2015-10-17 22: 23: 40 reading and writing education edition 20 15 8.
Abstract: Abstract Mathematics in senior high school is difficult to understand, and knowledge is boring, which is probably the aspiration of many senior high school students. How to close the distance between mathematics and students, how to let students walk into mathematics independently and study mathematics happily, this is probably also a question that every teacher is thinking about. Therefore, we should make mathematics lively, let students see and feel it, regard mathematics as a part of life, and let life revolve around mathematics everywhere, so as to really stimulate the fun of learning mathematics, learn mathematics well and use it well.
Keywords: high school mathematics into life
China Library ClassificationNo.: G633.6 Document IdentificationNo.: C DocumentNo.:1672-1578 (2015) 08-0149-0.
As a high school math teacher, the author knows the importance of mathematics. Its importance is not only reflected in its important role in exams, but more importantly, it has penetrated into all aspects of our lives. This profound understanding of mathematics is a summary of the author's experience after entering social work and life for many years. I think, when I was studying mathematics in senior three, I just regarded mathematics as an indispensable weapon in college. I study hard, but not necessarily out of interest. Therefore, after being a teacher for so many years, the author understands students' feelings about mathematics-they want to learn but can't start, and they always feel out of reach. This elusive distance has dampened some students' enthusiasm for learning mathematics and reduced their interest in learning. Over time, mathematics has become synonymous with boredom and abstraction. In fact, mathematics comes from life and is closely related to life. If we can guide students to capture the mathematical problems in life from the perspective of mathematics and analyze life phenomena with mathematical knowledge to solve practical problems, will students jump out of boring learning and really take learning mathematics as a pleasure and benefit for life? The following are some simple views of the author on this, and I will repeat one or two here.
1 Let students feel that mathematics comes from life.
Mathematics is everywhere in life, but we should also choose the mathematical model that students are interested in according to their age characteristics and life experience. For example, students who have just entered the first year of high school will encounter "sets" as soon as they start school. If we simply introduce the definition and nature of "set", students will find it abstract and difficult to understand. If students are told from the perspective of life, "set" means "birds of a feather flock together"; "Collection" means that all the books in the study, all the kitchen utensils in the kitchen, all the children who like basketball form a basketball team, and the children who like football form a football team ... Then the students will immediately connect the familiar things in life with "collection" and bring abstract knowledge to life. There are also high school students who are energetic and keen on all kinds of sports. If they feel that even their favorite sports cannot be separated from mathematics, they will be more interested in mathematics. For example, when we talk about parabola, we can associate it with their basketball, so that students can see that the arc crossed by the shot is the parabola in our textbook. The position where they stand and the angle of shooting will affect the shape of parabola, thus stimulating students' interest in actively exploring parabola-related knowledge and achieving the teaching effect of "entertaining". In this way, they will gradually feel that mathematics is used all the time in their lives, and then deepen their understanding of what they have learned in textbooks, so as to cultivate students' ability to ask and solve problems in real life.
Let students integrate mathematics into their lives.
"Apply what you have learned" is an important principle in teaching. In the process of learning, help students understand that mathematics comes from life and life is applied to mathematics. Then, in the practice of high school mathematics, we teachers must pay attention to the events in daily life, build a teaching situation closer to students' lives, closely integrate the corresponding mathematical knowledge into life examples, and guide students to consciously use what they have learned to solve practical problems, so as to gain a great sense of mathematical accomplishment and stimulate a stronger enthusiasm for learning.
For example, when teaching probability knowledge, the author will integrate the most concerned "privacy protection" into it, and learn how to set passwords through probability to reduce the risk of password cracking ... When teaching the application of oblique triangles, the author will guide students to solve the distance between the two places with mathematical knowledge, enjoy the exotic scenery and solve practical problems at the same time, and the students are in a high mood; Students actively accept new knowledge and add real life experience, which improves students' enthusiasm, initiative and interest in learning mathematics. Of course, while teaching mathematics, students can also feel the philosophy in life. For example, when talking about the sine and cosine function images of trigonometric functions, the author once asked students what the sine and cosine function images look like. Many students think that they are like waves-constantly changing wave lines. Later, after the author's prompt, the students found that this is more like the trajectory of life-there are high and low. Everyone wants to stand at the top, but everyone will inevitably experience the bottom. As long as you keep climbing hard, one day you will rise from the bottom to the top. Different trigonometric function images show different vibration amplitudes, just as each of us will experience different successes and failures. We don't need to look at others, we just need to make progress by ourselves ... At that time, the author could feel that students were not only listening to mathematics knowledge itself, but also an epiphany on their own growth and an understanding of mathematics philosophy and life.
In a word, mathematics knowledge is closely related to life. The purpose of life-oriented teaching is to restore mathematics knowledge to life, integrate teaching contents into life, and introduce life examples into the classroom, thus stimulating students' strong interest in learning mathematics and making the mathematics classroom more vivid and efficient.
References:
[1] Zhang Renxian. Flipping classroom model and teaching reform [J]. World Knowledge Publishing House.
[2] Shi Yingchun. How to cultivate students' sense of numbers [J]. Jilin university press.
[3] Xu Shusen. Multivariate mathematics is a picnic and a math game [J]. Jilin university press.
About the author: Zhou Weiwei, a secondary school teacher, graduated from Hebei Normal University and now teaches at Qinghe Middle School in Qinghe County, Hebei Province. His subject is mathematics.