1. Mathematical knowledge comes from life. Mathematical knowledge itself comes from life. Therefore, in teaching, teachers can combine the characteristics of teaching content, according to students' cognitive rules and current level, start with students' familiar life situations, stories, examples and news, and ask real and thoughtful questions. This will not only make the boring teaching content lively and interesting, but also make students realize that mathematics is around, thus promoting students' active participation in learning. For example, when teaching the meaning of percentage, you will ask questions with milk and drinks brought by students: Have you paid attention to the contents of "red jujube juice ≥5%", "fat 3%" and "protein 2.8%"? The sweater your mother bought for you is marked with the words "cashmere 30% and wool 70%"? Do you know the meaning of 5%, 2.8% and 30%? Students are eager to know their meanings, which arouses their thirst for knowledge.
2. Understand mathematics in real life. Many concepts of primary school mathematics are abstracted from life. Therefore, concept teaching should also find corresponding examples in life, guide students to start with intuition, then abstract from it, and gradually deepen their understanding and application. For example, when teaching the meaning of inverse proportion, please recommend one student in each group to buy prizes for the class. Regulation: Each group should spend 10 yuan to buy some books, with no money left. The unit price of books bought by each group cannot be the same. Then, make a table of the number of books they bought and the price of each book.
Guide students to observe, analyze and summarize the significance of inverse proportional quantity through this table. Let students realize that mathematics can't be separated from life with examples in life, and make students' exploration lively, interesting, realistic and challenging, so as to master new knowledge and solve practical problems.
3. Mathematics is applied to life. The "connection and interaction" between mathematics learning and life practice can transform book knowledge into life knowledge. Operation and practice are the most important means for students to understand that mathematics serves life. It can not only consolidate the knowledge learned, but also cultivate students' practical ability and practical ability. For example, after learning the understanding of meters and centimeters and how to measure them, let students measure their height, the length of their arms, their step size, the length and width of the blackboard and the length and width of the math textbook. Through this activity, students can deepen their understanding of meters and centimeters, consolidate the method of measuring the length of objects with a scale, and let students understand that learning is useful.
Using mathematical knowledge to solve practical problems in life, make mathematics closely integrated with life, help students learn to observe life with mathematical eyes, and thus constantly experience the value and charm of mathematics.
(Author: Xiaogang No.1 Primary School, dongxiang county, Jiangxi)
Editor in charge: Liao