First of all, creating situations and eliciting mathematical problems in life is the premise of making mathematics classroom life.
Mathematics originates from life, and there is mathematics everywhere in life. In order to enable students to acquire the learning ability of lifelong sustainable development, mathematics classroom education must open the small classroom, go to the society, and introduce fresh themes from social life into the big classroom for learning mathematics. To this end, we should dig out the mathematical materials in life and teach them, so that students can find mathematics around them and feel the role of mathematics, thus stimulating their interest in learning mathematics.
For example, the carpenter's method of playing ink lines is actually the application of the mathematical knowledge of "two points determine a straight line"; The stability of triangle is used for the skeleton of bicycle frame, house bracket and iron frame of drilling rig; Some shops rely on the instability of parallelogram for shutter doors and security doors; The design of a painting and a stage has its center, which is often placed at the golden section, making people feel more beautiful.
Practice has proved that letting students find mathematical problems in their lives, concretizing mathematical concepts and making mathematics teaching live are conducive to improving students' interest and learning ability in learning mathematics and to their sustainable development.
Second, according to experience, thinking about life cases in mathematics is the basis of life in mathematics classroom.
Knowledge is the accumulated experience or laws revealed by predecessors in life, and the teaching goal is to master the laws and learn the methods to discover them. The content of mathematics teaching is widely used in modern social life, production and science and technology, which is necessary for further study, the most basic in theory, method and thought, and the knowledge that students can accept. Therefore, in classroom teaching, we should tap the living resources in the teaching materials, pay attention to connecting with real life, and let students think about mathematical problems with the help of accumulated experience in their minds, so as to strengthen their mathematical consciousness and cultivate their mathematical ability.
For example, in the first section of the derivative, the "rate of change" is set. Through the two problems of "balloon inflation rate" and "high platform diving", let students experience the process and method of intuitive perception and then abstract the concept of derivative, and then use the familiar "high platform diving" problem to study the derivative, monotonicity of function and geometric meaning of derivative.
Students are good at thinking about life cases in mathematics, which is the best learning method in itself. Constantly innovate thinking, constantly try and constantly experience success.
Thirdly, returning to life and interpreting practical problems with mathematical ideas is the basic way to make mathematics classroom live.
Mi Shan Kunsan, a famous Japanese mathematics educator, pointed out: "Mathematics, as knowledge, may be forgotten after leaving school for less than two years. Only by keeping the spirit of mathematics, mathematical thinking, research methods and focus deeply in mind will these play a role anytime and anywhere and benefit for life. " Therefore, in mathematics classroom teaching, we should make mathematics alive, let students understand that mathematics comes from life and is used in life, teach students to observe the world from a mathematical point of view, explain problems with mathematical ideas, analyze countermeasures with mathematical methods, and handle work with mathematical knowledge.
For example, after learning the calculation in installment payment, we will arrange to go out to real estate companies and banks to collect relevant information, conduct data analysis, and analyze each step in the repayment process through detailed formula calculation (using the knowledge of series and solutions), so as to understand the account details of buyers in the repayment process and the profits of real estate companies and banks, so as to have a further mathematical correct understanding of common economic events in real life.
Bringing what students have learned back to life, making students pay attention to mathematics in their lives, and making students feel the pleasure of "learning something useful and doing something" are conducive to stimulating students' enthusiasm for learning, stimulating students' thirst for knowledge, and internalizing mathematical thinking into the cultivation of personal quality.
Fourthly, autonomous learning and multi-directional communication are the powerful guarantee of mathematics classroom life.
"To train engineers who can adapt to the future technology, the main force should be to teach students how to learn, because they will have to live and study." Therefore, it is necessary to lay the foundation for students' lifelong education in classroom teaching. We should not only impart knowledge, but also cultivate the ability of autonomous learning.
For example, in the teaching of derivative and its application, a large number of inquiry questions set in the textbook are used to cultivate independent inquiry with thinking as the theme, and the learning process is exchanged with each other to cultivate the ability of independent learning. For example, the problem of variable force doing work, the object moves in a straight line under the action of variable force and moves from one place to another in the same direction as the force, how to calculate the variable force doing work? It is not difficult to explore problems like this, but it can inspire students, that is, they are good at finding problems and actively thinking about solving problems, so that students can learn how to learn while learning knowledge. Constantly improve self-study ability.
In short, in classroom teaching, we should guide students to be good at thinking about mathematics in life, strengthen the connection between knowledge and practice, let students acquire knowledge through activities, highlight the formation process of knowledge, master learning methods, and let students be willing to learn, be willing to learn, and be willing to learn. Life-oriented classroom teaching can take textbooks as the main source, without being bound by textbook knowledge, so that students can master knowledge flexibly and cultivate their practical operation ability and autonomous learning ability.