Abstract: Mathematics comes from life and is applied to life. Students have more opportunities to learn and understand mathematics from familiar things around them, to realize that "mathematics is around", to feel the interest and function of mathematics and to experience the charm of mathematics. This paper mainly focuses on strengthening the accumulation of life experience and enhancing the initiative of learning; Teaching and life are closely linked, and understanding mathematics is close at hand; Use mathematical knowledge to solve practical problems and study the close relationship between mathematics and life.

Keywords: primary school mathematics curriculum reform, mathematics life

introduce

The new Mathematics Curriculum Standard clearly points out: "Mathematics teaching should closely connect with students' real life, create vivid and interesting scenes from students' life experience and existing knowledge, and guide students to carry out activities such as observation, operation, guessing, reasoning and communication to learn and understand mathematics." At the same time, it also points out: "We should always guide students to apply what they have learned in mathematics to their lives, solve the mathematical problems around them, understand the role of mathematics in real life and realize the importance of learning mathematics." Therefore, it will play a very important role to strengthen the close connection between mathematics and life, promote the deepening of classroom teaching reform of mathematics in primary schools and further promote quality education.

First, strengthen the accumulation of life experience and enhance the initiative of learning.

The new Mathematics Curriculum Standard attaches great importance to the connection between mathematics and life, and requires students to "initially learn to observe and analyze the real society by using mathematical thinking, solve problems in daily life, and enhance students' awareness of applying mathematics". Let students observe the objective world around them with mathematical eyes, let students experience the richness of life because of mathematics learning, and let students enjoy the close relationship between mathematics and life.

Because the cognitive level of primary school students is not enough, our teachers should pay more attention to let students understand the connection between mathematics and life, and make boring mathematics lively and interesting and close to life. In this way, new knowledge will be integrated into the form of life problems, so that monotonous and boring knowledge will become vivid and stimulate students' interest in inquiry. Let students realize that learning mathematics well can solve practical problems in life, learn mathematics in solving problems, and feel the meaning and interest of mathematics, so as to learn mathematics happily, and at the same time cultivate students' observation ability, ability to find and solve problems in life and innovative spirit.

Second, teaching and life are closely linked, and understanding mathematics is close at hand.

Hands-on practice, independent exploration, cooperation and exchange are one of the important concepts of the new curriculum reform. Through collecting data, hands-on practice, independent exploration, cooperative communication and other activities, we can understand the raising of mathematical problems, the formation of concepts, the acquisition of conclusions and the application of knowledge, experience the connection between mathematics and real life, make life mathematical, truly appreciate the fun of learning and feel the ubiquity of mathematics.

1. Create life situations and stimulate learning desire.

"Mathematics Curriculum Standard" clearly points out: "Mathematics teaching is the teaching of mathematics activities, and teachers should closely contact with students' living environment and create vivid mathematics situations according to students' life experience and existing knowledge ...". Therefore, the content of mathematics teaching should start from the familiar life situation of students, and let the mathematics that students are familiar with and close to life enter the students' field of vision and mathematics classroom, so that the mathematics teaching materials can become concrete, vivid and intuitive. In this way, the "life" created by students is more real, from which students can further appreciate the value of mathematics and the close relationship between mathematics and real life, and enhance their confidence in learning and applying mathematics well.

When teaching "Calculation Rules of Decimal Addition and Subtraction", students will feel natural and familiar if examples can be adapted into familiar knowledge such as yuan, angle and fraction in combination with real life. It can be introduced from the price of pens and ballpoint pens. To find out how much these two kinds of pens cost, add a few dollars, a few cents and a few cents. This is the first step of decimal point addition and subtraction: first align the decimal point of each number (that is, align the numbers on the same digit). When the numbers on the angle add up to ten, students can understand that when the phases add up to ten, it is 1 angle, then adding 1 angle to this angle will add 1 angle; Angle and angle add up to ten, which is 1 yuan, at this angle of yuan. In this way, students can easily master the abdication subtraction of decimals without being at a loss or feeling difficult. Because they thought of paying for things when calculating. In this way, on the basis of existing life experience and knowledge, students not only sum up the calculation rules of decimal addition and subtraction, but also further understand the calculation process.

2. Supplement the life background and guide students to explore.

In teaching, students' familiar life situations and interesting things are taken as the starting point of teaching activities, and learning materials close to students' real life are appropriately expanded to guide students to observe and explore mathematical problems in life, so that students can experience that mathematical problems come from the surrounding life world.

During the internship, the life situation designed when teaching encounters problems. Teacher: Students, did our class accidentally take home the homework of the deskmate?

Health: Yes.

Teacher: Yes, as far as I know, Yang Yang, a classmate of a class in our school, accidentally took her deskmate Cong Cong's homework home. Think about it, students. Not only Congcong is in a hurry, but Yang Yang is also in a hurry. What should Yang Yang do at this time?

After a while, the students came up with solutions one after another. Student A said, "Tell Cong Cong to get it." Dong Ziyue went on to say, "I think Yang Yang took Cong's homework by mistake and should send it to him." Student B said, "Another good way is to make an appointment by phone, and start from home together and meet halfway." At this time, the courseware shows the three methods that students think of step by step.

Method 1: Yang Yang gives Cong Cong homework. It is known that Yang Yang walked 70 meters per minute and walked 12 minutes. Ask the students to add questions and answer according to the known conditions. )

Method 2: Call Yang Yang to get it. It is known that Congcong walks 60 meters per minute, and the two houses are 840 meters apart. Do you know where Zilong went? )

Method 3: Two people start from home at the same time and walk face to face. Seven minutes later, they met. As we all know, Yang Yang walks 65 meters per minute and Congcong walks 55 meters per minute. Can you get the distance between the two houses according to these conditions? After reading the questions, the core content of the blackboard problem meets: two people start at the same time, walk face to face (in the opposite direction), and meet halfway.

Teacher: this is the problem we have to solve in this class, the problem of meeting. Write on the blackboard.

In this way, students' life experience and existing knowledge are combined to design interesting and meaningful activities, so that students can realize that mathematics can solve practical problems in life, and thus have a sense of intimacy with mathematics, thus enhancing students' awareness of the application of mathematical knowledge and cultivating students' independent innovation ability.

3. Combine life experience to understand mathematics culture.

Constructivists emphasize that students don't walk into the classroom with empty heads, and they have formed rich experience in their previous study and life. Even if they have not been exposed to some problems and have no ready-made experience, once the problems are presented to them, they can often form some kind of explanation based on relevant experience and their own cognitive ability.

For example, in the teaching of "Preliminary Understanding of Negative Numbers", the fruit shop is bringing in and out fruits, bringing in 2 tons of apples and 2 tons of bananas, and guiding students to say that they mean the opposite, so that students can give some examples of this opposite meaning in life, rising by 2 meters and falling by 3 meters; Common examples such as three steps forward and six steps back. China is the first country to know and use these figures. According to the records in "Nine Chapters Arithmetic" more than two thousand years ago, people at that time had "grain storage is positive, grain storage is negative; The concept that the money earned is positive and the money paid is negative later unified their reading and writing methods. For example, bringing in 2 tons is recorded as +2 tons and read as +2 tons; The 2 tons of goods shipped were recorded as -2 tons, and the reading was -2 tons. +2 is positive, -2 is negative,+is positive and-is negative. Because of the intervention of mathematics culture, this course extends the negative knowledge and expands horizontally, making the background of mathematics learning richer and thicker.

4. Perceive the value of mathematics and highlight the application of what you have learned.

Life is concrete and mathematics is abstract. We should attach the abstract content of mathematics to the real situation, so that students can learn mathematics that has emerged and developed from real life. "Mathematics originates from life" is more important to "serve life", and at the same time, applying what you have learned is the purpose of mathematics learning.

For example, in the teaching of "area of rectangle and square", after the teacher guided the students to explore the method of area of rectangle and square, the teacher lost no time to ask: "There are many objects around us, and their surfaces are all rectangular or square. Can you use the new knowledge we learned today to measure the necessary data to calculate their area? " Students came down from their seats one after another, some measured the glass on the door, some measured the surface of the book, some measured the surface of the platform, and two people measured the length and width of the blackboard. Soon, an answer appeared.

Third, apply mathematical knowledge to solve practical problems.

Mathematics application is the primary and basic goal of mathematics teaching, and it is also one of the key contents of current educational reform. Therefore, teachers should try their best to make math problems alive and let students use their own knowledge to solve simple math problems in life. Students return the mathematics knowledge learned in class to life, which not only makes up for the knowledge in class from life practice, but also satisfies students' curiosity. Through the application of mathematics knowledge in life, students' understanding ability, application ability and innovation ability are enhanced.

By creating conditions, we can guide students to use the mathematical knowledge and methods they have learned to solve practical problems in daily life and constantly improve their ability to use mathematics. For example, in the "interest" section of the second volume of fifth-grade mathematics, students can use the weekend to deposit the temporarily unused lucky money in the bank, which can not only support national construction, but also control personal income and expenditure in a planned way. Let the students exchange reports: the first link, exchange deposit methods, and explain the reasons when communicating; The second link, the meaning of terms used by banks, principal, interest, interest rate and tax rate; The third part discusses the related calculation methods; The fourth link, what else do you know? Students speak freely and cover everything. After learning some savings knowledge, students' eyes convey expectations. So I took out the 1000 I was going to save, indicating that it would not be used in two years. Can you help me think about which way is more suitable for deposit? Current account is definitely not suitable, so let's use fixed account. After students' exploration, they gave me a satisfactory answer in less than five minutes: two years is appropriate on a regular basis. This kind of activity not only enables students to master knowledge points skillfully, but more importantly, it enables students to apply and practice mathematics in real life situations, solve practical problems in life by using what they have learned in teaching situations full of flexible space, spread their imagination wings in cooperation and information processing, make them experience the joy of learning mathematics knowledge and stimulate their independent inquiry and innovation consciousness.

Educator Tao Xingzhi once said: Life is education. Advocating life-oriented mathematics teaching can well implement students' dominant position, develop students' learning potential and develop and improve students' intelligent quality. In the process of mathematics teaching, teachers guide students' eyes to life, nature and society, so that students can learn in life and live better in learning, fully mobilize students' enthusiasm for learning mathematics, cultivate and maintain students' interest in learning mathematics, and let students learn and use mathematics in daily mathematics scenes. Introduce the "living water" of life into the classroom, learn and use mathematics in colorful life, let mathematics really enter every student's life, let every student really fall in love with mathematics, and therefore let every student lead a more exciting life because of mathematics.

Practice has fully proved that life cannot be separated from mathematics, and mathematics cannot be separated from life. The modernization of education puts forward new requirements for mathematics teaching. Teachers should fully tap the content from the reality of modern life, turn it into mathematical model problems, and solve practical problems by using the knowledge they have learned, so as to cultivate students' willingness and interest in learning and applying mathematical knowledge and improve their mathematical quality.

In a word, mathematics teaching should be closely linked with classroom and life, and pay attention to students' life. Students' life is rich and colorful, and making full use of it will be an inexhaustible source of teaching. Let the math classroom become a living classroom, and let the math classroom be full of vitality!

refer to

[1] Mathematics Curriculum Standard for Full-time Compulsory Education [M]. Beijing normal university press, 200 1, 7: 64 ~ 65.

[2] boy pair. Teaching and research of new mathematics curriculum in primary schools [M]. China Radio and Television Press, 2008, 1: 20 ~ 3 1.

[3] Li Runquan. A preliminary understanding of negative teaching records and comments [J]. Liaoning Education Journal, 2009, 7: 8 ~ 1 1.

[4] Du Yuxiang, Ma Xiaoyan. Research on the Construction of Mathematics Teaching Principle System [J], 2002, 1 1: 1 ~ 5.

[5] Wen. Exploration of life-oriented classroom teaching in primary schools [J]. Primary school teaching reference, 2006, 5: 8 ~ 9.

[6] Zhou. Mathematics education in primary schools [J]. Liaoning Education Journal, 2007, 1: 29 ~ 30