Abstract: Primary school mathematics will not spontaneously contact with real life. Applying mathematical knowledge and methods to solve some simple practical problems requires practical methods. This paper focuses on the strategy of life-oriented primary school mathematics, aiming at further broadening the teaching ideas and innovating the teaching methods of primary school mathematics.
Keywords:: primary school mathematics life strategy research
Mathematics, as an important way for primary school students to perceive the world, will not play a role without life, nor can it spontaneously have a direct connection with real life from textbooks and classroom teaching. Obviously, the interpretation of "Mathematics Curriculum Standards" can not only make students feel the close connection between mathematics and real life, but also enable students to initially learn to use the mathematical knowledge and methods they have learned to solve some simple practical problems. But to find practical methods from such teaching objectives. How to make mathematics really close to students' lives, how to make mathematics collide with students' lives, how to make students really learn mathematics in life, and how to understand their feelings in learning mathematics are topics that mathematics teachers should explore. The author believes that the solution of these problems requires our mathematics teachers to adopt life-oriented teaching strategies. Therefore, the author combines the long-term primary school mathematics teaching practice and the requirements of the current teaching reform, and puts forward the following ideas to seek advice from Fang Jia.
First, relying on teaching materials to promote the life of learning materials
Life-oriented mathematics teaching refers to a teaching method that combines mathematics classroom teaching with students' real life, transforms mathematics knowledge into students' real life situation, and learns mathematics in real life situation. The real life of students referred to here is not only a complete reproduction of the simple student life situation in mathematics classroom teaching, but also a kind of mathematics life situation. Mathematics textbooks for primary schools are important resources to achieve curriculum objectives and implement teaching, and are also the basic clues of learning activities. Life-oriented learning materials can rely on existing teaching materials, strengthen the communication between "book world" and students' "life world", and change the pale and inaction state of mathematics learning life. Consistent with the understanding of many researchers, the content of primary school mathematics textbooks still lacks the flavor of the times and the color of life, and lacks the content that students like. Life-oriented learning materials are designed to meet the reality of students' lives, diversify the presentation of mathematics learning materials, stimulate students' interest in learning, encourage students to actively think, cooperate and communicate, enrich their emotional experience and build their own mathematics knowledge system.
For example, when teaching the "percentage" general application problem, the author reorganizes the data like this: first, collect the data. Please describe the road environment around the school when the class starts. The second is to select information. Among the many information listed by students, choose one "Greening the road environment, planting trees on the roads outside the school, planting 500 trees, and surviving 490 trees, so that students can ask math questions." . The third is independent inquiry. Many questions raised by students are in the fields that students know, and students can solve them by themselves. The fourth is teacher guidance. Tell the students that "the survival rate of these trees is 98%." So ask the meaning of "survival rate" and "98%", let the students think independently first, and then discuss in groups. This reorganization is close to the real life that students pay attention to, and the learning materials come from the information familiar to teachers and students, which embodies the reality of life mathematics. In this way, the contradiction between "dead knowledge" and "dialogue teaching" can be well solved. Therefore, teachers should be good at handling and adjusting teaching materials in teaching. Reorganize the content of teaching materials and add "nutrition" to mathematics teaching materials. Let teaching be rooted in life, and design boring teaching content into valuable cases that can be seen, touched and heard in life, so as to fit in with the mathematics learning process of students' development, and let students really feel the charm of mathematics and experience the fun of learning mathematics.
Second, the use of mathematical knowledge, analysis of practical problems
Mathematical knowledge finally serves life and returns to social life. Teachers should make full use of students' existing life experience, guide students to apply what they have learned in real life at any time, solve mathematics problems around them, and realize the application value of mathematics in real life. I actively encourage students to collect, sort out and deal with mathematical problems in life, gain experience and methods to solve simple practical problems, feel the connection between life and mathematical knowledge, and constantly improve their mathematical application ability.
Mathematics teaching should not only focus on the process of seeking knowledge, but also guide students to learn mathematics knowledge and train mathematics skills. Instead, we should actively guide students to observe the world from a mathematical point of view, understand the world and master the methods and means of analyzing problems. In the process of students' learning mathematics, teachers should try their best to make every student have a pair of eyes that can observe life with mathematical eyes, and let students connect with reality with mathematical problems, deepen their understanding of mathematical problems, and then understand that mathematics is everywhere around them. Mathematics can always find a connection with people and real life. If we grasp the connection, we can apply what we have learned. But this kind of thinking habit also needs our step-by-step training. For example, after learning the application of proportion, we designed an experimental operation activity of adding water or salt to a liquid mixture: "50 kg 10% saline water should be prepared into 20% saline water. What should I do? Through accurate calculation, students began to calculate the law of making more salt (adding salt) or less water (evaporation). For another example, after learning the "percentage meaning", I showed the students a question to make them think: about 30% of the students in our class surf the Internet at home, 2/3 of them study online, and 1/3 is playing online games. See this phenomenon and talk about your opinion. In this way, students can use their mathematical knowledge to think and solve problems around them, and ideological education permeates classroom teaching. Properly carry out the education of some primary school students' daily behavior norms, so that students can consciously connect what they have learned with things in real life, cultivate their feelings of using mathematics and cultivate their awareness of applying what they have learned.
Third, pay attention to daily life and capture students' interest.
Mathematics comes from life. There are mathematics everywhere in life, and there are mathematics problems everywhere. Mathematics is in every corner of life, and its value comes from daily life. Mathematics teaching attaches importance to students' life experience, combines mathematics problems with life situations, and consolidates mathematics knowledge and improves mathematics skills by solving life problems. For primary school students, common sense and experience formed in life are the basis for them to learn mathematics. In daily teaching, teachers should be good at guiding students to observe practical problems in life, feel the close relationship between mathematics and life, expand students' understanding of mathematics, discover the space of mathematics, and attach importance to the accumulation of students' mathematical experience. Let students feel this way as early as possible before math knowledge, which can often get twice the result with half the effort in class. For example, when teaching length units such as centimeters and meters, students can understand the significance of length units for accurate measurement from practical examples of height, and then let students know these length units through measuring tools. Then we can measure the length of thumbtacks, the width of index finger, the length of books, the length of arms, the sitting height of parents, the length of blackboard and the length of classroom.
This knowledge is loved by students and easily accepted. Students learn mathematics unconsciously, which makes them deeply realize that mathematics is around. Mathematics is no longer an abstract and boring textbook knowledge, but an activity full of charm and spirituality, which is closely related to real life. At the same time, it also enhances the affinity of mathematics, stimulates students' enthusiasm and initiative in learning mathematics, and makes classroom teaching glow with vitality.
Fourth, apply what you have learned and focus on solving practical problems.
The ultimate goal of learn mathematics is to apply that learn knowledge to real life. Teachers should do everything possible to create life situations so that students can use the knowledge and methods they have learned to study, explore and solve some simple practical problems. It can not only help students to improve their knowledge and understand its value, but also enhance their confidence in learning and applying mathematical knowledge. For example, after teaching the knowledge of "interest", the author assigned such an assignment as "being a small accountant", asking students to go to the bank to check the current interest rate, and then asking them to save their accumulated pocket money. What is the most cost-effective way to save? Students are extremely interested in such homework. In this series of practice of investigation, analysis, calculation and repeated comparison, students have a deeper understanding of interest rate and interest. Moreover, this activity can also be an ideological education for students not to spend money indiscriminately and realize the unity of teaching and educating people. In this way, combined with practical teaching, students can return to life what they have learned in class and make up for what they can't learn in class from the practice of life. Nature satisfies students' thirst for knowledge, produces a strong voice of teaching and learning, and learns to solve problems in life practice.
To sum up, the implementation of life-oriented strategies in primary school mathematics teaching must conform to students' cognitive laws. Paying attention to the formation process of knowledge and the cultivation of students' ability can guide students to apply mathematics knowledge to practice, meet the requirements of quality education, make learning popular, interesting and vivid, and make mathematics teaching practice more dynamic.