Summary of life mathematics thesis: The new curriculum standard of primary school mathematics requires us to use mathematical knowledge to solve life problems while learning useful mathematics. Mathematical knowledge comes from human long-term labor practice and is accumulated. When studying mathematics, students must combine their existing life experience to increase their interest in learning.
Keywords: the application of knowledge of mathematics life
Mathematics comes from life and is widely used in life. The New Curriculum Standard emphasizes that mathematics teaching should be closely linked with students' life practice. Starting from students' life practice and existing knowledge, we should create vivid and interesting situations, guide students to observe, guess, reason and communicate, let students think about problems from the perspective of mathematics, and solve problems through hands-on practice, independent exploration and cooperative communication, so as to apply what they have learned, embody the practical value of mathematics and let mathematics enter life.
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, only by starting from students' life experience and letting students learn and use mathematics in their lives can mathematics teaching be full of vitality.
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, enhance students' awareness of mathematics application and stimulate students' interest in learning. For example, understanding the clock face, understanding the graphics and so on. Therefore, teachers should design situations that students are interested in, such as telling stories, playing games and looking at pictures. Starting from students' reality, we can stimulate students' curiosity and realize that mathematics is close to life. When teaching "Understanding Numbers within 10", I ask students to observe the environmental layout in the classroom, talk about how many windows, blackboards and lights there are, and guide students to express the number of items in a standardized language. For another example, when I was teaching averages, I designed such a situation. Yesterday's math contest, a small team of 9 people scored 8 10, and a two-team of 8 people scored 780. I now announce that the first team has won the competition. Some students of the second team said, "Teacher, because there are more people in the first team than us, of course, the total score will be more than us. Isn't it unfair to calculate this result? " I quickly asked, "How is this fair?" ..... In the natural conversation with children, the average is deduced, which really reaches the beginning of class and allows children to actively participate in learning. Through similar problems close to life, let students realize the close relationship between mathematics and life, so that students can realize the great use of learning mathematics and realize the transformation from passive learning to active learning.
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. For example, after learning to "recognize the position", go home and observe your bedroom, describe the relative position relationship of objects in the bedroom with up and down, front and back, left and right, and then tell your parents. Observe what is around your house and village, and communicate with your friends at school. After learning about 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. 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? For example, after learning Statistics, ask the students what you plan to count. This link makes full use of students' existing life experience, applies what they have learned to their lives, solves mathematical problems around them, and understands the role of mathematics in real life, so that students can realize the importance of learning mathematics and the happiness of learning and being useful, and the connection between mathematics and life is best reflected.
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 has been improved. Needless to say, there is mathematics everywhere in life, and mathematics is used everywhere.
In a word, mathematics can not be separated from life, and there is mathematics everywhere in life. Mathematics comes from life and is applied to life. Knowledge that comes from life and belongs to life is valuable knowledge. Linking mathematics with life, let students feel the true meaning of mathematics unconsciously.
The second chapter of life mathematics thesis "New Curriculum Standards" points out:? Mathematics curriculum should emphasize starting from students' existing life experience, and let students personally experience the process of abstracting practical problems into mathematical models and explaining and applying them, so that students can gain an understanding of mathematics and make progress and development in thinking ability, emotional attitude and values. ?
Life is inseparable from mathematics, and mathematics is inseparable from life. Mathematical knowledge comes from life and ultimately serves life. Therefore, how to close the relationship between mathematics and life in teaching activities, let students feel that mathematics comes from life and experience the application of mathematics in life has become an important direction of teachers' teaching.
First, mathematics comes from life.
Mathematics is a part of life. Without life, mathematics will be a dead sea, and mathematics without life is unattractive. Similarly, human beings cannot do without mathematics. Someone did an experiment with students and agreed not to use numbers, directions and positions in mathematics on Sunday to see if they could spend the day. I used the same experiment. Sure enough, after the experiment, I asked my classmates to exchange experiences. Most of them are failures in experiments, because they use mathematics at any time in their lives. For example, some students said that you should use numbers when you make phone calls, watch TV and play games, and you should also use numbers when you pay for things in shopping malls. Others say that you should know the exact direction and location when you come home from school. In order to make students realize that mathematics comes from life, I encourage students to write math diary and record the mathematical problems found in life, which has achieved good results. Students' diaries reflect their application and understanding of mathematics.
Second, mathematics is a part of life.
For example, you are going to the stationery store to buy five exercise books, each of which costs 30 cents. How much does it cost to buy one? (2) 47 teachers and students go to the playground to play, and each ticket is 5 yuan. Is it enough for 250 yuan? (3) How many tiles are estimated to be used for home decoration? In life, no matter big or small, it is closely related to mathematics.
The process of using mathematical knowledge to solve various practical problems in daily life, study and work embodies the basic strategy of solving problems. It not only includes the operation of numbers and formulas, but also includes reasoning, analysis, judgment, selection, estimation, statistics, drawing charts, data analysis, space and graphics, optimization scheme and many other aspects. For example, the bus route selection, time arrangement, personnel allocation, capital utilization and so on considered in the activity plan design process all contain rich mathematical ideas and methods, which are inseparable from the application of mathematics.
Therefore, in teaching, students must establish a correct concept of mathematics application, let them understand and master the general thinking methods to solve practical problems, form scientific thinking habits, and have the consciousness of consciously and actively applying mathematics.
Third, how to implement mathematics teaching? Life?
(A) teachers should constantly update the teaching form.
1. Guide students to learn to live with mathematical knowledge.
If you are studying? Ordinary timing method? And then what? 24-hour timing? After the exchange, I asked the students to record their weekend activities in two ways, and then tried to design a reasonable schedule for themselves. In practice, students not only deepen the connection and difference between the two timing methods, but also infiltrate ideological education in a subtle way, so that students can feel the preciousness of time and learn to cherish it. As teachers, we should insist on providing students with comprehensive practice opportunities, let them experience the happiness of learning mathematics, and gradually cultivate life consciousness from the perspective of mathematics, feel more about life and love life.
2. Discover and cultivate students' awareness of observing life from the perspective of mathematics.
Life itself is a huge mathematics classroom, and there are a lot of valuable mathematical phenomena objectively in life. In teaching activities, let students learn from shopping, play, family life and other aspects of life? Looking for what? Mathematics can encourage students to actively observe life and think about life problems from the perspective of mathematics. If it is shopping, calculate how much it will cost; When you are having fun, compare how far away you are. Count household expenses at home. , is to make mathematics come alive.
3. Strengthen intuitive teaching, so that students can truly feel life.
Like in teaching? Understanding of three-dimensional graphics? At that time, I asked my students to bring a lot of objects with various three-dimensional geometric figures that are common in life. Through classification, I found out the similarities and differences of * * * *, took a look, compared and touched it, which made it easy for students to understand the characteristics of cuboids, cubes and so on, and also brought what they learned back to life and told parents that toothpaste boxes were cuboids.
In addition, I use appropriate teaching AIDS to assist teaching and make full use of various means of intuitive teaching. Intuition? Have the advantage of being visible and tangible. Intuition? Sometimes it can directly explain the problem, sometimes it can help to understand the problem, which will leave a profound impact on students, make them get endless fun from learning, and also put boring mathematics in the scene, attract students to actively think about the problem and make them actively acquire new knowledge.
(2) Teachers should constantly update the teaching language and teaching materials.
In the process of teaching, teachers should choose appropriate materials and use appropriate language according to the characteristics of students in order to achieve the expected results. Like what? The sum of any two sides of a triangle must be greater than the third side? . I will use the most common example in life: Why does everyone want to take shortcuts? We can draw several ways for students to choose, and then ask them why they all choose the most direct way. They'll say it's the shortest way. Why recently? How to prove it? Connecting with the most common and applicable things in life is easy for students to understand, think and even draw inferences. Some students gave such an example. Dogs always run straight to the bone when they see the bone in front of them, instead of going around several times or taking a curve to eat the bone, unless they are mad dogs.
In teaching activities, teachers should be good at discovering and excavating mathematical problems in life, and make use of students' existing life experience to realize what they have learned.
(C) Teachers make full use of advanced multimedia teaching equipment
Mathematics teaching under the new curriculum standard can not fully meet the requirements only by traditional chalk and blackboard. There are many pictures and images that need multimedia display, and many processes of knowledge generation and development need computer demonstration. In teaching, we often encounter some phenomena, such as concepts, arithmetic and formulas, which are often the focus and difficulty of teaching. With the help of multimedia-assisted teaching, these phenomena can be activated, and they are particularly intuitive and vivid, and students can feel their own mathematical knowledge without teachers' multi-languages. In order to provide students with rich knowledge and materials, teachers must master modern teaching methods. Only when students realize the fun of mathematics can they take the initiative to understand mathematics, and mathematics teaching can serve their future development.
In a word, mathematical knowledge comes from life. In mathematics teaching, teachers should actively create conditions, fully tap mathematics in life, create vivid and interesting life problem scenarios, and let students experience the fun of learning mathematics. Students should also be encouraged to be good at discovering mathematical problems in life and actively use mathematical knowledge to solve life problems. The ultimate goal is to make students feel the connection between mathematics and life, make mathematics teaching alive and make mathematics learning full of vitality.