1, students are not a blank sheet of paper, but living people. Many life experiences have been accumulated in their minds. In previous math classes, our math teacher only paid attention to the teaching of math knowledge, and paid little attention to the relationship between these math knowledge and students' real life. Students learn mathematics knowledge but can't solve practical problems related to it, which leads to the disconnection between knowledge learning and knowledge application, and students can't feel the interest and function of mathematics. For example, in the teaching of "Knowing Time and Minutes", if our teacher still treats students as a cup of boiled water, everything will start from scratch: show a model clock face and tell students that it has 12 squares, each square represents 1 hour, each square has 5 squares, each square represents 1 minute and so on. This kind of teaching teacher speaks very hard, and the students sound boring. In fact, for the clock face, the vast majority of students have a perceptual knowledge, some are taught by parents, and more are students' intentional or unintentional accumulation in life. For example, students will keep looking at the clock in order to wait for a wonderful cartoon. In this way, students' understanding of clocks and watches has a perceptual basis. Therefore, the teaching design of the content of this course is: (1) Create a situation-let students tell the broadcast time of their favorite TV programs; (2) Hands-on operation-(each student has a small alarm clock) Let students dial out their favorite TV programs on the small alarm clock; (3) Guided inquiry —— Ask students to explain the reasons for leaving different moments by presenting clocks with different hands at different times. The design of this link is to make full use of students' existing experience and explain the reasons for leaving different moments according to their own understanding of the clock face. (4) Feedback arrangement-reveal the essence of reading at every moment, and the more important knowledge that constitutes the clock face, that is, 12 grid, 60 grid, 1 grid equals 5 grid. This knowledge is summed up by the students themselves on the basis of their existing experience. For another example, when I was teaching Reading within 100 million yuan, I arranged in advance: "Tomorrow we will know our lovely motherland, so please check the situation related to our motherland online." The next day, the students brought all kinds of data: China's population1295.33 million, covering an area of 9.6 million square kilometers. The annual output of cotton is 76.54 million tons, and the output of steel is 654.38+262.8 million tons ... A series of vivid data appear in front of us. At this time, I said, "You can all read these data. How do you read it? " On the basis of students' existing reading methods and digital recognition experience, the students' thirst for knowledge was quickly and fully mobilized, and the following group discussions, data classification, group reports, induction and summary, and various teaching links were beneficially implemented. In this way, it is easier to stimulate students' interest in learning by putting mathematics knowledge in an open and vivid situation, and it is also easier for students to grasp the connection between mathematics and objective things. Rousseau, a French scholar, said: "Childhood is a time to understand sleep, so it is not appropriate to train them in a rational way." They should be educated in nature and sensory experience. " Therefore, when designing teaching content, teachers should consciously link the knowledge of teaching materials with students' life experience, integrate mathematical knowledge into students' favorite activities, let abstract mathematical knowledge be carried by intuitive and rich objective things, let students experience that mathematics is around, and life is full of mathematics, so as to urge students to devote themselves to learning with a positive attitude.
2. Life is the source of knowledge. Mathematician Friedenthal thinks: "Mathematics comes from reality and must be rooted in reality." However, due to their own limitations, the examples in textbooks often delete some complicated links in life, leaving only the necessary and sufficient conditions for solving problems, or the data are old and aging, so many students feel powerless in the face of such mathematics, have a fear, and some even give up learning mathematics. In this way, we should create a situation according to this characteristic of mathematics in teaching, guide students to learn and master mathematics from the concrete things that can be seen and touched at ordinary times, and let students feel that mathematics is everywhere in life, and mathematics should be used everywhere in life. For example: "addition and subtraction"