First, create a life situation to stimulate interest in learning
Mathematics originates from life, exists in life and is used in life. In primary school mathematics teaching, if we can closely combine mathematics knowledge with students' real life according to their cognitive characteristics, then in their eyes, mathematics will be a visible, tangible and useful subject, and it will no longer be a boring number game. In this way, students will naturally feel cordial and true when they study. We can connect with life and simulate life through games, story creation, environment creation and media assistance. For example, in the teaching of Unit 4, Parallelism and Intersection, Grade 4, Qingdao Edition, I first preset a situation in which students are interested ―― Xiaoming learns bridge design from his father. In class, I showed the beautiful bridge designed by my father and the problematic bridge designed by Xiaoming through intuitive and dynamic pictures, which enabled students to find the problems and greatly stimulated their interest. On the basis of careful observation and positive thinking, mathematical problems were found, which mobilized students' learning enthusiasm to the maximum extent and realized students' active construction of knowledge.
With "interest", students' thinking becomes active, so they will naturally ask many math questions, learn more actively, experience the process of exploring knowledge in vivid practice, and experience the success and fun of learning all the time, thus learning math knowledge unconsciously.
Second, the use of life phenomena to induce learning motivation
In the teaching process, if teachers can make full use of the life phenomena around students to introduce new knowledge, students will feel close to mathematics and feel that mathematics is not mysterious when they live together. But also arouse students' strong desire to explore new knowledge and induce strong learning motivation.
For example, when teaching "the meaning and basic nature of proportion", I arranged such an introduction: Students, do you know that there are many interesting proportions in our bodies? When you roll your fist for one week, the ratio of its length to the length of your sole is about 1: 1, the ratio of your height to your arm length is also about 1: 1, and the ratio of the length of your sole to your height is about 1: 7 ... It is very useful to know these interesting ratios. When you go to the store to buy socks, just wrap them around your fist and you will know whether they are suitable for you. If you are a policeman, as long as you find the footprints of the criminal, you can estimate his height ... all this is actually calculated by these body proportions, forming an interesting proportion. Today, we will learn the meaning and basic nature of proportion together ... using the life phenomenon of "interesting proportion in human body", we will lead to the study of "proportion", so that students will have a strong interest in learning and actively participate in the exploration of new knowledge.
Third, solve life problems and cultivate innovative ability.
Mathematics is a very abstract subject, and the thinking of primary school students is mainly visual. Therefore, in order to make it easier for them to master the laws of mathematics, I try to create life scenes related to the teaching content in classroom teaching. Introduce students into real life, through observation and practice, let students understand mathematical concepts, master mathematical methods, and gradually cultivate students' ability of abstraction, generalization, comparison, analysis and synthesis.
For example, when studying the area of plane geometry, I choose the familiar or experienced mathematical data about how much it costs to decorate the home. For example, the area of a whole room is 1 18 square meters, and the owner requires basic decoration. The total decoration cost is expected to be 40 thousand yuan, and then let the students work out the detailed cost of each decoration. First of all, let students fully feel that the house we live in is originally composed of geometric figures, and every plane in the room is a figure that students are familiar with. The teacher gives the unit price of stereo, floor plan and decoration materials of all rooms, and the whole class should finish the work within a limited time. Therefore, the students use the way of division of labor and cooperation, and each group completes part of the work. Finally, the students work out the detailed expenses of the decoration together. In the whole mathematical activity, students realize that how much paint is needed for walls is to find the area of quadrilateral; How much material is needed to make a door is to find the surface area of a cuboid; To find out how many bricks or boards need to be bought on the ground, we should calculate the number of paving materials according to the area of the room floor and the unit area of paving materials ... The students showed their ideas and practices to everyone in the report, and some groups also expressed their ideas on the choice of materials, that is, they can also decide what materials to buy according to the estimated cost of decoration and the length of residence. Students complete their studies in an open, autonomous and orderly way, and solve real-life problems with mathematical methods, which not only consolidates their knowledge, but also cultivates their abilities. What is more gratifying is that they have experienced the fun of learning and using mathematics, which is very important for forming positive emotions, attitudes and values in learning mathematics.
Fourth, with the help of real life, strengthen comprehensive literacy.
"Primary Mathematics Curriculum Standard" points out: "Let students realize that mathematics exists in real life and is widely used in the real world, so as to truly realize the application value of mathematics." Applying what you have learned to real life is the ultimate goal of learning mathematics. Paying attention to the application of knowledge, allowing students to use their own mathematical knowledge to analyze and solve some simple practical problems, so that students can feel the close connection between mathematical knowledge and real life, which can stimulate students to form the consciousness of learning and using mathematics and cultivate a correct view of mathematics. So every time I finish a new class, I will make up some practical topics for students to practice and cultivate their ability to solve practical problems by using what they have learned. For example, after the teaching of Unit 4 "Parallelism and Intersection" in Grade Four of Qingdao Edition, I also closely linked the actual design and consolidation exercises of students' lives and expanded the application: What parallel and intersecting phenomena can you find in the classroom? Are there parallel intersections on the playground? What about the new words?
In short, under the guidance of the new mathematics teaching concept, the principle of "Mathematics comes from life and serves life" is followed. I try to start from the reality of students' life, talk about mathematics in connection with life, mathematize life experience, bring mathematics problems into life, and introduce fresh themes from social life into the big classroom of learning mathematics, so that students can feel the connection between mathematics and real life, thus stimulating students' interest in learning mathematics.