Then, how to closely link the classroom teaching of primary school mathematics with students' real life? Here's my opinion:
First, introduce classroom teaching into life.
Some teachers stick to the rules in classroom introduction, ignoring students' real life and cognitive characteristics, and the problem introduction is boring mechanically, which makes it difficult to mobilize students' enthusiasm for learning. If teachers can make use of the life problems around students and make a natural transition from life cases to math classes, they will greatly arouse students' thirst for knowledge, feel close to mathematics and feel that mathematics is not so mysterious and difficult to understand.
For example, when teaching "Understanding the Circle", I introduced it like this: "What objects have you seen in life that are round?" The students gave many examples: the table top of the round table is round, the front of the one-dollar coin is round, the CD is round, and the tires of bicycles and cars are round ... Then I asked, "Why should the wheels be round instead of square or other shapes?" Students have many opinions and know that a round wheel will roll smoothly. Then I asked, "Why does a round wheel roll smoothly?" At this point, it is difficult for students to make scientific and accurate answers with what they have learned. I introduced a new lesson: "Today we will learn the characteristics of circle, and students will have a clear understanding of this problem." Students enter the new research with a desire to find answers to practical questions.
This lead-in form is very popular with students, as long as teachers can start from students' existing life experience and background in teaching, turn more abstract mathematical problems into familiar daily life phenomena, let students feel that what they learn in mathematics is what happens around them, and realize that mathematics can not be separated from life everywhere, so as to better stimulate students' love and interest in learning mathematics.
Second, study mathematics in combination with students' real life.
Mathematics is a very abstract subject, and the thinking of primary school students is mainly visual. If we can create life scenes related to teaching content in the learning process, let students' life practice enter mathematics classroom learning, let them understand mathematical concepts and learn mathematical knowledge through observation and practice, and gradually cultivate students' comprehensive abilities such as abstract thinking, generalization, comparison and analysis.
For example, when teaching "Divide 10", I created a situation of dividing apples: Mom bought 10 apples for you to share with yourself and your brother. How are you going to divide them? Why? In this way, the classroom atmosphere is very active, and every student is actively thinking, which not only makes students have a clear understanding of 10' s composition, but also makes the classroom permeated with the spirit of "humanism" and makes students realize the respect and friendship between people. For example, when studying the actual measurement, I took my students to the playground to measure the length and width of the playground and the length of the runway; Measure the length of 10 meter, then let students practice the distance of 10 meter and walk a few steps normally, and then calculate everyone's step size, so as to improve students' perceptual knowledge and application ability of length units. Through these practical activities, mathematics is linked with students' life and study, so that the classroom is full of life breath and students can master mathematics knowledge easily and happily. Facts have proved that learning mathematics in combination with students' real life can get twice the result with half the effort.
Third, design various practical activities, go deep into students' real life and apply mathematics.
For many years, our mathematics teaching has neglected the practical application of mathematics, paid no attention to cultivating students' application consciousness and application ability, and paid attention to mechanical training and problem teaching divorced from reality. Long-term such training leads to students' rigid thinking, which is not conducive to the development of students' thinking. The purpose of teaching reform is to train students to solve practical problems in daily life and work with their mathematical knowledge and improve their skills in applying mathematics. Therefore, in teaching, every time I learn a new knowledge, I will encourage and guide students to go deep into real life and solve some practical problems, so that students can truly develop from "bookworms" into practical talents in society.
For example, after teaching the percentage application problem, I asked the students to investigate the performance of a class of students in an evaluation among the science and education teachers in the school, and asked the students to calculate the pass rate, excellent rate and unqualified rate of the evaluation respectively; On the same day, let the students go to each class to investigate and count the attendance rate of each class. Through these activities, students' understanding and application ability of percentages are deepened, and their practical application ability is cultivated. For another example, after teaching the related area application questions, I asked the students to measure the length and width of the specified window, asked them to calculate the area of the window, and discussed how much cloth to use to make curtains for this window. This requires students to consider the practical problems of life, have their own opinions, and finally come to the conclusion that curtains are longer and wider than windows, so they should use their knowledge flexibly.