Real life is the destination of learning mathematics. "Mathematics Curriculum Standards" points out in the implementation plan: "Teachers should make full use of students' existing life experience, guide students to apply what they have learned to reality at any time, solve mathematical problems around them, and realize the application value of mathematics in real life. "In teaching, we should pay attention to providing students with more practical opportunities, guiding students to observe and understand things around them with a mathematical eye, guiding students to solve practical problems with their own mathematical knowledge, making students realize the role of mathematical knowledge in real life and its connection with real life in practical activities, and cultivating students' mathematical consciousness and practical ability.

1. Describe life events in mathematical language.

Mathematics is first and foremost a language and a tool for people to communicate with each other. Because it can be used to store and transmit information, the language function of mathematics is more prominent in the information age. People can describe the world with the numbers, symbols or images they have learned, and express their thoughts with rigorous language. For example, in the teaching of "Preliminary Understanding of Division", students are asked to divide the disk of 12 equally, and they are asked to express how they divide in words, and then express their division in formulas. Students list the following formulas according to their own arrangements and ideas:

① 12/3=4 ② 12/4=3 ③ 12/6=2 ④ 12/2=6

In this process, students not only realize the function of mathematical language, but also understand the true meaning of mathematics in life.

2. Use mathematical laws to express life phenomena.

For example, after studying the proportional relationship between two quantities, let students find out which quantities are proportional and under what conditions. The students are very enthusiastic, scrambling to say: "The price of each math PHS is fixed, and the number of subscriptions is directly proportional to the total amount of money", "The unit price of primary school weekly is fixed, and the number of subscriptions is directly proportional to the total amount of money", "The house price per square meter is fixed, and the area of the set suite is directly proportional to the total amount of money bought" and "Tieguanyin's price per kilogram is fixed, and the number of kilograms bought is directly proportional to the amount of money needed.

3. Observe the living environment from a mathematical perspective

For example, when learning to count in grade one, let students count how many windows there are in the classroom and how many pieces of glass are on each window; Count how many learning tools you have; When learning fractional application problems, guide students to make up the problems according to the surrounding things, such as "making up a fractional division application problem according to the number of students in the classroom"; "After senior three students learn decimals, let them use decimals to express things around them"; After learning axisymmetric graphics, let the students observe the things around them and talk about which objects are axisymmetric graphics. ..... Do this often, so that students can develop the habit of paying attention to things around them and consciously observing and understanding things around them from a mathematical point of view, so that students can gradually learn mathematical thinking and consciously connect what they have learned with things in reality.

4. Solving practical problems with mathematical knowledge

For example, when teaching the volume of a cone, the formula for calculating the volume of the cone is first obtained through experiments, and then the students are taken to the edge of a conical sand pile to calculate the volume of the sand pile. Students must figure out what tools to use to measure the relevant data of the sand pile, and also use the knowledge of vertical lines and parallel lines to measure the height, perimeter and radius of the bottom of the sand pile, and finally measure the volume of the sand pile. On this basis, say the weight of sand per cubic meter and ask the students to calculate the weight of this pile of sand. In this way, students can feel, see, understand thoroughly and remember deeply. They not only learn mathematics knowledge, but also solve practical problems and improve their practical ability.

5. Explain life problems with mathematical concepts

For example, after learning the scale, ask students to explain the problems they encounter in life according to the meaning of the scale: "Why can we recognize the person in the photo at a glance?" "What is the way to draw the area of our motherland on a piece of paper of any size"; After learning the meaning and basic nature of proportion, ask the students to explain, "Why do some customers know whether this pair of socks is suitable for them by winding their fists once when buying socks?" ; "Detectives can estimate the approximate height of criminals by measuring their footprints?" ……

6. Comprehensive practice of mathematical methods

For example, after learning the calculation of "interest", let the students give advice to the teacher: "If the teacher has 500 yuan money, how can it be more cost-effective?" Students should not only go to various banks to find out the interest rates of various deposits, but also consider how long the money can be saved by teachers. Finally, they should consider the way of saving, whether to deposit the principal and after-tax interest year by year or one-off. Do you have government bonds to buy? Are there any construction bonds to buy? ..... and then communicate and report, explaining the reasons. Through such practical activities, students not only deepen their understanding of "interest", but also further master the calculation method of interest; It is also helpful for students to understand the meaning of saving and the relationship between interest rate adjustment and social life and national economic development, experience the fierce competition in all walks of life, cultivate students' sense of competition and improve their ability to adapt to society.

In short, mathematics teaching must fully consider the trajectory of human activities in the process of mathematics development, be close to students' familiar real life, and constantly communicate the connection between mathematics in life and mathematics in textbooks, so as to integrate life with mathematics, thus stimulating students' enthusiasm for learning mathematics, realizing the close connection between mathematics and people and real life, and making mathematics an important source of motivation for students' development.

The article is excerpted from: let mathematics return to life and improve practical ability.