First of all, create a situation and introduce new courses into life.
A successful class is inseparable from good situational introduction. 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 of mathematics 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. If you buy a counter for 35 yuan, how do you pay? The children answered the above questions one by one, and then organized students to carry out "small shop" shopping activities again in class, so that students could use money to buy the goods they needed, and calculate how much they should pay and how much they should get back. In the actual shopping, the simple calculation of RMB has been consolidated, and students can experience shopping, solve problems, pay money, change money, cooperate with friends, communicate and discuss, give full play to their initiative, and let students discover from life.
Second, explore the life-oriented learning process.
1, abstract mathematical knowledge from real life.
Mathematics studies the quantitative relationship and spatial form of the objective world, which comes from the actual things in the objective world. In primary school mathematics teaching, starting from the reality of life, organically combining the content of teaching materials with "mathematics reality" conforms to the cognitive characteristics of primary school students, which can eliminate students' strangeness to mathematics knowledge and make them receive the enlightenment education of dialectical materialism. For example, the teaching of "parentheses" can be carried out as follows: first, show the two formulas of "8+6× 5" and "6× 5+8" so that students can review the operation order. Then show the application problem:
The master worker works 3 hours in the morning and 4 hours in the afternoon, making 12 parts per hour. How many parts does he make a day? (Comprehensive formula is required)
The calculation method of student formula is as follows:
12× 3+4 = 12× 7 = 84 (pieces)
The teacher wondered: It seems wrong to add first and then multiply, right? Reveal the contradiction between old and new knowledge and introduce brackets when students are at a loss. In this way, through the design of problems and the solution of contradictions, students can understand the reasons and uses of introducing brackets and the reason of counting the numbers in brackets first.
2. Learn mathematics with natural phenomena that students are familiar with.
In the teaching of Possibility, I created the following scenes: in sunny spring, birds fly around; Suddenly it was cloudy and the birds flew away. This change aroused the students' strong curiosity, and then the teacher immediately threw out a question: "It's cloudy, what may happen next?" Students will consciously contact their existing experience to answer this question. Students think: "It may rain"; "It may thunder and lightning"; "There may be wind"; "It may always be cloudy, and it won't change again"; "Maybe it will clear up again after a while"; "It may snow" ... the teacher went on to say, and made a demonstration: "Everything the students just said can happen, and some of them are very likely to happen, such as rain. Some things are unlikely to happen, such as snow. What else could happen around us? What can't happen? What could happen? " Using this kind of situational introduction, students have a preliminary feeling about the meaning of "possibility". Because the key to learning "possibility" is to understand the uncertainty of things and the possibility of things, let students contact the weather changes in nature and lay the foundation for the concept teaching of "possibility".
3. Use experience to learn mathematics in creative activities.
When students are interested in the characteristics and contents of mathematics, their creative consciousness will be triggered. Therefore, when preparing lessons, teachers should explore the creative thinking factors of teaching materials and stimulate students' creative consciousness. For example, when learning the area of parallelogram, first review the calculation method of rectangular area. At this time, the teacher asked the students "when the area of parallelogram is different from that of rectangle" and asked: "Nail a parallelogram with four pieces of wood and draw it into a rectangle. Is the area of the rectangle equal to the area of the original parallelogram? " This question leads students to have different answers: equal, increase and decrease. The debate is very fierce, which leads students to explore actively, and finally draws the conclusion that when the parallelogram and the rectangle are equal in length, the parallelogram is drawn into a rectangle, its height changes and its area increases accordingly. This kind of teaching makes students feel that they have learned some mathematics knowledge in our real life, but they have not found the law. We can make use of experience and refine it into mathematics through practical activities, so as to learn mathematics in creation and enrich and perfect our cognitive structure.
4. Infiltrate mathematical ideas and knowledge based on children's life cases.
For example, when teaching Statistics-Favorite Fruit, I organized students to investigate the actual situation of life, and changed different fruits into blocks of different colors that students contacted most in their lives. One block represents a classmate's favorite fruit, and the idea of statistics was infiltrated in the practice of building blocks. The building blocks should be placed on the same desktop, so that you can see which color of building blocks is tall, and you can also use horizontal lines to indicate that the starting point of statistics is the same. Which color of building blocks is the highest, indicating that people like that fruit the most. It is in such activities that profound mathematical ideas in statistics are brought into life. In short, teachers should create some vivid, interesting and close-to-life examples in combination with the teaching content, and vividly show the prototype of mathematics in life in class, so that mathematics in students' eyes is no longer simple mathematics, but perceptual, close-to-life and full of vitality.
Third, expand the activation of trainees.
Learning is certainly an intellectual activity, but human learning is also a spiritual life and emotional experience. If mathematics learning is connected with real life, students will get endless fun from it and understand and develop mathematics at the same time. Let students purposefully solve mathematical problems in life and increase direct experience, which is not only conducive to students' more solid learning of mathematics, but also conducive to students' ability to observe and initially solve practical problems, and is conducive to students' perception that mathematics is everywhere in life. For example, to know non-integer two-digit numbers, in addition to counting familiar living materials such as sticks, classes, house numbers and car numbers, we should also guide students to fully develop their association and imagination, require students to obtain information through various channels and means, and then organize exchanges to describe the non-integer ten digits we have seen in our lives, further enriching our understanding of numbers within 100. In the final review, in order to consolidate the knowledge of "more, less, more, less and more", I led my classmates to the corner of the playground. What are these students doing? According to the activities carried out by boys and girls, can you ask any math questions you have studied? The students rushed to answer one by one: ① There were () boys; ② There are () girls; (3) a * * * has () people; ④ There are more boys than girls (); ⑤ There are fewer girls than boys; 6. There are more girls; ⑦ There are fewer people wearing skirts than those who don't; Today, there are more people who play football than those who don't? There are as many girls plus () as boys ... I think students should be allowed to observe with their own eyes, judge with their own brains, express in their own language, think from their own perspective and learn in their own way. In this way, the more questions students have, the broader their thinking and the better their ability to solve problems.
Fourth, apply what you have learned and cultivate innovative ability.
Cultivating students' interest in learning mathematics and developing their mathematical knowledge and ability is the fundamental goal of our mathematics teaching. Whether knowledge and ability are truly mastered is ultimately reflected in whether they can be used correctly. Let students use new knowledge and subjective ability to solve problems in life, and further cultivate students' creative ability. For example, after learning axisymmetric graphics, students use the characteristics of axisymmetric graphics to design and produce exquisite paper-cutting, post-cutting, batik painting, printing and dyeing painting, etc. The content includes natural scenery, flowers and plants, fish and insects, people, animals, architecture and so on. Students are interested in classroom communication and introducing their own works. In the communication, students also found that some are not axisymmetric graphics, and some are axisymmetric graphics. They have a deeper understanding of the characteristics of axisymmetric graphics and cultivate students' comprehensive ability. It also stimulates students' interest in extracurricular exploration and establishes an open teaching concept, from in-class to out-of-class and from classroom to society.
Let students learn mathematics, but also practice a pair of eyes to find problems. They are no longer nerds who study hard and do exercises rigidly, but become a new generation with knowledge and creative thinking. Learning mathematics is to apply it to life, so that mathematics can come from life and go to life. This is the method that every math teacher should teach his students. It is better to teach people to fish than to teach them to fish. In short, in this new round of basic education reform, teachers should combine the actual life, seize typical cases, and endow them with thinking methods, so that students can truly appreciate the fun and practicality of mathematics learning, let students discover life mathematics, like mathematics, and let mathematics classroom teaching adapt to the reality of social life, thus cultivating a group of talents who can really meet the needs of the future society.