First, the introduction of "life situation" leads to mathematical problems.
In the past mathematics teaching in primary schools, teachers generally took textbooks as the main teaching content, and rarely contacted life situations, which often caused some difficulties for primary school students to accept, and students with weak understanding ability could easily understand and learn. According to the research of psychologists, it can be found that the closer the learning content is to the daily life scenes that students are familiar with, the higher the students' acceptance of knowledge, and vice versa. This means that for primary school mathematics teachers, in order to improve students' interest in learning mathematics, we must first add more life elements in the teaching process, try to create some life situations, and lead to corresponding mathematics problems through these.
For example, in the face of "marketing problems", students can go to the store to buy goods as customers, while teachers, as salespeople, lead to the math problems in this class. In this case, students' acceptance will be greatly improved, their attention will be highly concentrated, and the teaching effect will be much higher than that of simply teaching books. Ancient Greek philosophers once said that "the mind is not a container to be filled, but a torch to be lit", so teachers use life as a kindling to light the torch and guide students to explore the mathematical knowledge contained in life independently.
According to the past experience, it is not difficult to find that, under normal circumstances, primary school math teachers will prepare a paragraph to describe the content of this class before starting classroom teaching, but most of this paragraph is based on book knowledge and rarely relates to real life. It is also easy to cause primary school students to lose interest in the content of this class before they start, which basically leads to a result of "it has been over before it starts", which is certainly not what we hope. At this time, if we change this traditional way, reduce the proportion of books as much as possible, and let real-life examples replace the vacant book content, it will largely catch the attention of students before the course begins, so that teachers can teach in a relaxed and fast atmosphere throughout the class, which also greatly improves the psychological satisfaction of teachers' teaching.
Second, think about math problems with the help of "life experience"
Students' life experience is the basis of their mathematics study. It can be said that all scientific knowledge comes from life. Whether students have rich life experience or not largely determines their effect on mathematics learning. Therefore, teachers should pay attention to the connection between knowledge and students' life in primary school mathematics classroom. Only starting from students' real life can we stimulate students' interest in learning, strengthen their mathematical consciousness in their minds, and then improve their comprehensive mathematical literacy.
For a long time in the past, the improvement of mathematics teaching level in primary schools in China was not obvious, which was also closely related to the teaching plan formulated by teachers. Compared with primary school teachers, their life experience is much richer, which makes the part of their lesson plans that quotes life examples beyond the understanding of primary school students. Although students like this way of learning based on life examples, they can't accept life experiences beyond their own understanding. However, China's new curriculum reform policy has made clear provisions on this issue, requiring teachers to look at the problem from the perspective of primary school students and try to simplify their knowledge to the extent that students are most acceptable.
When designing teaching plans, teachers should put forward relevant math problems from the students' point of view and according to the contents that students are interested in. Let students experience the fun of learning more in the process of learning, and be interest-oriented, which can make the learning process more relaxed and enjoyable. In addition, students can think about math problems through their own life experience, and find the shadow of life in the process of solving problems, which will also make life and math learning more closely, and will not make math seem too boring.
Third, use the regression of "life practice" to solve mathematical problems
After the new curriculum reform, primary school mathematics teaching pays more attention to the connection between mathematics and life, emphasizing that students should simplify complex and abstract mathematical problems into life models that students are familiar with, and explain and apply mathematical problems from a simple perspective.
Starting from the needs of mathematics, life experience is used as a tool to solve problems, and the learned mathematical knowledge is combined with daily life, thus simplifying mathematical problems and solving them in simple ways.
The process of buying and selling things in life is the closest contact with primary school mathematics knowledge. Teachers can grasp this process and apply it to classroom teaching. At the same time of imparting knowledge, organizing students to simulate the buying and selling process not only enhances the entertainment of learning, but also links learning with life. It can also impart knowledge in a way that students like, which can be said to be a good way to kill two birds with one stone.
The ultimate goal of learning is to integrate and apply what you have learned. The mathematics curriculum standard issued in 20 1 1 year points out that "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. "This shows that the focus of mathematics teaching in primary schools in China is the process of mathematics living. In the teaching process, teachers should pay attention to cultivating students to understand the truth that "knowledge comes from life and is also applied to life", so that students can form the habit of perceiving mathematical knowledge in social practice, solve complex mathematical problems through a lot of life practice, and truly combine mathematics with life, integrate mathematics into life, and let life contain mathematics.
Generally speaking, with the deepening of the new curriculum reform process, classroom teaching in primary schools in China has gradually changed from model to life. Bringing mathematics classroom back to life can strengthen students' practical operation ability, which is also one of the important methods to promote the process of quality education in China. From the past teaching experience, we can draw the conclusion that mathematics learning should be closely related to life, and students can solve some simple practical problems in life through the mathematics knowledge they have learned. The author thinks that mathematics should be regarded as a tool subject, and the written teaching theory should be combined with practice. Through the guidance and explanation of teachers, students can apply what they have learned and truly realize the life of mathematics knowledge.