1, students are not a blank sheet of paper, but living people. Many life experiences have been accumulated in their minds. In previous math classes, our math teacher only paid attention to the teaching of math knowledge, and paid little attention to the relationship between these math knowledge and students' real life. Students learn mathematics knowledge but can't solve practical problems related to it, which leads to the disconnection between knowledge learning and knowledge application, and students can't feel the interest and function of mathematics. For example, in the teaching of "Knowing Time and Minutes", if our teacher still treats students as a cup of boiled water, everything will start from scratch: show a model clock face and tell students that it has 12 squares, each square represents 1 hour, each square has 5 squares, each square represents 1 minute and so on. This kind of teaching teacher speaks very hard, and the students sound boring. In fact, for the clock face, the vast majority of students have a perceptual knowledge, some are taught by parents, and more are students' intentional or unintentional accumulation in life. For example, students will always look at the clock in order to wait for a wonderful cartoon. In this way, students' understanding of clocks and watches has a perceptual basis. Therefore, the teaching design of the content of this course is: (1) Create a situation-let students tell the broadcast time of their favorite TV programs; (2) Hands-on operation-(each student has a small alarm clock) Let students dial out their favorite TV programs on the small alarm clock; (3) Guided inquiry —— Ask students to explain the reasons for leaving different moments by presenting clocks with different hands at different times. The design of this link is to make full use of students' existing experience and explain the reasons for leaving different moments according to their own understanding of the clock face. (4) Feedback sorting-reveal the * * essence of reading methods at each moment, and the more important knowledge that constitutes the clock face, that is, 12 grid, 60 grid, 1 grid equals 5 grid. This knowledge is summed up by the students themselves on the basis of their existing experience. For another example, when I was teaching Reading within 100 million yuan, I arranged in advance: "Tomorrow we will know our lovely motherland, so please check the situation related to our motherland online." The next day, the students brought all kinds of data: China's population1295.33 million, covering an area of 9.6 million square kilometers. The annual output of cotton is 76.54 million tons, and the output of steel is 654.38+262.8 million tons ... A series of vivid data appear in front of us. At this time, I said, "You can all read these data. How do you read it? " On the basis of students' existing reading methods and digital recognition experience, the students' thirst for knowledge was quickly and fully mobilized, which made the following group discussion, data classification, group report, induction and summary and various teaching links implemented beneficially. In this way, it is easier to stimulate students' interest in learning by putting mathematics knowledge in an open and vivid situation, and it is also easier for students to grasp the connection between mathematics and objective things. Rousseau, a French scholar, said: "Childhood is a time to understand sleep, so it is not appropriate to train them in a rational way." They should be educated in nature and sensory experience. " Therefore, when designing teaching content, teachers should consciously link the knowledge of teaching materials with students' life experience, integrate mathematical knowledge into students' favorite activities, let abstract mathematical knowledge be carried by intuitive and rich objective things, let students experience that mathematics is around, and life is full of mathematics, so as to urge students to devote themselves to learning with a positive attitude.
2. Life is the source of knowledge. Mathematician Friedenthal thinks: "Mathematics comes from reality and must be rooted in reality." However, due to their own limitations, the examples in textbooks often delete some complicated links in life, leaving only the necessary and sufficient conditions for solving problems, or the data are old and aging, so many students feel powerless in the face of such mathematics, have a fear, and some even give up learning mathematics. In this way, we should create a situation according to this characteristic of mathematics in teaching, guide students to learn and master mathematics from the concrete things that can be seen and touched at ordinary times, and let students feel that mathematics is everywhere in life, and mathematics should be used everywhere in life. For example, in the teaching design of "Some Fast Algorithms of Addition and Subtraction", these two sentences sound like a string: "When a number is added to a number slightly less than one hundred or one thousand, the extra number can be added first" and "When a number is subtracted from a number slightly less than one hundred or one thousand, the extra number can be added first". I found a suitable "life prototype" for this mathematical knowledge-the situation that the receipts and payments often occur in real life, and initiated this activity in class: "Little Bear used to have 124 yuan, and this month it won 199 yuan. How much does he have now? " Let the students perform and give out bonuses. Give Xiong Er chess piece 100 yuan (200 yuan) first, and the big bear will give it back 1 yuan. The puppy needs to spend 198 yuan to buy a pair of sports shoes. He gave the "clerk" two yuan 100 yuan, and the "clerk" gave him 2 yuan. These things are clear and clear, and they are familiar common sense for junior three students. This activity is the most primitive and lowest acceleration and deceleration algorithm, and it is the "life prototype" of learning mathematics. Using this "life prototype" can help students master "arithmetic". But "common sense" is not mathematics. Our math teacher must guide students to "refine" common sense into mathematics: (1) Guide students to dictate the process of activities in the order of "original, receipt and contribution", exclude other irrelevant factors and extract mathematical factors. (2) Put forward a problem and make it a mathematical application problem. (Xiong Yuan earned RMB 124, earned 200 yuan, and paid RMB 1 yuan. How much did he actually earn? (3) The above process is expressed by the formula: 124+200- 1. (4) To sum up, the fast algorithm is summarized by three similar formulas. In this way, from "common sense" to mathematics, students' learning has risen from low level to advanced level. This level of learning also includes: integrating new knowledge into the existing mathematical cognitive structure, comparing and distinguishing old knowledge that is easy to be confused to increase the clarity and stability of new knowledge.
3, the purpose of learning is to use, students can also experience the value of mathematics and the fun of learning in the process of using mathematical knowledge, thus having a strong interest in mathematics. Therefore, while students are learning mathematical knowledge, teachers should guide students into life and society in time, and try to analyze and explain mathematical phenomena in daily life with what they have learned and solve mathematical problems in daily life. In junior textbooks, there is a phenomenon of life derailment, which is reflected in the frequent occurrence of application questions, such as "a pencil costs 80 cents, and Xiaohong bought two with 20 cents." How much should he get back? " Or "a pencil is 8 cents and an eraser is 9 cents. Xiaohua bought three pencils and an eraser. How much did it cost? " Waiting for application problems makes students nervous. As we all know, the minimum amount of money for students now is 1 jiao, and even in some places, the minimum amount of money for students is 1 yuan. The concept of "fen" has left their lives and gradually disappeared from their consciousness. In teaching, we only need to let them know the relevant knowledge of "fen", so why should they often think hard about how many angles are equal to dozens or how many points are equal to several angles? So when I teach "Understanding and Calculation of Yuan, Jiao and Fen", I simulate the scene of commodity trading, and let students take turns to be salespeople and customers to carry out activities. For example, a student bought a ballpoint pen with 2 yuan money at a unit price of 1 50 yuan. How can the salesperson change it? How many angles is 2 yuan equal to? How many angles does 1 yuan 5 have? How much should I get back? This series of questions is intuitive and trains students' thinking. As for the understanding of "fen", I will directly take out the notes and coins of "fen" for students to understand, and explain that these coins are no longer used now, even if they come across, for example, in a supermarket, they will be paid after "rounding". This kind of intuitive understanding and vivid expression does not take much time, but it can stimulate students' enthusiasm for participating in classroom teaching, exercise their psychological quality, truly understand mathematics in the blend of interest and reason, and make mathematics classroom glow with vitality. For example, after I taught the calculation of cylinder volume, I thought of such a problem: design a plan with what you have learned to measure the volume of an egg. Through discussion and operation, the students come to the conclusion that as long as a certain amount of water is put into the cylindrical cup first, and then the egg is submerged in the water, the volume of the rising part of the water is the volume of the egg ... Through the measurement, operation, observation and analysis of the students, they not only deepen their understanding of the calculation of the cylindrical volume, but also let them feel that mathematics comes from the real world around us, thus loving life and mathematics more.
In a word, mathematics comes from life and serves it. Teachers should teach in connection with students' real life, which can improve students' understanding that mathematics comes from life, stimulate students' enthusiasm for being close to mathematics and experience the fun of mathematics and life.