In the implementation of the new curriculum, I closely focus on "introducing mathematics in life into the classroom" to build a life-oriented mathematics classroom, so that the mathematics classroom is full of vitality and the creativity of both teachers and students is brought into play. Let's talk about this experience
First, capture the material of life, carefully set doubts and lead in, and stimulate interest in learning.
The introduction of new curriculum is a prelude to a class, which directly affects students' interest in participation. In the process of importing, we should choose some materials that are full of the flavor of the times, close to the reality of students' lives, familiar and interesting to students, and can arouse students' active thinking and exploration. This will not only make students clear that mathematics comes from the essence of life, but also help to stimulate students' interest in learning.
For example, in the process of teaching rice, I use what I just learned last class to let students measure the length of the classroom with a ruler. The students feel embarrassed because it is difficult to measure the classroom with a ruler. The ruler is too short and the classroom is too long. At this time, the teacher designed a question, which deeply attracted the students' attention and caused them to think about what to do. I'll introduce rice immediately, show the meter ruler, and introduce that when we measure long objects, we often measure the length of the classroom in meters. Through this introduction, students can easily understand that centimeters are used to measure shorter objects and meters are used to measure longer objects.
This question is often asked in classroom teaching: "Is there such an example in our mathematics knowledge?" Can you give one or several examples to illustrate? "In this way, using the captured' life phenomenon' to introduce new knowledge can eliminate students' strangeness to mathematics knowledge, create a sense of closeness to mathematics, truly feel that mathematics is everywhere in life, and at the same time stimulate students' interest in active exploration.
Yes, there is mathematics everywhere in life, and only the mathematical problems in life can be seen and used by students. Let the students really realize that these are all kinds of problems that we will face and need to solve in our life, and also let the students realize that I have the right to choose the solution to the problem, so the students' enthusiasm and initiative are mobilized. They all think actively, operate actively, reason and sum up seriously, and quickly grasp the main points of knowledge in a tense and warm atmosphere.
Second, contact with real life, enrich and innovate teaching materials, and make them glow with life.
Mathematical logic is rigorous, and it is always presented to students in a perfect form in teaching materials. Many problems are dealt with by mathematics, which is scientific and systematic. Written expression is rigorous, accurate and boring, but it rarely creates problem situations, ignores the tortuous process of mathematical knowledge being discovered from life and production, and inhibits students' thinking space. Therefore, we should be good at handling teaching materials, introduce fresh themes from students' social life into the classroom, and create school-based characteristics.
Mathematical knowledge is widely used in daily life. However, due to the lag of the teaching materials, it is difficult for students' colorful life to be reflected in the teaching materials in time. Therefore, in teaching, it is necessary to contact the reality of life, use local materials and choose topics close to students' lives to enrich the teaching materials, so that the teaching materials can better serve the teaching and improve students' interest in learning mathematics.
When teaching topics with the same divisor but small divisor, I will introduce the example of KFC that students are familiar with. Both children go to KFC. They all have 10 yuan. One can only eat one hamburger, and the other can eat five pieces of colonel chicken. Why? Because a hamburger 10 yuan and a colonel's chicken nugget 2 yuan, the same money is less expensive and much cheaper. This explanation is easy for students to understand.
Third, create situational activities to let students feel the coexistence of mathematics and life, and cultivate students' ability to solve problems.
Learning is for application. But our students lack the consciousness and ability to observe, analyze and solve problems in daily life by using mathematical knowledge and mathematical thinking mode. I think one of the most important reasons is that theory is divorced from reality, so we can consciously create some situational activities after students have mastered certain mathematical knowledge, which will definitely make students feel the success and fun of using mathematical knowledge to solve real-life problems.
For example, in the course of learning statistics, I ask students to imitate the contents in the textbook, and let them count the likes of each member of the group in each course, and record the statistical data for analysis. After the statistical results come out, students find that there are more students who like physical education class and fine arts. Why? The students think these two courses are interesting and easy to learn.
In short, in teaching, teaching materials are not only the only resources for teachers' teaching. We should boldly abandon the old "textbook view" that textbooks are regarded as "bibles" and dare not cross the line. We can use teaching materials flexibly according to students' understanding and reality, and we have the right and obligation to reform and tailor teaching materials. I think every class should have its own innovative content, introduce life content into the classroom, make classroom teaching alive, and make the whole learning process more lively, personalized and full of life breath. Deepen students' understanding of mathematics, stimulate students' enthusiasm to be close to mathematics, thus stimulate students' interest in learning mathematics, improve learning efficiency, cultivate students' ability to solve practical problems with mathematical knowledge, and cultivate innovative consciousness.
Mathematical knowledge comes from life. We focus our research on students' lives. Students' lives are rich and colorful, and making full use of them will be an inexhaustible source of teaching. Let the math classroom become a living classroom, and let the math classroom be full of vitality.