First, mathematical language into life
Stolyar, a mathematics educator in the former Soviet Union, once said: Mathematics teaching is also the teaching of mathematics language. In the communication between teachers and students in classroom teaching, the acceptance of students taught by different teachers in the same class is different, which mainly depends on the language quality of teachers, especially in our mathematics teaching. If students want to accept and understand abstract mathematics vividly, a teacher without high-quality language art is incompetent, and seemingly boring mathematics is actually hidden in it. In view of this, teachers' vivid mathematics language is an important means to guide students to understand and learn mathematics. Teachers should combine students' cognitive characteristics, hobbies, psychological characteristics and other individual psychological tendencies, and process and modify the mathematical language without affecting their knowledge, so as to make it easy to understand and interesting.
If I knew "
Second, the mathematical situation of life
Mathematics Curriculum Standard points out that mathematics teaching should be closely linked with students' real life and create vivid and interesting situations according to students' life experience and existing knowledge. Therefore, our teachers should create more life situations in the choice of teaching content, introduce mathematics knowledge from real life, and make mathematics knowledge come alive. Let students walk into the classroom with life problems, and let them feel that what our students say is closely related to the reality of life, which can help us solve the problems in life.
The new curriculum advocates the contextualization of life, especially the experimental textbook of Jiangsu Education Edition, which has a situational theme map in almost every section. For example, the scene map used in the unit "Numbers in Life" in the second volume of Senior One is the familiar "Counting Pencils"; Unit 6 "Shopping" shows students the shelves of stationery stores; The "symmetry, translation and rotation" unit in grade three shows many beautiful paper-cuts ... The role of teaching situation map is embodied in the life of mathematics knowledge, creating a learning situation closely related to students' living environment and knowledge background, which makes students feel that learning in class is just like encountering mathematics problems in daily life. Unconsciously, it changed from inner excitement to external excitement, externalizing the desire to participate in teaching activities.
However, in a sense, the situational map provided by the textbook itself has certain limitations: due to the differences in geographical areas, cognitive limitations and specific educational resources of schools, the content of the situational map may not be applicable to every place, every school and every class. At this time, teachers need to make appropriate adjustments to the scene maps provided by the textbooks according to the actual situation of the local area, schools and classes and the cognitive level of students, so as to make them closer to the real life of students. For example, the multiplication teaching in the third grade of the new curriculum experimental textbook, the number of students entering the cinema is limited (even fewer children in rural areas). Relatively speaking, combining with the actual situation of the school, such as calculating the seats in the school lecture hall and multimedia classroom, is more conducive to mobilizing students' enthusiasm. For another example, in the teaching of applied problems, teachers use the methods of students' performance on stage and scene reappearance to make students understand abstract related mathematical terms quickly, which not only enlivens the classroom atmosphere, but also completes the teaching task efficiently. Let students acquire new knowledge in the process of solving problems happily and actively.
Third, the examples are vivid.
The examples in the textbook are designed for students to master the teaching objectives of this course. However, our mathematics textbooks are aging in subject matter, and the plot content lacks the flavor of the times and the color of life, and there are too few contents that students like to see and hear. It is necessary to strengthen the communication between "book world" and students' "life world" and change the dull state of mathematics study and life. Therefore, teachers should be good at handling textbooks, adjusting textbooks, reorganizing the contents of textbooks and adding "nutrition" to mathematics textbooks. For example, when teaching "Some Simple Calculations of Subtraction", I didn't follow the examples in the textbook, but used multimedia to create a problem situation that students liked: at the end of the month, Xiao Qiang's father and uncle got paid and went shopping in suguo supermarket, and there were many goods in the supermarket. Xiao Qiang's father took a fancy to a pair of sports shoes, worth 198 yuan, and he got 323 yuan. His uncle took a fancy to a watch, which is worth 397 yuan. He has 465 yuan. How should they pay? How do you want to pay faster? Here, the teacher assigns boring numbers as "life", and adapts the topics that lack the flavor of the times in the teaching materials into lively topics that students are interested in, so that students can actively participate in learning activities, and at the same time, students can truly realize that mathematics is in our lives, and "there is mathematics everywhere in life".
For example, when teaching the seventh book of six-year mathematics, I changed Example 5 to "Liu Xiang, the champion of the 28th Olympic Games, ran a tenth of the whole hurdle race in 1 10. Can you use a line segment to express this score? " Show through multimedia computer courseware: The courseware plays the scene of Liu Xiang in the 1 10 meter hurdle, then abstracts the 1 10 meter runway into a line segment, and then asks the students to tell which line segment it represents. In this way, students can understand that there is mathematics everywhere in life.
Fourth, the teaching methods are life-oriented.
In the usual teaching, we should pay attention to guiding students to be good at thinking about mathematics in life, strengthen the connection between knowledge and practice, choose different teaching methods according to different teaching contents and objectives, and combine students' existing life experience and cognitive basis, and strive to create a harmonious and pleasant teaching atmosphere and diverse teaching situations, so that students can have opportunities for independent exploration, cooperation and communication and hands-on operation in class, and let them fully express their opinions.
Take the teaching of "area unit" as an example. First, the teacher shows two picture frames with similar sizes (9 square decimeters and 8 square decimeters respectively), so that students can observe the size of the comparison area. At first, the students disagreed, and found it difficult to solve the problem only by the observation method they had learned before. Teachers timely guidance: put forward: "Do you have any better way?" A stone stirs up a thousand waves, students' desire to explore is stimulated, and various ideas emerge one after another. Some said, "You can measure it with a ruler, because I found that my father measured it with a ruler when calculating the size of the room." Some said, "I can overlap two books to compare their sizes, or I can compare two frames." Some said, "You can put it on a small piece of paper of the same size and see how much you can put." The teacher seized the students' bright spots and the opportunity to turn the picture frame upside down and show the side with small squares. On the basis of observation method, measurement method and overlapping method, the number grid method is produced. At the same time, students' thinking can fly, their inspiration is stimulated, and good teaching results are achieved.
Through the above-mentioned learning process, students not only gain knowledge, but also learn mathematical methods. Descartes said: "The most valuable knowledge is the knowledge about methods." By constantly creating problem-solving situations, students can constantly experience the cognitive process of "balance-imbalance-balance", independently summarize and discover various methods of comparing the size of the area, inspire mathematics learning with life experience in the learning process, and enjoy the fun brought by independent exploration and personality discovery. It is not a "cold beauty" but a "hot thinking" teacher who presents the mathematics of knowledge form to us. Conversely, he guides the situation and "does it when he should". Through the teaching process of internalizing knowledge and mastering methods, students' confidence and ability to understand mathematics and use various strategies to solve life problems are enhanced.
Fifth, practice design life.
"Mathematics Curriculum Standard" clearly points out: "Teachers should make full use of students' existing life experience, guide students to apply what they have learned and realize the application value of mathematics in real life. It can be seen that the application of mathematics is the first essence of mathematics teaching, so we should pay attention to guiding students to understand the truth that mathematics "comes from life and is used in life", especially the primary school mathematics knowledge, the prototype of which can be found in life. Applying what you have learned is the ultimate goal of learning mathematics. Because of the short class time, after-class exercises are an indispensable part for students to understand, consolidate and master what they have learned. Life-oriented exercises after class can guide students to apply what they have learned to real life, promote the formation of students' awareness of exploration and innovation, and cultivate their preliminary practical ability. For example, after learning Calculation of Rectangular Area, I arranged for students to go home and measure the length and width of the living room, find out the area of the living room, measure the length and width of the floor tile, calculate its area, and finally estimate how many tiles are needed for laying such a floor tile in the living room. If a floor tile is 50 yuan, how much will it cost? In teaching, I also carried out the math activity of "designing your bedroom". In this activity, students are required to first design the floor, including the location of furniture, and also choose the floor, furniture, paint and electrical appliances suitable for indoor space. After designing the drawings, do market research and investigate a series of information such as specifications, models and prices of building materials through various channels. In these activities, students can not only apply what they have learned, but also consider various problems in real life, which greatly improves students' ability and creativity in solving practical problems, makes students interested in mathematics, really narrows the distance between mathematics and students, brings mathematics into life, and cultivates students' consciousness of "using mathematics".
In a word, mathematics teaching should be relaxed and lively, only by liberating students from single books and closed classrooms, allowing students to learn in activities and life, and transforming silent "mathematics texts" into vivid "life texts". Let mathematics return to life and let students fully realize that mathematics comes from life, which is the basic tool to solve life problems; Make each student get different development in mathematics; Let students experience that there is mathematics everywhere in life; Let students love life and mathematics more!