Teaching clips:
Teacher: Students, do you like traveling? What means of transportation do you need to take to travel to the island?
Yes, I'm going to the island by boat.
Teacher: Everyone answered very well. Now the teacher has a question: "There are 24 people who want to play on the island. Each ship is limited to four people. How many boats do you need to rent? " Let's analyze and understand the meaning of the question before helping the teacher answer it.
Health: It is limited to four people, which means that each boat can only take four people at most. If you take too many people, it will be very dangerous.
Health: 24 people can be divided into four groups, and one person can be divided into six groups.
Teacher: "Good! What do the students think?
Student: * * * 24 people, every four people rent a boat. How many boats do you need to rent? Just look at how many 4' s are in the 24 th, and rent a few boats for a few.
Teacher: You are right. As the students said, if there are 6 4 out of 24, we will rent 6 boats.
Case study:
"New Curriculum Standard" points out that mathematics comes from life, and there is mathematics everywhere in our daily life. Therefore, a practical class with average scores was specially designed. By creating a situation that students like to see and hear, and by talking, the average activity is closely linked with the reality of life, so that students can learn living mathematics and greatly mobilize their interest in learning mathematics. In the process of independent inquiry and cooperative communication, students actively participate in the learning process and solve practical problems in life, which can not only learn general knowledge, but also cultivate the ability to solve practical problems in life.
This lesson is to find life materials from the real world. In the above-mentioned teaching clips, students' horizons are broadened to their familiar living space by creating life situations that students like to see and hear, and at the same time, putting forward practical problems encountered in life. Then through speaking, thinking, calculating and other practical activities, let students feel that mathematics is around, and there is mathematics everywhere in life. The introduction of life examples in classroom teaching has greatly improved students' interest in learning mathematics, effectively improved the efficiency of classroom teaching, and made primary school mathematics a life-oriented teaching instead of a boring teaching.
If mathematics teaching can create concrete life scenes and introduce vivid examples in life, it will be very beneficial to improve students' learning efficiency, let students find that mathematics is around and let them know that there is mathematics everywhere in life. Life is really interesting, and math is really interesting. The practical problems encountered in real life often synthesize all kinds of information. We can introduce it into the classroom, so that students can solve math problems in practical activities close to reality.
Through the creation of situations and the emergence of problems, this teaching clip enables students to use what they have learned to solve problems in life, so that students can perceive the relationship between mathematics and life and understand the value of mathematics, aiming at improving students' ability to solve practical problems in life by using what they have learned in mathematics, and making mathematics a subject that comes from and serves life.