1, simulate real life situations and let students experience the value of mathematics in life.
One of the most striking features of mathematics is its wide application. We can find the shadow of mathematics in every corner of our daily life. Mathematical concepts, laws and conclusions are being used in all fields of social life. Many seemingly unrelated problems can be solved by using mathematical tools. But for a long time in the past, many students studied mathematics for many years and didn't know what the use of mathematics was. They think math is boring, and learning math is to cope with exams. Students' imagination and creativity have not been brought into play. In fact, mathematics is all around us. Let students learn mathematics, starting from the existing experience and knowledge, create some problem situations close to students' real life purposefully and reasonably, and abstract the actual problems in life into interesting mathematical problems. As long as students' interest is aroused, their curiosity will be greatly increased, and students will take the initiative to open the door to wisdom. For example, when learning "the area of a circle", you can set questions. "Why is the tap water pipe round instead of rectangular?" "Have you ever seen a square tap water pipe?" is a question with common sense in life. As soon as it was put forward, students were full of interest in it, and they talked with each other in Kan Kan, so that the contents of the textbook could be integrated into the interesting life plot, so that students could learn new knowledge with interest, so that students could have the joy of trying to succeed and rekindle their interest in learning.
2. Use the living materials for teaching, so that students can clearly understand the practicality of mathematics knowledge.
The application of mathematical knowledge is extensive, from macroscopic celestial movement to microscopic proton and neutron research, and even the vitality of some disciplines depends on the application degree of mathematical knowledge. Marx once pointed out: "Only when mathematics is successfully applied to a subject can it truly reach perfection". 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. For example, when I was teaching the lesson "Understanding Triangle" in Book 9, I drew triangles from red scarves, bicycle racks, telephone pole racks and bridges. It is what students are familiar with in life, and then let them know the stability of the triangle through practical activities such as pushing and pulling, and use it to solve some practical problems, such as repairing a rickety chair. Students will immediately think of applying the "triangle stability" they just learned, adding wood blocks to the chair to form a triangle, thus making the chair stable. In this way, students can learn easily and deeply, and get twice the result with half the effort. Another example is the math activity class "the size of the possibility". Students get a preliminary understanding of the possibility of an event and realize the size of the possibility of an event by touching the ball in class. How likely is it to make students think about these events in connection with lottery and sports lottery in society? Why is this happening? Suppose you are the store manager, how to design a lottery promotion, etc. By mathematizing practical problems and applying mathematical knowledge to life, students can use what they have learned to solve mathematical problems that often occur around them, so that they can find that mathematics is around them, truly feel that mathematics is everywhere, understand the application value of mathematics, and apply what they have learned, thus improving students' ability to look at practical problems from a mathematical perspective and stimulating students' strong interest in learning mathematics.
3. Strengthen practical operation and cultivate students' understanding of mathematical application.
There is often a big gap between theory and practice. In order to apply what we have learned to real life, we must strengthen practical operation and cultivate the ability to apply what we have learned to real life. For example, when teaching the knowledge of scales, I started from life to stimulate interest: "The teacher is going to travel to Beijing in the summer vacation. Can you help me calculate the distance from Shaoguan to Beijing? " The students are in high spirits and carefully measure and calculate on the prepared "China Map". In order to measure the distance between the two places on the map, some students use the method of straight line folding to overlap along highway lines or railway lines, and then straighten the overlapping lines to find the distance on the map; Some use a ruler to directly measure the linear distance between the two places. How to find the actual distance from the distance on the map? Students look at the legend, discuss and try to do it. Some multiply the actual distance per centimeter on the line segment scale by the distance on the map, some multiply the distance on the map by the denominator of the fractional scale, and some divide the scale by the distance on the map. When discussing communication, many students questioned the method of directly measuring the straight line distance between the two places with a ruler. Finally, everyone agrees that the length of the railway or highway between the two places should be used as the distance on the map to determine the tourist route, and then the actual distance between the two places can be calculated. With the line segment scale, we can find the following: kilometers per centimeter × distance on the map = actual distance; Using the fractional scale, we can find the following: distance on the map ÷ scale = distance between two places. After that, I asked my classmates to design an optimal travel plan to Beijing. Students enjoy it, and the whole learning process has been in a relaxed and happy atmosphere. Students not only solved the problems in life, but also discovered new knowledge, which stimulated students' interest in learning mathematics.
4. Collect application cases to deepen students' understanding 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. For another example, before the autumn outing, let students solve problems: the school organized fifth-grade teachers and students to go to Danxia Mountain for an autumn outing, with 65,438 teachers and 200 students. Admission price: adult 30 yuan, student 10 yuan; Group tickets for more than 50 people (including 50 people) per person 12 yuan. At this price, how can I get a ticket most economically? Please design a ticket purchase plan that you think is the best. After the students' design is completed, teachers and students will announce different schemes to the public, and compare and choose them; Finally, choose a plan that everyone thinks is the best and most economical. This kind of math ability test not only cultivates students' awareness of scientific financial management, but also broadens their knowledge.
5. Come into life and let students experience the practical value of mathematics.
"Mathematics Curriculum Standard" also clearly points out: "Teachers should make full use of students' existing life experience and guide students to apply mathematics knowledge to reality in order to realize the application value of mathematics in real life. "Therefore, in the process of learning mathematics in life, teachers should pay attention to guiding students to understand the truth that mathematics comes from life and is used in life, so that students can perceive some mathematical problems in life practice and learn to solve mathematical problems in life practice, such as teaching" the area of rectangles and squares ". I created such a situation: there is a living room with a length of 5 meters and a width of 4 meters, and my mother is going to spend 800 pieces to lay the floor tiles. You go to the store with your parents to choose materials. There are three kinds of floor tiles:
A: Square floor tiles with a side length of 50 cm, each 9 yuan.
Type B: Square floor tiles with a side length of 50 cm, each 7 yuan.
Class C: Square floor tiles with a side length of 40cm, each 8 yuan.
Can I be a consultant for my parents and buy suitable floor tiles for my family?
The key to buying floor tiles is to find out that the floor tiles you buy should meet the following conditions: (1) The price is moderate, and the total price is within 800 yuan. (2) Good quality. So, which floor tile meets the requirements? Only calculate it as soon as possible. First, calculate how many tiles are needed to spread A, B and C at home: divide the floor tile area of A (B or C) by the room area. Then calculate the cost of laying three kinds of floor tiles, namely 720 yuan and 560 yuan, 1000 yuan. Finally, by comparison, we know that the third price is too expensive. A and B have the same specifications, and the price is within 800 yuan, but the price of B is too cheap, and the quality may not be good enough, so the first floor tile is the most suitable. In the above example, the knowledge that students have learned returns to daily life, and the knowledge that they can't learn in textbooks is supplemented by life practice, which naturally satisfies students' thirst for knowledge, and at the same time allows students to learn to solve mathematical problems in life practice.
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.