1. In primary school mathematics teaching, starting from the reality of life, organically combining the contents 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, when teaching the concept of cyclic decimal, I will first tell students an endless story: "Once upon a time, there was a temple on the mountain, and an old monk in the temple said," Once upon a time, there was a temple on the mountain ... "Through examples, let students initially perceive" repetition ",and then cite the cycle of natural phenomenon" water → steam → cloud → water "to introduce the concept of" cycle ",which will cause
2. Many concepts and laws in primary school mathematics are abstracted from real life, so the teaching of concept laws must find corresponding examples in real life, guide students to abstract from intuition, and gradually deepen their understanding and application. For example, it is difficult for students to understand the "work efficiency" in "work efficiency × working time = total work" when teaching the common quantitative relations of practical problems. To this end, before teaching, I held an oral contest and a skipping contest in my class. When teaching a new class, students can easily understand the abstract and unfamiliar concept of "work efficiency" through the connection of two competitions: the workload completed in unit time. This example of "life teaching" verifies the abstract operation through life experience and refines the concrete experience into a theory (a simple operation method), which is easy for students to understand and forget.
Let mathematics return to life, let students feel that mathematics is around, and it is useful and necessary to learn mathematics, thus stimulating their desire to learn mathematics well.
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.
1. Create situations and cultivate students' ability to solve practical problems.
After students have mastered certain mathematical knowledge, they can consciously create some situations that can apply what they have learned to real life. For example, after learning 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 and interest tax.
2. Combining with the reality, enhance students' mathematics consciousness.
Mathematical knowledge is widely used in daily life, and there is mathematics everywhere in life. For example, after learning the stability of triangles, students can observe where the stability of triangles is used in their lives.
3. Strengthen the operation and cultivate students' ability to apply what they have learned.
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, measuring height, measuring arm length, measuring step length, measuring the width of classroom door and measuring the width of window. Through the above activities, students' understanding of centimeters and meters is deepened, and the method of measuring the length of objects with a scale is consolidated. At the same time, students get some common-sense data in their daily life. In this activity, students' interest in learning and the ability of practical measurement were improved, so that students can actually use it in their lives.
After learning the average question, let the students choose their own topics and carry out activities in groups.
Using mathematical knowledge to solve practical problems in life can realize the close combination of mathematics and life, help students learn to observe life with mathematical eyes, and thus constantly experience the value and charm of mathematics.
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.
1. In primary school mathematics teaching, starting from the reality of life, organically combining the contents 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, when teaching the concept of cyclic decimal, I will first tell students an endless story: "Once upon a time, there was a temple on the mountain, and an old monk in the temple said," Once upon a time, there was a temple on the mountain ... "Through examples, let students initially perceive" repetition ",and then cite the cycle of natural phenomenon" water → steam → cloud → water "to introduce the concept of" cycle ",which will cause
2. Many concepts and laws in primary school mathematics are abstracted from real life, so the teaching of concept laws must find corresponding examples in real life, guide students to abstract from intuition, and gradually deepen their understanding and application. For example, it is difficult for students to understand the "work efficiency" in "work efficiency × working time = total work" when teaching the common quantitative relations of practical problems. To this end, before teaching, I held an oral contest and a skipping contest in my class. When teaching a new class, students can easily understand the abstract and unfamiliar concept of "work efficiency" through the connection of two competitions: the workload completed in unit time. This example of "life teaching" verifies the abstract operation through life experience and refines the concrete experience into a theory (a simple operation method), which is easy for students to understand and forget.
Let mathematics return to life, let students feel that mathematics is around, and it is useful and necessary to learn mathematics, thus stimulating their desire to learn mathematics well.
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.
1. Create situations and cultivate students' ability to solve practical problems.
After students have mastered certain mathematical knowledge, they can consciously create some situations that can apply what they have learned to real life. For example, after learning 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 and interest tax.
2. Combining with the reality, enhance students' mathematics consciousness.
Mathematical knowledge is widely used in daily life, and there is mathematics everywhere in life. For example, after learning the stability of triangles, students can observe where the stability of triangles is used in their lives.
3. Strengthen the operation and cultivate students' ability to apply what they have learned.
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, measuring height, measuring arm length, measuring step length, measuring the width of classroom door and measuring the width of window. Through the above activities, students' understanding of centimeters and meters is deepened, and the method of measuring the length of objects with a scale is consolidated. At the same time, students get some common-sense data in their daily life. In this activity, students' interest in learning and the ability of practical measurement were improved, so that students can actually use it in their lives.
After learning the average question, let the students choose their own topics and carry out activities in groups.
Using mathematical knowledge to solve practical problems in life can realize the close combination of mathematics and life, help students learn to observe life with mathematical eyes, and thus constantly experience the value and charm of mathematics.