The author assigned such an extracurricular assignment, "Guide students to capture life phenomena by themselves,
Find math problems,
Integrating mathematics teaching into life,
Let students look for mathematical materials from life,
I feel that there is mathematics everywhere in my life.
Mathematics has aesthetic feeling everywhere, which shortens the distance between mathematics and life, broadens students' cognitive vision and expands students' thinking space, which not only meets the needs of learning and understanding mathematics knowledge, but also is physical.
Knowing the value of mathematics and cultivating interest in mathematics, why not?
In order to make mathematics closer to life, make mathematics teaching full of life flavor and times color, and really mobilize students' learning.
It is an urgent educational mission to cultivate their independent innovation ability and problem-solving ability with mathematics enthusiasm.
fleet
discuss
count
study
and
grow
alive
about
unite
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Shenzha central primary school
-
Li Qingying
"Mathematics is the key to people's lives.
An indispensable tool for labor and study. "
"The understanding of mathematics should be understood not only from the point of view of the essence of mathematics,
It also comes from the personal practice of mathematical activities.
Experience "
. This fully shows that mathematics comes from life and is applied to life, and mathematics is closely related to students' life experience. face
2 1
Mathematics Teaching in the Century, Our Idea
Everyone learns useful mathematics. Useful mathematics should be learned by everyone. Different people learn different mathematics.
"Mathematics education should strive to stimulate students' learning emotions and combine mathematics with students.
Life, learning, learning dynamics, life mathematics "
The new curriculum standard also points out that:
"Mathematics teaching must be based on students' familiar life situations and interesting things.
Hair, provide them with the opportunity to observe and operate, let students realize that mathematics is around, feel the interest and role of mathematics, and have a sense of intimacy with mathematics.
According to the characteristics of teaching materials,
How to make boring mathematics interesting, vivid and easy to understand, and let students learn and use it flexibly, so as to cultivate their creative spirit and practical ability? Through repeated thinking, I started with classroom teaching.
Starting from the reality of life, talk about mathematics; Mathematicize life experience and make mathematical problems come alive.
We should fully tap the life and interest contained in mathematics knowledge and arouse students' goodwill.
In questioning, independent research, actively looking for the close relationship between mathematics and life, exploring the teaching methods of mathematizing living materials and making mathematics classroom life, so that students can master mathematics easily and happily.
First, create a life situation to stimulate students' interest in learning mathematics
Bruner said,
"The best stimulus for learning is interest in learning materials."
. By creating life situations and linking learning tasks with situations, children's interest can be aroused.
Emotion can make students actively and wholeheartedly devote themselves to learning. The method of creating life situation is generally to contact life through games, stories, environment creation and media assistance.
Simulated life.
1.
Using games and stories skillfully to create situations
It is a child's nature to be active. Mathematical knowledge is integrated into game activities and story situations. Students learn while playing, and students learn interestingly, happily, actively and well.
Profound, for example, when teaching "think about it" in the lesson of "guessing numbers games", the teacher guides the students to tell the story of "little mouse carrying potatoes", which naturally leads to Xu through the unfolding of the story.
Many math problems. Teachers let students ask questions and answer each other, let students complete the questions, and cultivate students' mathematical consciousness in interaction. Students experience it personally in vivid practice.
In order to explore the process of knowledge, we always experience the success and fun of learning, so as to learn mathematics knowledge unconsciously.
2.
Create an environment, with media assistance.
Psychology tells us that vivid, concrete and vivid things and colorful objects are easy to arouse children's interest. Because audio-visual media has vivid and vivid characteristics, it can draw pictures.
The content of the image becomes lively. If we can make full use of audio-visual media to simulate or reproduce life scenes and create an atmosphere in mathematics teaching, we can mobilize students' enthusiasm and initiative.
Dynamic, deepen students' understanding and experience of what they have learned. For example, in the teaching of "frogs eat insects", the teacher used the media to broadcast the process of frogs eating pests in rice fields, and the students were vivid.
The vivid pictures of life are deeply attracted,
They learned from the conversation between the big frog and the little frog that the big frog ate it.
Fifty-six
A pest,
The little frog ate it
30
A pest.
At this time, the teacher gave in.
"green
Frogs eat pests "Ask math questions, and students are" interested "
After thinking, I became active, naturally put forward many math problems, and learned more actively.
Second, explore life problems and cultivate students' comprehensive mathematics literacy
"Let the podium become the stage, the classroom become the society, the students become the actors, and the teachers become the directors"
Combine mathematics with life, study and activities and apply it to students.
The process of mathematics is interesting and life-oriented, which makes students feel that mathematics comes from life, thus stimulating students' interest and desire in learning mathematics and cultivating students' comprehensive quality of mathematics.
1.
Write "math diary"
Students can use language to express their new ideas and discoveries in mathematics learning, which can help students think and explore problems systematically, deepen their understanding of problems and find success.
Feel and experience, enhance self-confidence in learning mathematics, and let students write the story of "Me and Mathematics" and "math diary" in teaching.
, can cultivate the ability to feel mathematics, deepen
Understand mathematics knowledge and guide students to feel that mathematics is close at hand, and mathematics is closely related to life. For example, let students write at home.
,
What mathematical knowledge did mom and dad use? Go to the store to buy it.
Things, and remember "math diary" and what mathematical knowledge is used?
Not only let students explore mathematics in life, but also understand that mathematics knowledge is not only useful, but also ubiquitous in life.
All of them are in use, which cultivates students' comprehensive quality; Teachers Read Students' "math diary"
, you can also know whether students have a strong sense of "learning and using mathematics", so that
The future teaching is more targeted.
2.
Carry out mathematical practice activities
Applying mathematics knowledge to solve practical problems is the starting point and destination of mathematics teaching. The new textbook connects the "book world" with the students' "life world" and makes students feel the numbers.
Learning is just around the corner, and letting students practice mathematics is the process of letting students feel, verify and apply in real life situations and mobilizing students' multiple senses to participate in learning activities.
And get rich direct experience, in order to achieve the purpose of cultivating students' comprehensive mathematical literacy. The theme of the activity can be carried out according to the teaching materials, and can also be put forward by teachers or students themselves.
But it must be close to student life. For example, how many pencils do students use a week? How much is a pencil? "
"How much does it cost to buy food at home every week?"
"For students who have recently taken a math exam.
Investigate according to the situation "and so on. Through a series of mathematical practice activities, we can not only arouse students' enthusiasm and initiative in learning mathematics, but also cultivate students' practical ability and others.
Comprehensive literacy.
Third, mathematics teaching method is life-oriented.
Life-oriented teaching method of mathematics is the key to life-oriented teaching of mathematics. Therefore, life-oriented teaching methods should be adopted as far as possible in teaching to improve the teaching effect.
Stolyar, a mathematics educator in the former Soviet Union, once said: Mathematics teaching is also the teaching of mathematics language. In the classroom
,
The communication between teachers and students is mainly through verbal communication. Same class, different.
Some teachers teach students different degrees of acceptance.
This mainly depends on the language quality of teachers,
Especially how to make abstract mathematics intuitively understood and accepted by students in mathematics teaching.
A seemingly boring mathematics actually contains vivid and interesting things, and teachers can't be competent without high-quality language arts. From this point of view, the language of mathematics teaching is alive.
It is the students who guide the understanding of mathematics.
An important means of learning mathematics.
Teachers should combine children's cognitive characteristics,
Hobbies,
Psychological characteristics and other personality psychological tendencies,
On the premise of not affecting knowledge,
Mathematical language has been processed and modified to make it easy to understand and interesting. For example, Zhihu. "
、
">"
Teachers can guide students to learn jingles: greater than sign, less than sign, two brothers.
When the brothers arrive together, the sharp angle is smaller than the front, the opening is larger than the front, and the two numbers stand in the middle, and whoever laughs is the biggest. It is very difficult for students to distinguish the two symbols, which is rich.
Nursery rhymes can help students distinguish effectively. Another example is to change the teaching length unit to "length"
Teach Yuan, Jiao and Fen to be "small salesmen"
, the specific size is "row row".
Team "and so on. Students are curious about these daily knowledge and find it interesting to learn mathematics.
Fourthly, the application of mathematics teaching in life.
Only when mathematics is applied to practice can it become flesh-and-blood and full of vitality, so that students can experience the value and significance of mathematics and establish their consciousness and confidence in solving practical problems with mathematics.
place
Therefore, as a math teacher, we should avoid changing the "mechanical exercise" of math practice into "life application" from concept to concept and from book to book.
. Guide students to observe and divide from a mathematical perspective.
By using mathematics in life to analyze and solve problems in life, students' experience of mathematical value is enhanced and their awareness of applied mathematics is strengthened.
1
Observing life problems from a mathematical perspective.
Life is a treasure house of mathematics, and the prototype of mathematics can be seen everywhere in life. Often let students learn mathematics in connection with life, and guide students to observe life problems from the perspective of mathematics, which not only includes
It is beneficial to cultivate students' habit of understanding things around them from a mathematical point of view and to cultivate students' exploration consciousness. For example, after understanding the "circle", let students go to their own living environment.
Observe which objects have round faces. After learning "lateral area and Volume of Cylinders", let the students observe which objects in life are cylinders.
. After learning "axisymmetric graphics", let
Have a look and say, have you ever seen all the objects around you are axisymmetric figures? Another example, after learning the common timing methods and
24
After keeping time, the teacher can let the students find a life.
Which departments use it where?
24
Timing method, which places and departments use ordinary timing method.
2
Study life problems with mathematical methods.
Many problems in life contain mathematical knowledge.
Guide students to study problems by mathematical methods,
Not only let students feel the existence of success and their own value,
And it can drive beautifully.
Made of flowers, let students really develop from "bookworms" into practical talents in society. For example, after teaching the stability of triangles, students can explain: Why is the roof of the house we live in needed?
In a triangle? Why did the carpenter fix the desk for his classmates and nail a diagonal strip at the foot of the desk? Please explain the characteristics of teaching parallelogram:
Why should the gate be made flat?
Quadrilateral grid instead of triangle? For another example, after learning interest calculation, let students calculate: put
1000
How to deposit RMB money in the bank is more cost-effective? Students should investigate silver first.
Bank interest rate, choose the time and method of deposit, and then calculate the interest to find the most reasonable deposit method. For another example, after students have a preliminary understanding of the circle, they can be guided to think deeply:
"Why are so many objects in life designed to be round? What's so special about the circle? "
three
Solving life problems with mathematical knowledge.
By creating conditions, we can guide students to use the mathematical knowledge and methods they have learned to solve practical problems in daily life and constantly improve their ability to use mathematics. For example, I learned about this area.
After calculating the application problem, students learn to measure the length and width of the window, calculate its area, and then introduce it into life to guide students to actually calculate how much rice cloth is needed to make curtains. This should take into account the window.
Curtains are longer and wider than windows. If it is larger, pull it with two curtains, and consider the overlapping part of the two curtains. Another example: learning "Fang"
After understanding, design the following scenario: this is a square glass broken into two pieces. What should I do with such a work? ”？ Which glass should I bring without a ruler? Or two dollars.
Take them all away? This "life-oriented" teaching activity not only increases students' knowledge, but also learns to think and solve problems, which greatly cultivates students' practical ability and innovation ability.
Fifth, with the help of real life, cultivate application awareness and apply what you have learned.
"Primary school mathematics curriculum standards" points out that:
"Students can realize that mathematics exists in real life and is widely used in the real world, thus truly realizing the application value of mathematics.
Value.
"Applying what you have learned is the ultimate goal of learning mathematics. Attach importance to the application of knowledge and let students use their own mathematical knowledge to analyze and solve some simple facts.
International problems make students feel the close connection between mathematics knowledge and real life, which can stimulate students to form the consciousness of learning and using mathematics and cultivate a correct view of mathematics. Therefore, every time I finish learning
After the new lesson,
I'll just make up something practical,
Let the students practice,
Cultivate students' ability to use what they have learned to solve practical problems.
If I am teaching:
"What sports do you like?"
In the practical activity class, let the students know what the sports people around them like first, and let the students experience the way of collecting and sorting out information initially. Through such activities, effectively cultivate
Students' ability to process information.
In a word, mathematics teaching must fully consider the trajectory of human activities in the process of mathematics development, be close to the real life that students are familiar with, fully tap the living resources and teach mathematics to students.
Activate, let students feel the mathematics of life, and let students have more opportunities to learn and understand mathematics from familiar things around them. Let daily life be classroom-oriented, and let classroom teaching come alive.
Culture makes classroom teaching full of challenges to wisdom and satisfaction to curiosity, and endows teachers and students with life. Life-oriented mathematics teaching can better guide students to experience in life.
Feeling mathematics, learning mathematics well and using mathematics well are in line with the teaching concept of "people-oriented" and will certainly promote students' all-round development more actively, vividly and lively. Let students feel
The world we live in is a world full of mathematics, so we love life and our mathematics even more.
Let the primary school mathematics classroom go with life.
Wang Zhenping
The new curriculum standard requires us not only to pay attention to the life of mathematics knowledge in teaching,
At the same time, we should also pay attention to the mathematicization of life problems.
Let the primary school mathematics classroom go with life,
Is to solve mathematical problems in life.
One of the effective ways to solve the problem, then, in actual teaching, how to make the math classroom go with the life of primary school students?
First, let the teaching content and life problems be closely linked.
Looking for problems closely related to life in teaching,
When teaching content becomes an urgent problem for students to solve,
Their application of mathematical knowledge and interest in mathematics will come to mind.
Born. For example, when teaching "divisor is the multiplication estimation of two digits", the students come to the conclusion that the mantissa behind the two factors should be omitted first to get the approximate number before estimating. Then the teacher asked
Student estimate: students
12
We went for an outing in a group, and now we are going to buy it.
12
KFC set meal, one for each.
1 1
Yuan, please help me calculate how much money I have to bring. The student soon estimated it
100
Yuan dynasty (1206- 1368)
( 10
×
10= 100
Yuan dynasty (1206- 1368)
)
, that is, it will be taken soon.
100
Yuan money. At this point, a student said:
"use
100
RMB can't be bought back.
12
One KFC set meal.
"You also think about it, don't you?
What if the estimation method was wrong just now? A stone stirs up a thousand waves. During the debate, the students talked about their ideas, which not only satisfied their curiosity and thirst for knowledge, but also cultivated their courage.
In the spirit of questioning and pragmatic innovation.
Second, teaching based on students' life experience.
The new curriculum standard points out:
"Mathematics curriculum should emphasize starting from students' existing life experience, and mathematics activities must be based on students' cognitive level and existing knowledge and experience."
this
In other words, mathematics teaching activities should be based on students' development, and students' personal knowledge, direct experience and real world should be regarded as important resources for mathematics teaching. For example, I gave this to my students.
Sample one question: Aunt Wang brought back an invoice after paying the water and electricity bill. When changing clothes, she forgot to take it out and accidentally rubbed off a corner. The data you can see is as follows: electricity.
160
Degree, water
25
Tons, per ton
1.70
Yuan,
You always have to hand it in.
138.5
Yuan. Can you help aunt Wang calculate how much it costs for a electricity? The students soon discovered the equivalent relationship: total cost-water fee.
=
Electricity bill, calculated in the form of histogram.
( 138.5- 1.70
×
25)+ 160=0.60
Yuan. This link makes full use of primary school students' existing cognition, activates their life experience, and makes students' life experience vividly displayed again. Activate students' life
The positive interaction among life experience, knowledge exchange and practice makes students realize the usefulness and importance of learning mathematics.
Third, apply what you have learned in real life.
"Mathematics is an indispensable tool for people's life, labor and study.
"In social life, mathematics is indispensable everywhere, and there are applications of mathematics everywhere. So teachers should make full use of students.
Existing life experience,
Guide students to apply what they have learned in mathematics to practice,
Only in this way can we realize the application value of mathematics in real life.
Like teaching.
"Calculation of square area"
A lesson,
When the students deduced the square area calculation formula from the rectangular area calculation formula, the teacher showed an operation problem: the "famous sayings" on the wall of the teaching building were pieces of square porcelain.
Bricks, please calculate the area of a tile, then count the total number of tiles, and finally calculate the area of the whole "famous saying" plate, so that students can experience mathematics.
Edge. In this process, students' mathematical knowledge is further consolidated.
Fourth, give students daily homework.
Mathematics life-oriented homework refers to the homework content closely related to life or life itself.
The process of completing homework must go through life practice.
It is conducive to cultivating students to discover mathematics from life.
Math homework has the ability to apply mathematics in life. For example, after learning "Comparison of Decimals", assign the following assignments:
( 1)
Excerpts from supermarkets or shops
10
The price of a commodity,
Then compare the prices of various commodities freely and use ">"
、
"
(2)
Look in books or other places.
seek
10
Strip data
(
at least
four
The data is decimal.
)
Then compare what you think can be compared and make a record. Another example: After learning Statistics, assign the following homework:
( 1)
Find out how much students like fruit in the class, and then make a statistical table or chart.
(2)
Observe all aspects of life, make a small statistic of the items you are interested in, and make a bar statistic.
Figure, put forward mathematical problems. Although this kind of homework is similar to regular homework, its content comes from life, and students need to practice it through life when it is completed.
In a word, in order to better make mathematics go with the life of primary school students, we math teachers should study and study deeply, constantly change teaching concepts and innovate teaching methods. This is me.
It is the duty and responsibility of every educator and math teacher. Only in this way can math better enter the lives of primary school students.
The Integration of Mathematics Teaching in Primary Schools and Real Life Problems
The reason why mathematics teaching should be life-oriented is that mathematics problems come from and serve life at the same time, and life is the starting point and final destination of education. To this end, education must first be rooted in
The soil of life will not become "passive water, wood without roots"
. If the students we educate can only solve the mathematical problems refined by the predecessors in books, but can't solve the problems in life.
Practical problems, that will be the biggest failure of our education. Therefore, in teaching, we should look for mathematics materials in many ways, so that students can discover mathematics, think about mathematics and really feel mathematics in their lives.
There is mathematics everywhere in life. How to make mathematics teaching alive? I think we can start from the following aspects:
First, the mathematization of life problems.
In real life, there are all kinds of problems that need us to deal with properly.
Scientific solutions,
Real life is ever-changing,
Countless things,
There are all kinds of related and unrelated,
Useful and useless variables are intertwined, which makes it difficult to deal with things and solve problems. To deal with and solve these problems, we must grasp the principal contradiction and principal contradiction.
Contradiction must exclude those irrelevant and useless variables and study the solution to the problem in a concrete and ideal environment. So mathematics was born, and mathematics is exclusion.
The science of studying the universal laws and relations of life in an idealized state by analyzing those irrelevant and useless variables in life has formed a harmonious process under certain conditions.
Methods and strategies to solve problems,
Then apply the results of mathematical research to social practice,
In order to deal with and solve various specific problems in real life,
And make the solution to the problem more reasonable,
The result of dealing with problems is more accurate and the speed of dealing with problems is faster.
For example, the problem of "chicken and picture in the same cage" in teaching:
Chickens and rabbits are kept in the same cage.
10
Boss,
28
One leg.
Q: How many chickens and rabbits are there in the cage?
Analysis: This problem is a basic chicken and rabbit cage problem. Put this problem in an idealized state, that is, all chickens should have legs:
2* 10=20(
deprive
)
, not true.
There are fewer in the world.
28-20=8
(article)
Why is it missing?
eight
Where are the legs? Because rabbits are considered chickens.
Every time I treat a rabbit as a chicken, I miss a point.
2
One leg,
therefore
eight
It contains
8/2=4
Rabbits, and then chickens have:
10-4=6
(Only)
. Through this problem, there are similar "cricket" problems and so on, all of which are problems encountered in life. Mathematicizing it not only solves the problem, but also gives
We have many shortcut skills. Therefore, "mathematization of life problems" conforms to the law of natural development and is the need for people to deal with and solve practical problems.
Another example is:
After studying
"right angle"
In the future,
We can ask students to find out their views on right angles at home.
Some students found the TV set,
Bed,
Desk,
Windows，
door
When teaching "line segment", I take my classmates to the campus to look for line segments in my spare time. The students are in high spirits, looking at the door of the classroom and the playground, too.
Pull
Take my hand and look for it in the bathroom. This activity not only enables students to learn living mathematics and feel the existence of mathematics in life, but also allows students to experience a pleasant and successful emotional body.
Testing.
Through long-term practice,
Let students understand mathematics in life,
Realize the goal of self-construction in students' own way,
Cultivating students from the perspective of mathematics
The consciousness of observing life improves students' ability to understand mathematics with life experience.
Second, the life of mathematics teaching
Life-oriented teaching method of mathematics is the key to life-oriented teaching of mathematics. Therefore, life-oriented teaching methods should be adopted as far as possible in teaching to improve the teaching effect.
First of all, we can choose to use living language to teach. In class, the communication between teachers and students is mainly through verbal communication. The acceptance of students by different teachers in the same class
Different, mainly depends on the language quality of teachers, especially how to make abstract mathematics intuitively understood and accepted by students in mathematics teaching. A seemingly boring math,
In fact, there are vivid and interesting things in it, and teachers can't be competent without high-quality language art. In view of this, children's cognitive characteristics and interests should be combined in actual teaching.
Hobbies, psychological characteristics and other personality psychological tendencies, on the premise of not affecting knowledge, the mathematical language is processed and modified to make it easy to understand and interesting.
Secondly,
In order to help students understand and master mathematics knowledge in practical teaching,
In particular, some students have difficulty in understanding knowledge.
We need to create a kind of knowledge related to what students want to learn.
Knowledge is closely related to life situations to assist teaching, so that students can experience and apply mathematics in certain life situations and know the ins and outs of mathematics knowledge, so that students can not only
Know why, but know why. For example: Ruxue "
10
The composition of "can create a situation of dividing apples: mom bought them."
10
An apple, I want you to share it with yourself and your brother.
How are you going to divide it? Why? This makes the classroom atmosphere very active.
Every student is thinking positively,
Not only let students know
10
Have a clear understanding of the composition,
Infiltrated into the classroom again
"people
The spirit of "Wen" makes students understand the respect and friendship between people.
For example, when teaching "kilograms and grams", let students observe the packaging of several items in life and write down the weight. In the communication, the students raised many practical questions, such as: Fang.
The total amount is printed on the instant noodle bag:
70
G, bread:
65
So as to know the weight of the seasoning bag and the packaging bag.
five
Dick. The edible salt packaging bag is printed with net content:
500
scold or beat
10
Grams and other practical problems.
When teaching "the meaning and essence of proportion", you can design it like this: There are many interesting proportions in the human body, do you know? Talking while rowing, the ratio of foot length to height is
1
seven
, if
If you are a detective, you can estimate the height of the criminal as long as you find his footprints. These are all interesting proportions made up of body proportions. Today we will learn "proportion"
The meaning and nature of "
. Or: show the five-star red flag, the beautiful temple in Athens, the pyramids in ancient Egypt and the hairstyle design. Are these beautiful? Do you know why it looks so good? Then introduce
Greek mathematicians use line segments to find the most beautiful geometric ratio in the world-golden section, which attracts students' attention and reveals the theme.
In a word, the life-oriented mathematics teaching is the new requirement of educational modernization for mathematics teaching. Mathematics teaching must be based on students' real life and collect students' information in time.
Mathematics problems closely related to life, through the effective integration and rational use of existing teaching materials, make mathematics teaching close to students' real life, and make life problems mathematized and mathematized.
Life-oriented problems, training students to learn to put forward mathematical problems from life summary, and then moving these problems to the classroom, promoting the formation of students' teaching emotions, attitudes and values, and students.
The coordinated development of students' mathematics learning ability, life ability and psychological quality makes students love mathematics and life more in the alternating interaction between "life" and "mathematics".