First, let the teaching content and life problems be closely linked.
Looking for problems closely related to life in teaching, when the teaching content becomes an urgent problem that students need to solve, their application of mathematical knowledge and interest in mathematics will arise spontaneously. For example, when teaching "divisor is the multiplication estimation of two digits", the students come to the conclusion that the mantissa behind the two factors should be omitted first to get the approximate number before estimating. The teacher then asked the students to estimate: students 12 people went for an outing, and now they are going to buy 12 KFC packages, each of which is 1 1 yuan. Can you help me figure out how much money I should bring? Students quickly estimated that it was 100 yuan (10× 10= 100 yuan), that is, they had to bring about 100 yuan. At this moment, a student said, "Here.
100 yuan can't be bought back 12 KFC set meal. "You also think about it. Is the estimation method just used wrong? A stone stirs up a thousand waves. In the dispute, students talk about their own ideas, which not only satisfies students' curiosity and thirst for knowledge, but also cultivates students' spirit of questioning and pragmatic innovation.
Second, teaching based on students' life experience.
The new curriculum standard points out: "Mathematics curriculum should emphasize starting from students' existing life experience, and mathematics activities must be based on students' cognitive level and existing knowledge and experience". In other words, mathematics teaching activities should be based on students' development, and students' personal knowledge, direct experience and real world should be regarded as important resources for mathematics teaching. For example, after teaching the stability of triangles, students can explain: Why is the roof of the house where we live triangular? Why did the carpenter fix the desk for his classmates and nail a diagonal strip at the foot of the desk? Teach the characteristics of parallelogram. Ask the students to explain: Why should the gate be made into a parallelogram grid instead of a triangle? Make full use of primary school students' existing cognition, activate their life experience, and make students' life experience vividly displayed again. Activate students' life experience, exchange knowledge and practice, and make students realize the usefulness and importance of learning mathematics.
Third, apply what you have learned in real life.
"Mathematics is an indispensable tool for people's life, work and study." Mathematics is inseparable from social life, and its application is everywhere. Therefore, 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. For example, in the class of "Calculation of Square Area", when students derive the formula of square area from the formula of rectangular area, the teacher puts forward an operation problem: the "famous sayings" on the wall of the teaching building are made of square bricks. Please calculate the area of a tile, then count how many tiles there are, and finally calculate the area of the whole "famous saying" plate, so that students can realize that mathematics is around. In this process, students' mathematical knowledge is further consolidated.
Fourth, give students daily homework.
Life-oriented mathematics homework refers to the mathematics homework whose content is closely related to life or life itself. The process of completing the homework must go through life practice, which is conducive to cultivating students' ability to find mathematical problems from life and apply mathematics in life. For example, after learning the "comparison of decimals", arrange the following assignments: 1, extract the prices of 10 commodities in supermarkets or shops, then compare the prices of various commodities freely, connect them with ">", "<" or "=", and finally arrange the prices of all commodities from high to low. 2. Find 10 data in books or other places (at least 4 data are decimal), and then compare what you think can be compared and make records. Another example: After learning Statistics, assign the following homework:
1, find out how much the classmates like fruit, and then make a statistical table or chart.
2. Observe all aspects of life, make a small statistic of the items you are interested in, make a histogram and ask a math question. Although this kind of homework is similar to regular homework, its content comes from life, and students need to practice it through life when it is completed.
In a word, the life-oriented mathematics teaching is the new requirement of educational modernization. In mathematics teaching, we must base ourselves on students' real life, collect mathematics problems closely related to students' life in time, and make mathematics teaching close to students' real life through effective integration and rational utilization of existing teaching materials. In this way, life problems will be mathematized, mathematical problems will be brought into life, and students will be trained to learn to put forward mathematical problems from life summary. Then these questions are moved into the classroom, which will promote the formation of students' teaching emotions, attitudes and values, promote the coordinated development of students' mathematics learning ability, life ability and psychological quality, and make students love mathematics and life more in the alternating interaction between "life" and "mathematics".