1. Introduce teaching through familiar life situations
Psychological research shows that the closer the learning content is to students' familiar life situations, the higher the students' conscious acceptance of knowledge. Accordingly, teachers adopt the method of introducing new lessons from students' familiar life situations in teaching.
For example, in the new class "Before and After", the teacher asked, "Do you all remember the sports meeting held at school a few days ago? The students in our class took part in the running competition of the lower grade group. Let's relive the tense and intense scene at that time. " At this time, the teacher played a video of the students in this class participating in the running competition of the school sports meeting for the students to watch carefully. Then the teacher stopped the picture shortly after the start of the competition, and then asked the students, "Do you know who was running at the front by watching?" Who ran last? " This leads to the "before and after" related issues to be studied in this lesson today. This introduction aroused students' interest in learning and stimulated their thirst for knowledge. Another example is "understanding the object." First, let students watch a video (all kinds of furniture and furnishings at home), so that students can initially perceive the shapes of various geometric objects, then observe and touch the learning tools of various shapes placed on the desk, and give full play to the functions of various senses from vision to touch, from big to small, and then introduce new lessons on the basis that students have constructed certain representations. These new courses are introduced from the reality of students' life, which not only make students feel that mathematics is everywhere, but also enhance their confidence in understanding and applying mathematics, and at the same time effectively stimulate students' interest and arouse their enthusiasm for learning.
2. Create life situations to stimulate students' interest in learning.
Life is the source of thinking, and there is mathematics everywhere in life. If we connect with students' daily life and study, we can provide students with opportunities for observation and operation from familiar scenes and things, people and things, study and life, so that they can realize that mathematics is around, feel the fun and role of mathematics, and have a sense of intimacy with mathematics. In teaching, I pay attention to creating some situations that are related to students' real life.
For example, in the teaching of "Addition and subtraction within 20 (II)", I designed a game of "I am a small postman". I use dictation cards to make letters, let the postman put the letters into the same mailbox where the dictation cards are located, and then collectively check whether the delivery results of the small postmen are correct. In the beautiful music, the children Zhang Tianzhen's lively smiling faces, like the postman, happily threw their dictation cards into the "mailbox" that they thought should be thrown. According to the children's characteristics of being active, talkative and competitive, teachers integrate boring calculation into teaching games, which not only consolidates students' knowledge, but also highlights the practical application value of mathematical knowledge. For another example, in the class of teaching "classification", the teacher asked, "Students, do you like to go shopping with your parents on rest days?" "The teacher asked the students to look at the following set of photos. What is this place? How are the items in the photo placed? " The teacher shows the photos (several groups of photos of various items in the big shopping mall) to the students and asks them to tell the results of their observation. Teacher: "in our daily life, not only the items in the shop should be classified, but also many things need to be sorted." We will learn classification in this class. " Shopping center is a familiar shopping environment for students. Through multimedia, the superiority of classified goods in shopping malls is reproduced, so that students can intuitively feel the importance of classification in daily life.
3. Infiltrate students' consciousness of applied mathematics.
Infiltrating students' awareness of applied mathematics should be started from an early age. For example, in the second volume of the mathematics textbook "Location" for grade one, besides the "location" in class, we can also think of where there are "location" questions, which can remind students of the problems related to "location" in life such as cinemas, trains and bookshelves. If you don't add a sentence or two to these seemingly easy contents, students may not think that there are so many mathematics contents in their lives, or they may not have the consciousness of applying mathematics when they get train tickets, and of course they don't know how to find their "position" by using train tickets. On the contrary, if a primary school student (about 7 years old) has this kind of consciousness, when riding a bike with his parents, he will be happy to help his parents find a "position" with a ticket in his hand. It can be seen that students should learn to look at things around them from a mathematical perspective and enhance their awareness of applied mathematics.
Third, guide students to use mathematical knowledge to understand the life world.
Mathematics comes from and serves life. Bringing mathematical problems into life will help to shorten the distance between mathematics and life, not only meet the needs of students to learn and understand mathematical knowledge, but also let students realize the value of mathematics and cultivate their interest in mathematics. Therefore, in teaching, we should try our best to let students contact with the reality of life with mathematical problems, guide students to look at problems with mathematical eyes, think about problems with mathematical minds, and deepen students' understanding of mathematical problems in life.
For example, in the process of teaching "understanding the circle", I once asked students a life question: "Can you tell me why the cover of the sewer is round instead of square?" Some students quickly said: because the round cover looks good. I guided them in time: "Can you explain this problem with what we have learned?" Students contact the knowledge they have learned in time to think and communicate. Finally, it is concluded that because the diameters of the circles are equal, the round cover is not afraid of falling off when it is turned over. This kind of guidance can often enable students to closely link their mathematical knowledge with the reality of life, learn to look at life problems from a mathematical perspective, and think about the phenomena in life with their mathematical knowledge and mind. It can not only deepen students' understanding of mathematical knowledge, but also make them feel the application of mathematical knowledge in real life and cultivate their awareness of application.
Fourth, apply mathematical knowledge to solve problems in daily life.
Mathematics originates from reality and is used in reality. Applying mathematical knowledge to solve practical problems in daily life and work is the destination of learning mathematics. Everyone should learn useful math. In teaching, we must make full use of students' existing life experience and attach importance to excavating factors related to teaching materials and real life. Teachers should always guide students to apply what they have learned to real life, so as to experience the significance and function of what they have learned. For example, after learning "classification", students can sort out their schoolbags and desks by themselves, and let the sorted students say what they are sorting according to; After learning the "living space", students can tell who is around their seats and where the school is around. After learning Statistics, let the students count the number of various cleaning appliances in the classroom, the number of classes in Grade One and the number of boys and girls. The students in the class were born in that season. After learning "addition and subtraction within 20", consciously lead students to engage in a social practice activity, so that each child can take 20 cents to buy food in the vegetable market. In this activity, many students can't figure out the accounts, some can't figure it out verbally, and some can't figure out the relationship between Yuan and Jiao ... Either way, students are deeply aware of how important mathematics is to our lives and how valuable it is to learn mathematics, thus stimulating their strong desire to learn mathematics well.
Students not only understand and master mathematical knowledge from activities, but also observe and solve mathematical problems in life. There will be some small problems when solving, and then use your brains to solve them, so as to gain application skills.
In short, in order to make mathematics and life "close contact", our mathematics teaching must move from book mathematics to life mathematics, and life and mathematics are closely linked. Only by strengthening the connection between mathematics knowledge and students' real life can mathematics come from life and experience life is full of mathematics. Applying mathematical knowledge can better solve practical problems in life, thus enhancing the motivation of learning, generating positive mathematical emotions, and making the application of mathematical knowledge become the ability of every student.
"Mathematics Curriculum Standard" points out that mathematics teaching must pay attention to the life scenes around students and the things that students are interested in, provide them with opportunities to participate, and let them realize that mathematics is around. Therefore, in mathematics teaching, teachers should start from the reality of life, and link mathematics content with "mathematical reality" activities, so that students can personally experience mathematics problems in life situations, feel that mathematics comes from life, and realize the close relationship between mathematics and life; So as to stimulate students to constantly seek mathematical problems, constantly seek differences and innovations, and constantly solve practical problems in life. So how to make life and mathematics "close contact", I have the following views:
First, look for mathematics in life.
When the word "mathematics" is mentioned, people always think that mathematics is closest to us, but they ignore the close relationship between mathematics and our lives. Therefore, as mathematics teachers in the 2 1 century, we should consciously pay attention to students' lives, keep knowledge in close contact with students' lives, help them get in touch with reality, understand life, and understand that life is full of mathematics, and mathematics is around.
For example, in the first math class, I asked the students a question: "What do you know about math?" Some students said, "I count from 1 to 100." Some said, "I can do some addition and subtraction, 2+5 = 7 30+10 = 409-3 = 615-5 =10, etc." "I also know 3-4=- 1 4-7=-3." ..... and then I asked, "Can you live a day without math?" The teacher's question caused controversy among the students. A classmate asked, "Can you go up and down the stairs without numbers?" "Can you buy things and spend money without math?" "Can you tell the time when you go to school without looking at your watch?" "Mom bought you five apples, ate two, and how many are left? How do you know how much is left without mathematical knowledge? " ..... Students, I said it one by one. Through discussion, we find that mathematics is used in our life at any time. We really feel that there is mathematics everywhere around us. Mathematics comes from life, and learning mathematics is to solve problems in life. This not only stimulates students' feelings of loving, learning and using mathematics since childhood, but also makes the children in lower grades develop the consciousness of consciously applying what they have learned to real life.