First, the introduction of life examples to stimulate students' interest in learning
A good beginning is half the battle. At the beginning of the class, teachers try to ask students questions related to the teaching content in real life, which can stimulate students' interest and make them feel natural, friendly and easy to understand. For example, when teaching "the understanding of circle", I asked the students, "What shapes are the wheels of trains, cars, motorcycles and bicycles that the students see?" The students all replied, "It's round." "If the wheels are other shapes, such as rectangle, triangle, parallelogram or square, is that ok?" Students all know to answer "no" and then I draw an oval on the blackboard. Then I ask, "If the wheel is oval, is it ok?" Why? "The student thought about it and replied," No, it's hard to turn. "That's the topic. I said, "in this class, let's learn about circles and see why wheels should be made round." "In this way, the students concentrate on the class and want to discover the secrets of the circle.
Second, use life examples to make students easy to understand and learn.
"Mathematics comes from reality, exists in reality and is applied to reality. The teaching process should be a process to help students turn practical problems into mathematical problems. " Textbooks are only the carrier of students' learning and should serve students' learning needs. Therefore, in the teaching process, teachers should study the teaching materials deeply, handle them flexibly and optimize the combination of teaching materials according to actual needs. Combining the content of teaching materials with "students' existing life experience and students' reality" conforms to the cognitive characteristics of primary school students, which can eliminate students' strangeness to mathematics knowledge, enhance students' awareness of mathematics application and stimulate students' interest in learning. For example, in learning "simple addition and subtraction algorithm of integers close to ten", there is such a problem: 125-97 = 125. It is not easy for students to understand why they should add 3 when they subtract 100. So I designed a life example of "shopping for change": Xiaoming's birthday is coming, and his father took 125 yuan to the supermarket and bought Xiaoming a teddy bear from 97 yuan. How much money does his father have left? Dad paid the clerk a hundred-dollar bill (at this time, 100 yuan should be subtracted from 125 yuan, leaving 25 yuan), and the clerk asked 3 yuan (to add 3 yuan). Therefore, the three subtracted from it should be added. This example of "life teaching" verifies the abstract operation through life experience, making it easy for students to understand and not easy to forget.
Third, connect with real life and let students experience the happiness of success.
Students will apply what they have learned in class to real life, complete a certain job, and be praised and praised by teachers or classmates, and they will feel the joy of success. This is the psychological characteristics of children. Teachers should make a summary [HJ 1.75mm] in time when completing the teaching of each class, closely link the content of this class with the students' reality, and put forward interesting math questions, so that students can think independently and take the initiative. Students can better understand and master what they have learned in class, and achieve the purpose of applying what they have learned. For example, when teaching "Year, Month and Day", the teacher asked such a question: "Each of you has a birthday every year, but there is an 8-year-old classmate in our school who has only had two birthdays. Do you know what this is about? " This question immediately aroused everyone's interest, and the students raised their hands to speak, and finally got a correct answer: this student was born in a leap year and was born on February 29. Only two of the eight years are leap years, which means that there is only February 29 in two years, so this classmate only has two birthdays. After the students answer, the teacher should praise them in time so that the students can experience the joy of success.
Fourth, cultivate students' application consciousness and solve mathematics in life.
Mathematics is ubiquitous in real life, which is why mathematics is attractive. But not every student can feel it. Therefore, teachers should create life situations and use life examples to feel the mathematics in life with students and capture mathematical information. Students integrate mathematics into their familiar life situations, master knowledge in life practice, and consciously use mathematical knowledge to solve problems in life. In teaching, teachers should actively cultivate students' application consciousness, provide practical opportunities, and let students consciously use mathematical knowledge to solve practical problems. For example, when teaching Statistics, I choose teaching materials flexibly according to the local actual situation, so that students can count the number of students in each class in our school. How many sets of single tables and chairs should each class have? Ask the students to make investigation and statistics, then draw statistical data into statistical charts, and finally exchange and report the results of investigation and analysis in groups and classes. In this way, in the process of collection, sorting, statistics and analysis, students learn to really apply mathematical knowledge to solve practical problems, realize the life of mathematical knowledge and improve their practical ability.
Fifth, let students discover mathematics in life and experience the happiness of learning value.
Life is inseparable from mathematics, and mathematics exists independently without life. Mathematics comes from life and serves life at the same time. Therefore, teachers should guide students to use their existing knowledge to solve simple mathematical problems in real life, explain mathematical phenomena around them, let students realize the value of mathematics, let students personally realize the fun and significance of learning mathematics, and generate motivation for happy learning. For example, when teaching "Multiplier is the multiplication of two digits", we can make up a life story. For example, Xiaodong's father went to the market to buy 15 pears, and wanted to weigh them with a balance, but the plate was too small, and at most ten pears were put at a time. At this time, the aunt selling fruit didn't know what to do. Can you help her? The students were full of interest at once and answered in succession. You can weigh 10 first, then five, and then add up the weights of ten pears and five pears to make the weight of 15 pears. This method of weighing pears twice is completely consistent with multiplying by a two-digit multiplier. This process is completed according to the separability and aggregation of numbers. This teaching method makes students realize mathematics and society.
In a word, mathematics knowledge is inseparable from life. In mathematics learning, teachers should be student-oriented, be good at choosing appropriate mathematics problems to connect with real life, and let students learn mathematics in real life experience, thus improving students' interest in learning and making students "learn mathematics in life and feel life in mathematics".