Mathematics comes from life and is widely used in life. It is one of primary school students' mathematical literacy to apply what they have learned to real life and deal with practical problems. The new curriculum standard emphasizes that mathematics teaching should "proceed from students' existing life experience" and "make students gain an understanding of mathematics knowledge". Therefore, in mathematics teaching, how to make students "understand" that mathematical knowledge comes from and serves life, and how to cultivate students' literacy of observing life with mathematical eyes and solving practical problems with mathematical knowledge is a problem that every mathematics teacher attaches importance to.
1 Mining the living resources in textbooks. For example, in the teaching of lower grades, teachers can ask such questions: How old are you this year? How high is it? What's your weight? Compare who is heavier between you and your deskmate? ..... These are the problems that primary school students often encounter, and to accurately tell the results requires measurement, weighing and calculation, which are inseparable from mathematics. For another example, all kinds of knowledge commonly used in life, such as the collection of utilities, the calculation of savings interest, daily shopping and so on. It all happens around us, and shopping, making clothes and traveling are inseparable from mathematics.
Guide students to observe mathematics in life. Let students observe mathematics in life, which is not only to accumulate mathematical knowledge, but also the best way to cultivate students' interest in learning mathematics. For example, when you know a long square, observe which objects have rectangular surfaces from your life and draw a rectangle on the blackboard with the surfaces of the objects. Students are good at discovering and studying mathematics in life, which is the best learning method in itself. Students keep thinking, trying and experiencing success in their research. If students are arranged to make a cuboid model with cardboard, they should think about what the cuboid is, what its characteristics are and how to make it beautiful and elegant. The next day, the students brought their own cuboid models to the classroom, and each student communicated with his classmates according to his own experience and expressed his own views. Can such a class not be full and inactive?
(B) create a situation
1 Creating Life Scenes: The new curriculum standard clearly states in the goal of solving problems that "problems can be found in real life" and "problems can be initially raised and understood from the perspective of mathematics". However, many materials provided to students in the existing textbooks are divorced from students' life, so it is necessary to "create life scenes". For example, the teaching of statistics can create a situation: the class is going to have a celebration dinner, and you need to buy fruit, what kind of fruit to buy and how much fruit to buy. In this way, students' enthusiasm for participation may be higher, and they will also feel the role of knowledge more deeply.
Another example is that when teaching division application problems in grade two, the teacher created a life situation of "going to the supermarket" for students, and students took money to buy things in the supermarket. The first level: The teacher presented the message "I brought 20 yuan money and want to buy cookies …", which triggered students to ask questions. Student A: "How much is a packet of biscuits first?" Student B: "How many packets of biscuits can 5 yuan money and 20 yuan money buy?" The second level: students take money and provide each other with information to ask questions and solve problems. The third level: encourage students to innovate. Some students offered to buy two or more items. Teachers timely organize students to solve problems in combination with life situations and expand students' thinking. In this way, the original boring division application problem teaching, under the careful design of teachers, has become an interesting mathematical activity. Students' ability to obtain information, find problems and solve problems in mathematics activities has been well developed, and their enthusiasm for learning has always been in a positive state.
2 Hands-on operation, creating situations. When deducing the formula of triangle area, students bring two identical triangles and put them into parallelogram or rectangle through rotation and translation. The area of a parallelogram is equal to the base multiplied by the height, so the area of a triangle is equal to half the base multiplied by the height. The triangle area formula is obtained by students' operation, observation, thinking and generalization. While trying to be happy, students can not only master knowledge, but also cultivate students' confidence and interest.
3. Create situations with examples. For example, when teaching the concept of cyclic decimal, let students tell endless stories. "Once upon a time, there was a mountain with a temple and an old monk in it. The old monk said to the young monk: Once upon a time, there was a mountain, there was a temple on the mountain, and there was an old monk in the temple ... "The concept of" circulation "was introduced by citing the natural phenomenon of" water → steam → cloud → water ".
4 Use physical objects to create situations. The teaching of circular understanding can be introduced as follows: show a brightly colored square-wheeled bicycle and ask the students if this bicycle is beautiful. Do you like it? (I don't like it) Why? It's beautiful, but I can't step on it. The teacher changed the square wheel into an ellipse before asking the students if they like it. I don't like it, because riding such a bicycle on a flat road will be like stepping on a bumpy road. Only when the teacher changes the oval wheel into a circle can the students be satisfied.
(3) Summary and summary
Many concepts and laws in primary school mathematics are abstracted from real life, so the teaching of concept laws must find corresponding examples in real life, guide students to abstract from intuition and gradually deepen their understanding and application. For example, it is difficult for students to understand the "work efficiency" in "work efficiency × working time = total work" when teaching the common quantitative relations of practical problems. To this end, an oral contest and a writing contest were held in the class before class. When teaching a new class, students can easily understand the abstract and unfamiliar concept of work efficiency through the connection of two competitions: the workload completed in unit time.
Second, apply mathematics in life.
Mathematics originates from life, and life is full of mathematics. It can be said that life is mathematics and mathematics is around us. Mathematics is amiable and charming only if it is closely related to life. Mathematics teaching must be based on students' active participation in mathematics practice. Only in this way can mathematics be produced and developed from students' real life, and mathematics can become a natural part of people's daily life and an indispensable part.
(A) to discover the value of mathematics in life
After learning "Understanding Multi-digits", ask students to find out the multi-digits in life and write down what you think is meaningful. I don't know if I don't find it. I was shocked when I looked for it. In classroom communication, students show their multi-digits found in extracurricular books, newspapers and the Internet. Then follow the trend, rewrite and omit the exercises with multiple digits, which will not only enable students to master mathematics knowledge, but also be influenced by emotions.
Further understand the role and value of mathematics in comprehensive practical activities, and learn to comprehensively use what you have learned to solve problems in life. Teachers can take students to collect data and conduct research. After learning the area and the unit of area, the students have a deep understanding of the data collected after class and the information collected by dealing with the topic of "plastic bags discarded by families". Some students also came up with the idea that if all the abandoned plastic bag businesses in the country are contracted out, there will be considerable profits every month. Some people also realize that if a family throws away so many plastic bags, it will cause huge "white pollution" in the county and the whole country, and the environment must be protected. Through this practical activity class, we can establish the connection between knowledge and cultivate students' ability to solve problems by using knowledge comprehensively. And through activities, students can feel the pollution caused by throwing away plastic bags to nature, thus arousing students' awareness of environmental protection and receiving unexpected results.
(B) Experience mathematics in life
In order to let students learn mathematics knowledge, at the same time, get in touch with and master mathematical ideas and enhance their mathematical consciousness, it is necessary to let students have more opportunities to get in touch with mathematical problems in life and production practice, understand the connections and differences between practical problems and mathematical problems, and experience mathematics in life.
For example, after learning application problems, design a "spring outing activity plan" practice activity. In the activity, students are required to organize a spring outing as teachers. What aspects should be considered in the organization of the activity? Students actively discuss how to rent a car to save money, be reasonable and be safe. How to buy a ticket is the most cost-effective and so on. , but also designed a lot of spring outing programs. There are many mathematical practice activities like this, such as floor tile laying scheme, gift packaging scheme, runway design and so on. Through these simulated practice activities, mathematics can be closer to real life, students can learn to use mathematical knowledge, mathematical thinking mode and life experience to solve problems, students can feel the superiority of mathematics and the relationship between mathematics and social life, understand the real value of mathematics, and improve their ability to truly participate in social life.
(C) enhance the awareness of the application of mathematics in life
Mathematical knowledge is widely used in daily life, and there is mathematics everywhere in life. After learning the stability of triangles, students can observe where the stability of triangles is used in their lives. After learning the knowledge of circle, let the students explain why the shape of the wheel is round from a mathematical point of view. Can other shapes be used? Why? After learning simple operations, I went to the market to learn the language skills of businessmen ... By letting students go out, I learned about the extensive application of mathematical knowledge in practice, cultivated students to look at problems with mathematical eyes and think with mathematical minds, and enhanced their awareness of solving practical problems with mathematical knowledge.