1. Guide students to feel the application value of mathematics.
In traditional primary school mathematics teaching, teachers seldom talk about the source and practical application of knowledge. Even in the application problem teaching, they only show the ready-made problems compiled in advance to the students. Students only apply the methods and steps to solve application problems according to several necessary conditions, and they don't know what information and data are needed to solve a problem, let alone the unique significance of mathematics to this problem. Therefore, in mathematics teaching, we should first guide students to feel the application value of mathematics. Its specific approach is:
1. Use living materials for teaching, so that students can clearly understand the practicality of mathematics knowledge.
Life is full of mathematics. As a math teacher, we should be good at abstracting math problems from students' lives, so that students can feel that math is around them and realize the practicality of math knowledge, thus generating interest. In real life, numbers and shapes can be seen everywhere. Teachers should, according to teaching practice, let students connect what they have learned with the surrounding living environment, help them form knowledge and skills, and feel the extensive application of mathematics.
2. Collect application cases to deepen students' understanding and experience of mathematics application.
With the rapid development of science and technology, the development of mathematics involves more and more fields. High definition multimedia series, aerospace engineering, clinical medicine, market survey and forecast, meteorology ... all reflect the extensive application of mathematics. Let students collect this information, which can not only help students understand the development of mathematics, appreciate the value of mathematics, stimulate students' courage and confidence in learning mathematics well, but also help students understand the application process of mathematics knowledge. For example, in the teaching of preliminary understanding of statistics, students collect their own water consumption for several months, and through the process of collecting, describing and analyzing data (population, the elderly, children, etc. ), they get the judgment of whether their water consumption is reasonable or not, and make decisions on future water consumption. It not only permeates environmental education, but also makes students feel the application of mathematical knowledge.
2. Guide students to find math problems
Guiding students to discover mathematical problems is the most basic premise and condition for students to explore the value of mathematics and cultivate their awareness of mathematical application. Imagine that if students can't find math problems, they can't apply what they have learned to solve them well. In this way, the cultivation of students' mathematics application consciousness may become an empty talk. Then, in primary school mathematics teaching, how to guide students to learn to find mathematical problems?
1. Guide students to find math problems from their daily lives.
There are a lot of math problems in daily life. It is particularly important to analyze and solve some simple problems combined with mathematics content, which is especially important for cultivating students' awareness of mathematical application and mathematical concepts from an early age and promoting students' further understanding of what they have learned. For example, after the third-grade students know the perimeter of the rectangle, I do this: let three or four students measure the length and width of rectangles such as door frames, window frames and picture frames in the classroom, and how much materials are needed to design and make these items. It is best to indicate the unit price of each different material, and let them calculate what kind of material to choose and what kind of scheme to use, which is both economical and practical and meets the needs. Through these activities, students can have the consciousness of solving mathematical problems and solve some simple problems.
2. Instruct students to discover mathematical problems from inside mathematics.
Mathematics is full of all kinds of problems. Although many problems have been solved through the efforts of predecessors for many years, students' learning, as a process of re-creation, still has a process of constantly exploring and solving new problems. In mathematics, the problem that students are most exposed to is problem-solving exercise, which is a special form of problem-solving. Teachers can guide students to correctly understand the problem from the perspective of the problem, make clear the known conditions and the goals to be achieved, make reasonable assumptions, seek possible ways to achieve the goals, and determine the optimal solution. It is necessary for students to form habits and skills and transfer them to other aspects, so that they have the consciousness of solving problems and improve their thinking level.
3. Guide students to use mathematical knowledge to solve practical problems.
In mathematics teaching, teachers should not only guide students to learn mathematics knowledge from real life, but also guide students to be good at applying the book knowledge learned in class to real life, and transfer the learned knowledge and thinking methods to solving practical problems, so as to form effective strategies and abilities to solve specific practical problems to meet the needs of social development. Then, from what aspects can teachers guide students to use the mathematical knowledge they have learned to solve practical problems?
1. Guide students to solve math problems in real life.
Pupils can solve some simple practical problems through classroom learning, but these practical problems have been dealt with by mathematics, and all kinds of situations and problems are obvious. However, the problems in real life are not so easy. Therefore, it is necessary to contact the reality of life, start with the doubts and contradictions that students encounter, and lead to the actual problems or situations of new knowledge.
2. Guide students to actively participate in family mathematics practice activities.
Mathematics comes from practice and serves practice. In students' life, most of the time they live with their parents, and all the construction in the family can not be separated from the application of mathematics. Let students participate in it, which is undoubtedly conducive to cultivating students' awareness of mathematics application. Teachers should guide students to actively participate in practical activities in the family from two aspects: on the one hand, students are required to actively participate; On the other hand, we should contact parents to cooperate with teachers and boldly let students participate. For example, let students participate in family management activities. Let them go home to know the basic living expenses such as oil, grain, non-staple food, water, electricity and gas in a week, and then sort out the collected data under the guidance of the teacher and ask related questions: How much does your family need to spend in a week? According to this calculation, what is the basic expenditure for one month? What is the monthly income of the family? How much is the monthly balance at home? I want to buy a water heater of about 800 yuan at home. According to your monthly balance, I can buy one in a few months. Through these practical activities, students are encouraged to discover mathematical problems from the special family situation, reflect the thinking mode in mathematics in a popular and life-like way, and gradually develop good mathematical thinking habits through collection, communication, analysis, sorting and application in simple problem situations, cultivate and strengthen the application consciousness of mathematics, so that students can feel the joy of mathematical creation in application and enhance their confidence in learning mathematics well.
Compared with the two schemes, students are willing to adopt the second scheme to solve problems. Through such teaching, students' thinking will gradually become profound and flexible, which not only improves their learning skills, but also increases their wisdom and talents.
Of course, the cultivation, improvement and development of primary school students' awareness of mathematical application cannot be achieved overnight, nor can it be solved by teaching several special courses on mathematical application. Don't expect to cultivate students' awareness of mathematical application in one or two problem solving; Don't think that simple math problems (including problems in life) are of no help to the cultivation of students' awareness of math application. It will take a long time. Teachers should consciously stimulate students' application consciousness at an appropriate time, and go through the process of infiltration, repetition, crossing, gradual, spiral rise and deepening. Make students' application consciousness gradually change from unconscious or purposeless state, and then develop into conscious and purposeful application. In short, through various carriers to enhance students' awareness of mathematical application, effectively stimulate students' enthusiasm for applying mathematical knowledge to practice, increase the frequency of students' experience of success, improve students' ability to solve problems by using mathematics, achieve the purpose of "applying what they have learned" and promote the improvement of students' mathematical quality.