This requires our teachers to make full use of students' life experience in mathematics teaching, optimize vivid, interesting and intuitive mathematics teaching activities, stimulate students' interest in learning mathematics, and let students master basic mathematics knowledge and skills in vivid and concrete situations.
First, optimize students' life experience. Mathematics emphasizes that learning mathematics by primary school students is a cognitive process based on their own experience.
Students have knowledge and experience, and the accumulation of life constitutes a specific basis for their mathematics learning, which is a valuable resource for mathematics learning.
Teachers should not neglect students' knowledge reserve and life accumulation in teaching.
For example, when teaching "Understanding Triangle" (the second volume of the fourth grade of Jiangsu Education Edition) and "The Length of Two Sides and the Third Side of a Triangle", Huang leisurely showed the road map from home to the supermarket, instead of putting a stick in the textbook to arrange for students to find it.
Teacher: Huang Xiyan goes to the supermarket to buy things at home. When you walked out of home with her, which route did you choose? Why? Health 1: Choose Road C, go straight on Road C, but turn around at Road A and Road B. ..
Health 2: Choose route C, because route C is the shortest route from home to the supermarket.
Most students pointed out that they chose route C. The main reason why students choose route C is that they think the distance between route A and route B is longer than that of route C. The students agreed.
Teacher: Please look at the triangle where Route A and Route C and Route C and Route B are located. How should I express it at this time? Health: greater than the length of the two sides and the third side of the triangle.
Mathematics is the refinement and generalization of daily life, and there are life prototypes related to mathematics everywhere in life.
In daily life, students often unconsciously choose shortcuts to save time. Taking them as mathematics learning materials, it is easier to learn from students' existing experience, find the breakthrough point of teaching, and set a fulcrum for students' knowledge understanding and mastery.
There are many such examples in life, which provide realistic basis for optimizing students' life experience and setting up teaching starting point correctly. Students suddenly feel that what looks like common sense actually contains mathematical truth. The practice of random choice at ordinary times, now think about it, there are many laws and methodologies that can be used to solve the difficulties in mathematics learning.
Oh! There are many mathematical mysteries in life. Second, create situations and optimize life. Mathematical modeling thought Mathematics comes from life and serves life.
Therefore, if we want to integrate real-life mathematics learning materials into the classroom in time, we should show students the background of mathematics problems through some familiar cases in real life according to the actual situation. The creation of situation is reflected in the reality of social life, hot spots of the times, nature, society, culture and other factors related to mathematical problems, so that students can feel true, novel, interesting and operable and satisfy their curiosity.
This can easily stimulate students' interest in learning and activate their own life experiences in their minds. It can also make students feel the hidden mathematical problems after experience accumulation, and let students abstract life problems into mathematical problems and perceive the existence of mathematical models.
For example, when teaching statistics (the second volume of the third grade of Jiangsu Education Edition), indicate the number of problem-solving in two groups per minute.
Teacher: Which group won: Why? After the students answered, they immediately said, "The first batch of students who asked for leave came back to participate in the competition.
Teacher: According to the results of the competition, we judge that the first group won.
At this time, the students raised objections. Obviously, the total number of tracks in the first group is more than that in the second group, but the number of people in the two groups is different, which is unfair.
Teacher: What about you? Health: You can compare them on average.
Teacher: What is average? Students sum up according to their own life experience. Average refers to the total number of students (written by the teacher on the blackboard). The abstract knowledge of the average of this course is hidden in specific problem situations, so that students can interpret it through two evaluations, sort out the data, produce thinking conflicts, and make mathematical thinking proceed in an orderly manner.
The process that students extract the average from specific problem situations according to their own life experiences is a prelude to the modeling process.
Third, optimize mathematical problems and tell stories, and penetrate the dialectical relationship between mathematics and life. Mathematics comes from life, but teaching mathematics is not equal to life.
The essence of mathematics education is to guide students to abstract mathematical models from a large number of life cases and problem situations and apply them to life.
For example, when teaching "The Constant Essence of Commerce" (the first volume of the fourth grade of the Soviet Education Edition), the Monkey King returned to Huaguoshan with many peaches on his back in the flat peach competition, and the monkeys returned to the palace to give a warm welcome.
"Babies, there are good things now. Please come early. " The monkeys hugged and approached.
"Come, give you eight peaches and give you four monkeys.
"The monkey eyes, oneself can only be divided into two parts. Too few.
"Too little, too little.
"He shook his head and said.
The other monkeys echoed.
The students listened quietly with their eyes wide open.
Wukong said, "How about giving you eighty peaches and dividing the monkeys into forty?" The monkey took a step forward. "Your Majesty, may I give you some more?" Wukong patted his thigh. "Then I'll give you eight hundred peaches, divided into four hundred monkeys. Will you be satisfied? " Show tolerance. The monkey smiled happily at the thought of the size of 800 Taoshan Mountain. Wukong also smiled on his back.
Teacher: Who is the smart smile? Why? Short stories and interesting questions aroused students' great enthusiasm for inquiry, and everyone rushed to answer them.
Teachers skillfully transform the boring and abstract mathematical law of "quotient invariance" into vivid and interesting stories close to children's lives, so that students can gradually master the mathematical law of "quotient invariance" in challenging stories.
Telling mathematical stories in fairy tales in class is not only mathematics, but also "life" in the taste of mathematics and "mathematics" in the taste of life.
Fourth, "math diary" optimizes the mathematical carrier in life and brings mathematics back to life.
"math diary" describes students' feelings and experiences in the process of mathematics learning and application in the form of a diary. What you need to remember is your own discoveries, thoughts, feelings and mathematical methods.
Its materials and contents can be seen and heard in class, in class, in life and in practice.
Writing about the application of math diary can broaden students' knowledge horizons, expand their mathematical ability and improve their ability to solve practical problems in daily life.
Students use what they have learned or previewed to record their math life and exchange learning in class.
After school this afternoon, my mother took me shopping in the supermarket. We bought four bags of potato chips. A bag of one yuan and eighty cents bought four loaves. Bread 1 yuan 20 jiao, bought a bag of flour, which is also 35 yuan.
That's how I calculated it. A bag of potato chips and a loaf of bread are just right in 3 yuan, and then multiplied by the general quantity of 4, * * * is 12 yuan, and a bag of flour * * * is 47 yuan, which is on the invoice.
This is an account of his shopping with his mother after previewing the multiplication table.
In addition (statement)) Life is inseparable from electricity, and our family has to pay the electricity bill every month. The one-time electricity bill is 0.52 yuan, and our home consumes 8 kwh of electricity a week. Our monthly electricity bill is 0.5284= 16.64 yuan. Last month, I studied for the exam, and saved 7 degrees of electricity without watching TV, saving 0.527=3.64 yuan a year.
I didn't watch TV, but I jumped to the top of my class 15 in this exam. Not watching TV is not only good for study, but also good for family.
This is what he found after learning fractional multiplication.
Math diary can not only record a child's instant soul shock, but also leave a mark of mathematics in the child's mind, so that the child can contact life more widely and observe life more carefully, and effectively realize the mathematicization of mathematics and life.
Math diary gave them eyes for mathematics, let them experience mathematics life and enjoy life mathematics.
There are many ways to optimize life into textbook mathematics and transform textbook mathematics into life mathematics. It should be designed according to the actual needs of mathematics content, not to connect with life for the sake of connecting with life. Be good at grasping the connection between mathematics and life, transform the original ecology of life, make the transformed life serve mathematics, analyze and solve life problems by using mathematical thoughts, knowledge and methodology, and let every student observe life from a mathematical perspective.
Holding a math textbook in class, he enjoys his life while reading.
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