Mathematics comes from practice and serves practice, so as long as we carefully observe things around us and ask questions, we will find many things directly related to mathematical knowledge. Mathematics is definitely not just dealing with boring words and symbols, abstract deduction, or playing those seemingly fun digital games, so we should try our best to link mathematics with daily life, tap the resources in life and apply them to mathematics teaching to make mathematics more concrete and interesting. For example, when we are studying, we can introduce its concept with such a dialogue (this is a dialogue between an aunt and a 6-year-old nephew): Aunt asks, "You? The little boy pointed to his nose and said no, it was a nose. "The little boy pointed to his cheek again." What a cheek! "The little boy then pointed to his eyes and mouth, but didn't point out where his face was. Finally, his aunt told him: Put your nose, cheeks, mouth, eyes, forehead and chin together, and this circle is your face. Then we give students the definition of set: "In mathematics, when we consider a kind of things together, we say that they form a set!" "This is definitely more impressive than giving students the definition of set at the beginning, or just repeating the examples in books.

For example, when we study the volumes of cylinders, cones and spheres, if we can learn from concrete life examples, then these formulas will be more attractive and arouse students' curiosity: Why are inflatable balloons round? Why buy a big round watermelon? ..... The phenomenon of daily life enters the classroom, and the students' positive performance is not high? We take the shape design of cans as an example. In order to reduce material consumption and cost, cans are all closed cylinders made of metal sheets, because the volume of a cylinder is the largest in a given area, and in practical application, people have to consider other factors, such as aesthetics and convenience, so the shapes of cans we see are unique.

Second, let students learn mathematics by hand.

If you blindly do what you can instead of students, you will become dependent after a long time, your hands-on ability will get worse and worse, and your self-confidence will gradually disappear. So we must make students move, trust them, encourage them, and let them deeply realize that they are the masters of learning. Give full play to their main role and arouse their learning enthusiasm and creativity. I have made such an attempt. When I was studying cuboids, I gave them this task one day in advance, asked each student to make a cuboid model with cardboard, and asked the students to observe what the shape of an object is, what characteristics the cuboid has, and how to make it beautiful and elegant. The next day, the students brought their cuboids to class, and the characteristics of cuboids did not need the teacher's explanation at all. Every student has experienced it. When communicating with classmates, they all have answers and rush to speak. This method can also be used to learn other "polyhedrons". For example, when deducing the formula of triangle area, students can take two identical triangles and make them into parallelogram or rectangle by rotation and translation. The area of a parallelogram is equal to the base multiplied by the height, so the area of a triangle is equal to half the base multiplied by the height. The triangle area formula is summed up by students' operation, observation and thinking. Students can not only master knowledge, but also cultivate their confidence and interest, and at the same time exercise their practical ability.

You can also ask students to create situations for your explanation. For example, when teaching the concept of cyclic decimals, students can tell endless stories, such as "Once upon a time there was a mountain, there was a temple on it, and an old monk in the temple said there was a mountain, and there was a temple on it ..." These are all things that they are very familiar with, so that they can initially perceive "repetition" through examples, and then cite "water → steam → cloud" in natural phenomena.

Generally speaking, teachers should guide students to be good at thinking about mathematics in life and strengthen the connection between knowledge and practice. In class, students acquire knowledge through activities, highlight the formation process of knowledge, master learning methods and train their thinking. Let students keep thinking, trying and experiencing success in the research. Life-oriented classroom teaching should be textbook-oriented, not limited by textbook knowledge, so that students can master knowledge flexibly and cultivate their practical operation ability and thinking ability, which not only reduces the burden on students, but also improves the teaching quality. It not only enriches our classroom, but also meets the requirements of quality education. Because they also care about the things around them, and they are eager to have more contact and understanding of real life. And many times, students can put forward insightful ideas. We should be good at discovering the bright spots of their thinking, making use of them in time, guiding them reasonably and not forgetting to praise them. The essence of human learning is the activity of combining knowledge and experience with production practice, and mathematics learning should also be the organic unity of knowing mathematics, doing mathematics and using mathematics. Therefore, only when students understand the background and application value of mathematics can they actively learn mathematics, and only through their own operational activities and active participation can they effectively master mathematics. Therefore, we should teach students to do and use mathematics.

Third, go to the students to teach math.

Many students often fall in love with this course because they love their teachers. Only by loving students can we be integrated with them and become their friends. This is not only the minimum requirement for a teacher, but also the desire of students. And often what many teachers lack is this. In order to make students accept you psychologically, we should go among students and talk to them often (we can chat with them after class) to understand the problems they encounter in their studies and solve them in time; Or the difficulties encountered in life, help as much as possible. I believe that at the moment when students fall in love with us, they will also fall in love with this course.