First of all, create situations to promote the "life-oriented" mathematics classroom.
The new curriculum idea of "returning to life and paying attention to children's real life" is the primary feature and development trend of the current primary school mathematics curriculum reform. Psychological research shows that in classroom teaching, the closer the learning content is to students' familiar life scenes, the higher the students' conscious acceptance of knowledge. The mathematics concept of attaching importance to life in mathematics classroom follows the logic of children's life, takes children's real life as the main source of curriculum content, and generates activity themes from common problems in children's life, which conforms to the law of students' learning and has vivid vitality in teaching reform.
1. Create a "life scene" and lead to mathematical problems.
The new curriculum standard points out: organically combine mathematics knowledge with life scenes, make mathematics knowledge a familiar scene for students, that is, make mathematics close to students' lives, and students will realize that life is full of mathematics, life is really interesting, learning is really interesting, and mathematics is really interesting. Therefore, introducing new courses will get twice the result with half the effort.
For example, when teaching "Finding the least common multiple of two numbers", at the beginning of the class, I created such a scene: there is a bus from Tanghuang to Changzhou (East) every 6 minutes, and there is a bus from Tanghuang to Danyang (North) every 8 minutes. Now there are only two cars going to Changzhou and Danyang at the same time. How many trains will leave for Changzhou and Danyang in a few minutes? The raising of questions makes students actively participate in the study of mathematical knowledge, and strive to explore new knowledge and find ways to solve problems.
Another example: when learning to express numbers by letters, a teacher showed a recruitment notice: a classmate in grade three found RMB A, and asked the lost person to pick it up at the headquarters office of the Young Pioneers. Through analysis, let students understand that the number of RMB in the notice can't be written, so it should be represented by symbols, and the letters in the notice represent the amount of money, so that students can understand that the number represented by letters is also a mathematical problem in life, thus introducing new lessons.
2. Contact "life experience" to explore mathematical problems.
Research shows that mathematics knowledge is closely related to students' life. To a certain extent, whether students have rich life experience will affect the learning effect. Therefore, in teaching, teachers should pay attention to connecting with students' reality, so that students can learn to think about mathematical problems with the help of life experience accumulated in their minds, thus strengthening students' mathematical consciousness and cultivating students' mathematical ability.
For example, the knowledge of "ten MINUS nine" is not new knowledge to a considerable number of students, but old knowledge, because they have had such experiences in their lives. So, how many balloons are left when you show the picture of buying balloons in the theme map? As a problem situation, the formula "15-9 =?" It's an introduction In the future, some teachers left enough time for students to think independently and let them use their existing experience to calculate "15-9 =?" As a result, under the guidance of the teacher, the children all came up with different calculation methods, such as using a more intuitive bitmap to calculate the result, breaking the result by ten, adding and subtracting the result, and subtracting the result ... because the students have already used their existing knowledge and experience. Therefore, the atmosphere of inquiry in the classroom is strong, students are full of emotions and the teaching effect is good.
Another example is: When teaching "units of volume", how big is a teacher teaching 1 cubic centimeter, 1 cubic decimeter and 1 cubic meter? Let the students stretch out their index finger and point out that 1 cubic centimeter is the size of the first knuckle of the index finger. Then take out a chalk box and tell the students that 1 cubic decimeter is the size of a chalk box. How big is the space concept of 1 m3? In class, the teacher asked every eight students in the class to form a study group. Give out three rice rulers in each group, and let the students use the rice rulers to form a cube with a side length of 1 m. So students understand that the volume of a cube with a length of 1 m is 1 m3. In order to let the students actually know how big the space of 1 m3 is, the teacher asked the students to drill into the space of 1 m3 in groups and feel the space of 1 m3 for themselves. When the students crowded in one by one, they were both happy and surprised. It turns out that the space of 1 m3 is so large that so many students can be squeezed in. In this way, in the eyes of excited and surprised students, they completed their understanding of unit of volume 1 m3.
3. Return to "life practice" and solve mathematical problems.
Curriculum Standard points out: "Teachers should make full use of students' existing life experience, guide students to apply what they have learned, and realize the application value of mathematics in real life". Therefore, in teaching, some mathematical knowledge can make students feel in life practice and learn to solve mathematical problems from life practice.
For example, when I teach "the unit of land area' hectare'", let the students first measure the square with the side length of 10 meter drawn by the teacher on the playground, and let the students calculate its area. Then tell the students that the area of 100 square is 1 hectare. Ask the students to discuss how many square meters should 1 hectare be equal to? What kind of square should it be? Then let the students measure the side length of 100 meter with a measuring rope, so that everyone can know the size of a square with a side length of 100 meter. Finally, let the students estimate how many hectares our school covers. The class ended in a heated debate among the students.
Another example is: learning the application questions of "meeting questions". When students have a basic understanding of the structure and solution of this kind of application problems, a teacher arranged such an activity: two people at the same table performed the plot in the application problem of Meeting Problems, and then made up the application problems orally before answering them. During the activity, two students stood in two different places "two places", standing face to face, shouting "ready to go", coming face to face (facing each other at the same time), and after a certain period of time, holding hands (meeting) ... So, can you perform this program alone without the help of your deskmate? The students were very interested and raised their hands to demonstrate: palm up, palm to palm, slowly close together, and after a while, close the palms together again. Through activities, students have a real understanding of "two places meet face to face", and at the same time, through the combination of mathematical knowledge and life practice, their ability to solve mathematical problems is improved.
Second, walk into life and make life scenes "mathematical".
The new curriculum emphasizes that "everyone learns valuable mathematics and everyone learns useful mathematics." Therefore, mathematics learning must strengthen the connection with students' life scenes and reality, so that students can feel that there is mathematics everywhere in their lives.
1, carry out "mathematical activities" to understand the life world.
The research shows that in order to make students contact and master mathematical ideas and enhance their mathematical consciousness while learning mathematical knowledge, it is necessary to strengthen practical activities in the process of mathematics teaching, so that students can have more opportunities to contact with mathematical problems in life and production practice, understand the connections and differences between real problems and mathematical problems, and thus understand the life world.
For example, when teaching "Calculation of Interest Tax", the teacher introduced before class: the State Council stipulates that individual savings deposits should pay personal income tax, and the tax amount is 20% of the interest, and requires students to inquire about the current interest rates of various time deposits in nearby banks to help parents calculate the interest earned from deposits and interest tax. In practice, some students asked the bank staff: Why pay interest tax? What's the point? What are the main ways of saving at present? What is the relationship between principal, interest and interest rate? How to ask for interest tax on due deposits? In this way, through practical activities, students are trained to love, learn and use mathematics, learn to observe the world with mathematical eyes, and cultivate the consciousness of consciously applying what they have learned to real life.
2. Use "mathematical knowledge" to solve life problems.
"The purpose of learning is to use it." After students learn mathematics knowledge, in the process of application, let them solve some specific problems in life, experience the value of mathematics and the fun of learning, so as to have a strong interest in learning mathematics. Therefore, when students learn mathematics knowledge, teachers should introduce it into life in time, try to analyze the mathematical phenomena in daily life with what they have learned and solve the mathematical problems in daily life, which not only improves students' interest in learning mathematics, but also cultivates students' innovative ability.
For example, a teacher came up with such a question after teaching the knowledge of "land area". "If you are the general manager of a real estate development company and want to bid for a good land now, what preparations should you make?" Please make a plan. When the students heard that it was the boss, they all spoke enthusiastically, and some said that they should know the land area first; Some people say that we should know how much each hectare is worth first. Some say that we should first understand the market environment, geographical location and so on. Finally, it is summarized in three aspects: 1, understanding the land area. This paper will use the learned knowledge to calculate the land area. 2. Understand the market. Find out the value of this land and estimate the price per hectare. How much is a * *? 3, with reference to their own reality, take out the tender price. This kind of design arouses strong interest in students' minds. Teachers naturally guide students to explore independently and use knowledge comprehensively, so that what they have learned can be firmly remembered, understood thoroughly and applied flexibly. More importantly, students once again experience that life is full of mathematics; And learning math well can lead a better life in the future.
For another example, after learning the "basic knowledge of circles", students can be asked to think about why wheels should be made into circles instead of squares, triangles or ellipses. For another example, after teaching "Stability of Triangle", ask students why they should make the pole bracket and bicycle bracket into triangles instead of rectangles and squares. For another example, after learning the "Calculation of Rectangular Area", how many tiles do you need to calculate if you want to tile the classroom? This can not only improve students' enthusiasm for learning mathematics, but also help them to look at things from a mathematical point of view and solve practical problems in life by mathematical methods.
In short, "Mathematics originates from life, exists in life and is used in life". According to students' cognitive rules, we should take children into the world of mathematics, let mathematics be rooted in the soil of life, let knowledge in and out of class connect with life, let students perceive life, get close to mathematics, experience the fun of mathematics and life, and make the process of learning mathematics a process of "doing mathematics", "using mathematics" and "re-creating".