Mathematics is inseparable from life, and life is inseparable from mathematics. I can't live without math. For example, we usually have to settle accounts for the vegetables we buy, measure the clothes we wear, calculate the buildings, and know the mileage when we go out ... all these are indispensable for the calculation by adding, subtracting, multiplying and dividing. It is precisely because of mathematics that our daily life has become so fast and convenient. Learning mathematics can help us save time and improve work efficiency. The relationship between mathematics and life is reflected in the fact that the closer mathematics is to life, the better students learn, the better students learn, the higher their ability to solve problems and the better their quality of life.
Second, deal with teaching materials flexibly to make them have a more lively atmosphere.
Mathematics textbooks usually appear in the form of regional unified versions. Although the form is unified and perfect, it is difficult to design interesting topics according to local conditions. In order to attract students, activate students' thinking and improve classroom efficiency, we should deal with teaching materials flexibly, introduce vivid themes around students into the classroom and create characteristic teaching materials suitable for students' reality. Make the teaching materials more close to the people, vivid and close to life, and stimulate students' interest in learning.
Third, design mathematical situations in connection with real life.
Teachers should choose questions that students are familiar with and interested in as the starting point of teaching, so as to attract students' attention, stimulate their curiosity, enhance their interest in learning and make them enter the best learning state. When learning "Location and Direction", you can set up a situation: let students discuss and explore by themselves, and on the basis of understanding the general meaning of east, south, west and north, lead students to the activity venue, so that students can identify the direction of the gate, road, flagpole, library, teaching building and toilet on the spot. Then use the compass to guide students to distinguish the four directions of southeast, northeast, southwest and northwest, and take the playground as the center to find buildings with large directions in southeast, northeast, southwest and northwest. Finally, let the students stand at the crossroads of the campus and practice identifying the location of the larger buildings in eight directions. Setting up math scenes in this way can make teaching closer to students' real life. In this way, students can learn new knowledge easily and freely.
Fourth, find the convergence point between mathematics and life, and make mathematics close to life.
Mathematics originates from life, and mathematics teaching should serve life. It is particularly important to find the point of convergence between mathematics and life. We create situational mathematics with students' familiar life as the carrier. For example, when learning the content of "determining the position", how to use the intersection of rows and columns to locate is a mathematical problem, while how to find the position according to the number of intersections of rows and columns when students go to the cinema is a real life problem containing mathematical knowledge. If we can closely follow the coincidence point of "the intersection of rows and columns is the same" and solve the boring math problems in real life such as "finding seats in cinemas", it will arouse students' existing experience and attract students.
For another example, when teaching "knowing the length unit", students have a good understanding of the unit length of centimeters, decimeters and meters, but it is difficult to understand the larger "kilometer" unit. "Kilometer" is a pure mathematical concept. What kind of distance is 1 km? Students don't know. If you can take students to the playground, let them measure the distances of 1 m and 100 m by themselves, feel its length intuitively, and then think about the length of 100 m, you will have a good idea. In this way, the mathematical problem of "1km" will be realized in life, and the students' existing perceptual experience of "1km, 100m" will be taken as the intersection point, and the teaching with the length of "1km" will be experienced on the spot, which will be close to students' real life and make them study happily, easily and practically.
Fifth, games make mathematics close to life.
Games are a favorite activity of primary school students and an indispensable part of students' life. If students' favorite games are used as an effective carrier to learn mathematics, mathematics will glow with new vitality and students will have more fun in learning mathematics. Because mathematics teaching is based on the cognitive development of primary school students, the age characteristics of primary school students are doomed to love game activities and enjoy the life experience during the game. Games are close to students' life world and affect their cognitive development. It is an ideal choice to combine mathematics learning with students' game life, so that students can learn mathematics in the game life and feel the endless fun of learning mathematics in the game life situation.
For example, in the teaching of "adding a few", primary school students can play with different small animals and simulate them to eat, first a few, then a few. Let yourself count how many animals you have eaten and how much you have eaten. In this way, the static text description becomes a realistic scene, and the rigid and boring illustrations become vivid and interesting games, which is convenient for students to perceive, calculate and accept. Moreover, they can make full use of the improvisation of games, flexibly increase the number of students and change the way of setting questions, which not only mobilizes everyone's learning enthusiasm, but also deepens the understanding of addition among primary school students and makes the classroom glow with vitality.
For another example, when teaching "Understanding RMB", primary school students can play the role of customers and salespeople to understand RMB by buying and selling goods. It's not bad to learn math through this game close to life.
If we can closely link primary school mathematics with real life and make mathematics closer to students' real life, our teaching will be better.