[Abstract] The survey shows that China's mathematics learning is highly self-enclosed, and it generally pays attention to the training of "pure" skills and problem teaching, which is divorced from the reality of social life. Even some students with good mathematical ability often find it difficult to face realistic mathematical problems. We students usually think that "mathematics is to solve problems" and "learning mathematics is to get a result by solving problems". Actually, mathematics should be a process and an activity. It is more important to solve problems in life with mathematics. If mathematics is compared to a fish, then life is the water that mathematics needs; If mathematics is compared to a flower, then life is the soil that mathematics needs. Only when mathematics is combined with life and mathematics is integrated into life will it have stronger vitality when it enters life.

Keywords: necessity; Analysis of current situation; Teaching strategies;

One,

The necessity of integrating mathematics into life

"Everyone learns valuable mathematics" in the curriculum standard means that everyone can get the necessary mathematics, which should meet the needs of students' future social life and meet the requirements of students' personality development. "Valuable" mathematics should be closely related to students' real life. It is very important to learn mathematics, and it is even more necessary to integrate mathematics into life.

The presentation form of mathematical results is often some well-organized and well-organized mathematical structures. Although it looks perfect, it is cut off from real life and there is almost no trace of production development. If teachers only take math scores as the content of class, students' participation can only be passive, and it is difficult for them to find room to play their initiative and creativity, and their interest and hobby in math will become empty talk. For example, in the seventh grade, when a teacher taught the second chapter "Transformation of Graphics", it would be difficult for students to understand if they simply introduced the concepts of translation transformation and rotation transformation. If the translation transformation is combined with the cable car movement, product movement on the production line, rotation transformation and the hour hand and minute hand movement on the clock face in our daily life, I think students will be able to fully understand the concepts of translation transformation and rotation transformation through the typical mathematical model in this life. Only by making mathematics close to students' familiar real life and combining mathematics in life with mathematics in textbooks can we integrate life and mathematics, help students understand and love mathematics, and make mathematics an important source of motivation for students' development.

Second,

analysis of existing circumstance

Although quality education is advocated now, due to the pressure of continuing education, there are still many disadvantages in current education to some extent. No matter what schools, teachers and parents pay attention to, it is not the process of students' learning, but the result of learning. To put it bluntly, it is more important to pay attention to the exam results.

( 1)

The learning style is mainly passive.

One of the manifestations is that the teaching process is still dominated by teachers, and students are rarely allowed to acquire knowledge and develop through their own activities and time. There are few learning activities that rely on students to consult materials and discuss collectively. Another manifestation is that students rarely have the opportunity to express their views and opinions according to their own understanding. This kind of teaching process is difficult for students to achieve real understanding, but simply accept the knowledge points in the textbook. When primary and middle school students learn mathematics knowledge, it is generally an "external object" independent of students' life, a closed "knowledge system" and just a series of objective mathematical facts (concepts, theorems, formulas, laws, etc.). ) is composed of abstract symbols. This kind of mathematics that has nothing to do with life is like a stagnant pool, which has no vitality, and the mathematics learning that has nothing to do with life is even more boring.

(2)

Single learning evaluation

At present, the evaluation of learning mathematics is mainly in the form of exams, with students' grades as the standard. For students, their strong feeling is that there are many exams, the examination papers are heavy and the exams are difficult, which makes them have no extra time to think. The purpose of learning mathematics has become to solve problems, rather than applying the mathematical knowledge in books to life. After a long time, students lose interest in learning mathematics and become examination machines.

Third,

Teaching strategy

(1) Create situations in life and experience mathematics.

The so-called creating situation means bringing the unknown and known, superficial and well-known knowledge and contradictory problems that need to be solved by students into a certain scene. A very important reform in the new curriculum standard is to pay attention to the cultivation of students' emotions and attitudes, and the new concept of mathematics teaching also requires close contact with students' real life.

Creating life situations can stimulate students' interest in exploring laws; Creating life situations can guide the exploration of new knowledge based on one's own experience and existing knowledge.

(2) Experience "life" in classroom training.

Mathematics originates from life and acts on it. Mathematics classroom teaching should focus on the concept of "small classroom, big society", so that students can find mathematical problems close to life situations, use the mathematical knowledge they have learned to solve practical problems, cultivate students' comprehensive ability to use knowledge and make decisions, give students more opportunities to contact with mathematical problems in life and production practice, and truly realize the close connection between mathematical ability and practical problems.

For example, when teaching "proportional line segment", I intentionally took the students to the square and asked them to measure and calculate the height of the flagpole next to the square. How to measure? The students began to discuss and find a way. Just as the students were talking about it, I took a 2-meter-long bamboo pole at the right time and inserted it straight in the playground. I inspire students to think: if the length of the pole is twice that of the shadow, can you think of a way to measure the height of the flagpole? A classmate replied that the height of the flagpole is twice that of its shadow at this time. I immediately affirmed this classmate's idea, and then asked the students to cooperate in groups. At the same time, I measured the shadow length of the bamboo pole, the shadow length of the flagpole and the length of the bamboo pole, and calculated the height of the flagpole. Then, I said, "Can you write a formula for finding the height of the pole in proportion?" Therefore, it is concluded that: bamboo pole length: bamboo pole shadow length = flagpole height: flagpole shadow length or bamboo pole length: flagpole height = bamboo pole shadow length: flagpole shadow length ... The students are still not satisfied, and they are fully involved in the discussion activities, which increases their knowledge and exercises their ability. I intend to let students know the practical role of mathematics knowledge in life through observation, analysis and application. The purpose is to train students to look at problems with mathematical eyes and think with mathematical minds, and to enhance students' awareness of using mathematical knowledge to solve practical problems in life.

(3) Explore the mathematical problems in life and make mathematics interesting.

Psychological research shows that interest is the best motivation to acquire knowledge. As long as students' interest is aroused, it is equivalent to holding the key to the treasure house of knowledge, and students will take the initiative to open the door to wisdom. "Let the podium become the stage, the classroom become the society, the students become the actors, and the teachers become the directors", which organically combines mathematics with life, study and activities, so that students can feel that mathematics comes from life, thus stimulating their interest and desire in learning mathematics.

For example, let students know about the sales situation of nearby markets or supermarkets and put forward suggestions for buying goods. This requires students to understand the types of goods on the market, the daily sales volume, and which goods have high sales volume, and on this basis, give suggestions on purchasing goods. Another example is to ask students to calculate the cost of painting houses. This requires students to measure the paint area of the house first, understand what paints are available in the market and how much they cost, determine which paint to choose, how much paint is needed, and how to pay for the paint. Teachers should strive to create conditions and opportunities for students to apply mathematical knowledge, and encourage students to find mathematical knowledge and mathematical thinking methods to solve practical problems. Just like a person must be put into the water to learn to swim.

In a word, mathematics teaching should be closer to students' life, make learning mathematics interesting, vivid and easy to understand, and apply mathematics to practice to make mathematics more dynamic. Let mathematics enter students' lives, melt into life, and make mathematics more vital.

Good luck-