Mathematics has been closely related to life since mankind knew the knot notation. Since then, people's food, clothing, housing and transportation have also begun to record, summarize and calculate more standardized. Early mathematical works such as Nine Chapters Arithmetic are also articles that record human life and production experience. Therefore, modern primary school mathematics can find its prototype in life. Therefore, the current mathematics teaching should call for mathematics to return to life.
"Mathematics Curriculum Standard" points out: "Teachers should make full use of students' existing life experience and guide students to apply what they have learned in order to realize the value of mathematics in reality. "Let the children's world enter the new curriculum standard, and put more emphasis on students' capturing mathematical problems from life with mathematical eyes, actively using mathematical knowledge to analyze life phenomena, independently solving practical problems in the children's world, making mathematics alive and making life mathematical.
However, for a long time, classroom mathematics teaching has entered a misunderstanding-divorced from children's world. Let students sit in the classroom and study for the sake of learning, not knowing the purpose and purpose of learning. Not only is learning boring, it can't stimulate children's real interest, but it also creates two "skins" for study and life. The root of the problem mainly includes the following aspects:
● Stay away from the children's world and focus on the scientific world. Curriculum design emphasizes the systematization, integrity and theorization of knowledge, and confines students to the scientific world. In this way, students' thinking mode is rigid, just like an altar of "stagnant water", one layer remains unchanged; Textbooks have also become the supreme "Bible", and students dare not and cannot cross the line.
● Without children, there is no reasonable construction of children's possible life. Students have lost the motivation to live and the interest and motivation to study.
The dull and monotonous rational life has become the main theme, which cannot meet the needs of students' complete spiritual life.
Therefore, we try to build a "children's world" theme teaching model for primary school mathematics, so that students have more opportunities to learn and understand mathematics from familiar things around them, realize that mathematics is around them, and feel the fun and role of mathematics. Through this mode of teaching, we can stimulate students' strong interest in learning, cultivate students' self-confidence and form a positive and enterprising spirit. It can provide students with a broad space to participate in the process and activities of knowledge formation, so that students can form mathematical thinking methods and learning methods; It enables students to construct mathematical meaning firmly. So as to achieve the highest goal that mathematical knowledge comes from life and serves life.
Second, the research objectives
Through the research of this topic, students can understand the meaning of real life while paying more attention to life and experiencing life, form a scientific outlook on life, and cultivate inquiry consciousness, develop intelligence and form ability while solving practical problems. Finally, in the personalized, active and practical teaching mode of "Children's World", teachers and students develop together. Specifically including:
1. The teaching objectives and contents are close to children;
2. Study and form the general operation mode of "children's world" classroom teaching;
3. Create a "children's world" teaching situation to promote the development of students' multiple abilities.
Third, the concept definition and supporting theory
Concept definition
The study of this model emphasizes the life background of students learning mathematics and embodies a new teaching concept. This view has two meanings: first, primary school mathematics has the nature of reality, mathematics comes from the real world of primary school students and then applies it to their real world, and "children's world" is the basis of primary school mathematics content. Secondly, teachers should guide students to learn mathematics by situational teaching in "children's world", that is, students gradually discover and draw mathematical conclusions by themselves through familiar real life.
(B), support theory
● Psychology believes that the closer students' learning content is to their familiar life background, the deeper students consciously accept knowledge. Therefore, introducing new courses from students' familiar life background can make students feel that mathematics is everywhere in their lives, improve their interest in learning and stimulate their enthusiasm for learning.
According to humanism, creating real problem situations is the primary task of teaching design based on humanistic learning theory. It is a combination of real problems that support students' meaningful learning.
● Activity Constructivism: Rousseau, an educator, believes that teaching should enable students to learn from life and various activities and gain direct experience in connection with real life. Active learning, against letting children passively accept adult lectures or simply learn from books. He believes that the teacher's duty is not to teach children all kinds of knowledge and instill all kinds of ideas, but to guide students to learn directly from external things and the surrounding environment, and to combine them with students' real life, so as to obtain useful knowledge. Psychologists in the former Soviet Union put forward the theory of internalization of activities, and Piaget's cognitive construction theory all pointed out that we should construct our own cognitive structure through active activities on the basis of "children's world".
● The new curriculum emphasizes the life-oriented teaching of mathematics: students can realize that mathematics exists in their own world and apply it to the real world, thus realizing the application value of mathematics.