First, capture the "life phenomenon" and introduce new knowledge.
There is mathematics everywhere in life. The key is whether teachers are good at capturing "life phenomena" and collecting examples of life mathematics to serve classroom mathematics. For example, when "Angle Measurement" was introduced into a new class, a teacher said: Students, spring is blooming, everything is reviving, and it is a good season to fly kites. Do you like flying kites? The teacher brought some guests today. They like flying kites as much as others. Look, rabbits, monkeys, squirrels and their friends took part in the kite-flying competition. According to the international kite rules, they must put one end of the kite string on the ground and see the angle between the kite string and the ground plane. Please have a look. Which of the three angles is the smallest (∠ 1)? Why? (∠ 1 minimum divergence on both sides) So we can conclude that the angle is related to the divergence on both sides. (blackboard writing) So which angle is larger, ∠ 2 or ∠ 3? There are three kinds of students' answers: ∠2 big, ∠3 big, and the two corners are the same size. ) It seems that it is impossible to accurately judge whether ∠2 or ∠3 is bigger by eyes alone, and this problem needs to be solved by measurement. So what is the measure? How to measure? -In this lesson, we will learn "Angle measurement". (Blackboard) The teacher introduced the extracurricular activity "flying kites" to the students, which is not only close to the students' real life, but also can improve their interest in learning.
Second, contact the "life picture" to reveal knowledge
The establishment of students' informal mathematical knowledge and common sense and experience in life depends on practical activities first, so that mathematical knowledge becomes a reality that students can see, touch and hear, and it is the source and root tree of water. If teachers can creatively integrate mathematics knowledge into life and draw a picture of life, they can help students learn mathematics well. For example, senior one's understanding of "0" embodies the following ideas according to the requirements of the textbook: (1) zero is a negation of any quantification; (2) Zero is a specific "point" (starting point); (3) Zero is a definite number, which is 1 less than 1. How to teach these mathematical ideas and knowledge? Take the point (1) as an example. In teaching, I first designed a three-nest and flew to 1, then to 1, and finally left an empty nest. How many birds are there in the empty nest? Only "0". Then design a children's rings throwing competition, through throwing 1 score 1. As a result, Xiao Fang scored 5 points on 5 shots, Xiao Ming scored 3 points on 3 shots, and ... Xiao Yong didn't shoot, only got 0 points. In this way, it is much richer than simply saying "0 is nothing". 0 is not just "no", it is a negation of "yes".
Third, design "life scenes" and conduct drills.
Mathematical knowledge needs practice to be consolidated, and mathematical skills need repeated practice to be acquired. If mathematics teaching can be practiced in specific life situations, it will help to improve the ability. For example, when teaching "knowing cuboids and cubes", teachers organize students to cut radishes with knives. When cutting the first knife, touch the cutting place with your palm, and it feels very flat, slippery and "conscious"; When cutting the second knife vertically, it points to an edge where two faces intersect, which is the "perceived edge"; After cutting the third knife, point the "point" and "perception vertex" where the three sides intersect with your finger. After operation, students have strengthened their understanding of the three elements of "face, edge and vertex" in cuboids and cubes, and established correct and firm mathematical concepts in practice. If in actual teaching, teachers are always good at digging life scenes in mathematics content, making mathematics close to life, letting students find mathematics around, and letting students know that life is full of mathematics. Life is really interesting, and math is really interesting.
Fourth, return to the "land of life" and have extensive exchanges.
In the process of life-oriented learning of mathematics, teachers guide students to communicate widely, which will make students "understand" the important truth that mathematics comes from and is used in life. Mathematics has strong application value, which requires teachers to pay attention to the view of "practice first" and seek innovation and beauty in the world of life mathematics. For example, after learning the area calculation of long and square and the area calculation of combined graphics, let students use their own mathematical knowledge to solve practical problems in life. Example: The teacher was assigned to a new house with three bedrooms and one living room (show the floor plan), and asked the students to calculate the actual living area of three bedrooms and one living room. What length data should be measured first to calculate the area of a new house? After giving some data, let the students calculate. Calculation will also encounter some problems about how to deal with data that is not directly known. I also ask each student to go home and measure the actual living area of his home. In such an actual measurement process. It not only improves the interest, but also cultivates the ability of practical measurement and calculation, so that students can learn and use it in life. For example, on the basis of learning additive commutative law and the law of addition, let the students help the cashier to calculate whether the total amount of payment is correct according to the actual situation of shopping in the supermarket in life, and then ask the fastest students to introduce the method of oral calculation: the addition algorithm can be used to round up first, which is simple and fast. Students' thinking is more active in practical application, their creative consciousness and strategic consciousness are enhanced, and their ability to solve practical problems is also improved.
In short, mathematics teaching should be close to students' lives, so that students' learning will become interesting, vivid and easy to understand, and our mathematics teaching will become more dynamic.