First, let children feel the mathematics in daily life.
Most of the things that rural children come into contact with are related to mathematics. Therefore, in the vast mathematics space where children live, teachers should make good use of these resources to serve teaching, so that students can feel that mathematics comes from life, thus stimulating their interest and desire in learning mathematics and cultivating their comprehensive mathematics literacy. By writing "math diary", students can write what mathematics knowledge is used in daily life at home. Through math diary, they can not only explore mathematics in life, but also understand the role of mathematics in life.
Second, create a life-oriented learning scene
Each of us has pocket money. Many times we go to the canteen to buy snacks and stationery. How much does it cost to buy these things How much should I pay? How much is the change? These questions are basic mathematical knowledge, and teachers can introduce students to think in the scene in teaching, so that the teaching effect will be twice the result with half the effort. There is mathematics everywhere in life. No matter how well a teacher speaks in teaching time and space, it is better to create a good situation for students to put themselves in their shoes.
Third, set up daily homework.
"Mathematics Curriculum Standard" points out that in mathematics, we should pay attention to the close connection between what we have learned and our daily life, and we can use this knowledge to solve some practical problems in our daily life and productive labor. In primary school mathematics, we must pay attention to integrating theory with practice. Teachers, as organizers and participants of students' learning, should carefully design homework, closely combine homework with real life and improve students' practical ability. For example, after the teaching of "proportional distribution", I designed such a problem: there are three people in Mr. Wang's family and two people in Mr. Liu's family share a house with an area of 100 square meter, including 20 square meters in the living room and 5 square meters in the bathroom. Mr. Wang's room area is 35 square meters; Teacher Liu's room covers an area of 40 square meters. If the monthly rent is 1500 yuan, how to allocate it reasonably? After class, the students had a heated discussion, and some said, "You should get an average score." Some say: "Different families should not be divided equally, but should be allocated according to the number of people", others say "should be allocated according to the size of housing", and so on. After a heated debate, most students understand what proportional distribution is. For another example, after learning the "percentage application problem", you can design such a topic: if a family travels to a certain place, the travel agency's charging standard is: buy three full tickets, and the rest are half-price; B the charging standard of travel agency is: family tour is a group ticket, the original price.
20% off, the original price of these two travel agencies is 1000 yuan per person.
(1) Which travel agency are you going to choose if you go home?
(2) After seeing this information, what suggestions do you have for other families to travel?
This kind of homework allows students to process the obtained information in different ways, get different solutions, find the most effective way to solve problems, and flash students' unique innovative spirit, so that students can experience the happiness of thinking and the sense of achievement of innovation while completing their homework.
In short, in the usual teaching activities, teachers should be good at making use of the resources around them, start with the scenes that students are familiar with, choose things that students are interested in, and find out relevant problems for students to analyze realistically, so as to stimulate students' enthusiasm and make students realize that mathematics is closely related to daily life. Only in this way can mathematics teaching be successful.