the calculation results of both of them. " In fact, we can quickly work out a method for this problem, which is: 45× 2.5 = 1 12.5 (km),112.5+18 =130.5 (. In fact, we have neglected a very important condition here, that is, the word "Li" mentioned in the condition is "just 18 km from the center of the east and west cities", and it does not say whether it has not yet reached the midpoint or exceeded the midpoint. If the distance from the midpoint is less than 18km, the formula is the previous one; If it is greater than 18km, the formula should be 45× 2.5 = 1 12.5 (km), 1 12.5-65448. Therefore, the correct answer should be: 45 × 2.5 = 1 12.5 (km),12.5+18 =130.5 (km),/kloc-. Two answers, that is to say, Wang Xing's answer and Xiaoying's answer are comprehensive.
In daily study, there are often many math problems with multiple solutions, which are easily overlooked in practice or examination. This requires us to carefully examine the problem, awaken our own life experience, scrutinize it carefully, and fully and correctly understand the meaning of the problem. Otherwise, it is easy to ignore other answers and make a mistake of generalizing.
References:
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Responder: Bitter Popsicle-Assistant Level 3 2-9 14:53
You can write down your exclamation about mathematics and love it. ...
Interviewee: Vanadium Myth-probation period 1 level 2-9 15:09.
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Interviewee: the desire to pursue dreams-the probation period is 2-9 19:57.
/wangzhen060528
Find it at this address: the math thesis of the sixth-grade graduates.
Reply: Wang Zhen 060528- Jianghu Hero 10 Level 2- 10 22: 14.
Mathematics originates from life and is rooted in life. Mathematics learning should start from our life experience and existing knowledge points, talk about mathematics in connection with life, mathematize life experience and make mathematics problems live. Stimulate the interest in learning mathematics, deeply realize that life can not be separated from mathematics, and mathematics is the key to solving life problems, thus enhancing the interest in learning mathematics.
When we open the current math textbooks, we are as beautiful as fairy tales, and integrating math knowledge into the life that students are very familiar with is closely related to the life around us. For our junior high school students, there are some mathematical knowledge related to mathematics in life, so we have a certain understanding of mathematics. How to connect life experience with mathematics learning in mathematics learning?
First, cultivate the desire to learn actively and realize that there is mathematics around you.
In mathematics learning, we should be good at observing practical problems in life and feel the close connection between mathematics and life. Our beautiful campus is picturesque and colorful. The campus is full of mathematical knowledge. When we learn to measure the height of flagpole, students measure the shadow length of flagpole with sunlight at the same time. The longer the shadow length, the higher the height. I first felt the mystery of mathematics in my life, and then measured the height of the teaching building through cooperation and exchange. The students are enthusiastic, actively explore the measurement scheme and experience how to use mathematics in life. Finally, the students measured the height of the flagpole with a small mirror to further understand that mathematics is around us and in our lives. Throughout the class, the students "played" happily, and the atmosphere of the "big classroom" was very active, changing the boring and passive classroom. Every student is actively involved in activity learning, and their enthusiasm for "learning" is very high. The students successfully completed the learning tasks of the whole class without knowing it. This kind of math class makes students deeply realize that mathematics is around them, and there is mathematics around them, and they are very close, and they gradually have a sense of intimacy with mathematics, thus enhancing their desire for active learning.
Second, be good at discovering mathematical problems in life. ...
I hope you can be satisfied! ^_^