Life-oriented teaching of mathematics in primary schools is to create rich life situations, emphasize students' life experience, highlight the practicality and openness of teaching, and enable students to creatively use life skills in life. It should have the following characteristics: first, classroom teaching should take "children's life world" as the activity background, take children's original life experience as the growth point, let children actively participate, develop independently, change themselves in activities, constantly put forward new requirements, and cultivate a dynamic, disobedient, conservative and positive person; Second, the goal of mathematics classroom teaching should fully reflect the complete goal, including not only cognitive goals and emotional goals, but also the development of students' will, communication and cooperation ability, behavior habits and innovative consciousness; Third, classroom teaching should emphasize the participation, interaction and new experience of teachers and students, creatively realize the educational process of goals, and achieve the unity of learning and thinking, thinking and acting, acting and creating.
First, the necessity of life-oriented mathematics teaching
1, life-oriented mathematics teaching can cultivate students' interest in learning mathematics. Life is realistic and rich, and one of the characteristics of mathematics is its high abstraction. If we don't connect mathematics with real life, with students' existing knowledge and with children's cognitive characteristics, students will feel bored and difficult to understand. As a result, students are bound to get tired of mathematics, so it is very necessary for math teachers and students to walk into life together. For example, the lesson "Calculation of Rectangular and Square Area" is very boring and difficult to understand. Many teachers can only teach students formulas and make them memorize them. When I was teaching, I created an interesting life situation in which turtles and rabbits competed to paint the wall as soon as class began, which immediately aroused students' interest in learning. Students actively participate in the research. If they want to win or lose, they must first calculate the areas of rectangles and squares, so the students put themselves into the area calculation independently.
2. Life-oriented mathematics teaching can penetrate students' consciousness of applying mathematics. Infiltrating students' awareness of applied mathematics should be started from an early age. For example, ask students, "What mathematical information can be found from this picture?" Another example is the "length" class. In addition to comparing pencils and palms in textbooks, students can also think for themselves about what kind of "resources" they have around them to compare. Another example is the "location" lesson. In addition to the location in the classroom, we can also think of where there is a "location" problem, which can remind students of problems related to "location" in life such as cinemas, trains and bookshelves.
3. Making mathematics teaching live can also cultivate students' ability to ask and solve problems from life. It is necessary to constantly cultivate students' ability to learn to ask mathematical questions from life, and solve these problems by analyzing them. Finally, the feasibility of these questions and conclusions is reviewed to promote the continuous improvement of mathematics level. For example, in the teaching process of "interest and interest rate", students can use the time of activity class to visit the bank. Taking their lucky money as an example, students can simulate deposit and withdrawal and observe the bank interest rate card. "What is the interest rate?" "Why are the interest rates of banks different?" ..... Students will have many problems, and students will take the problems to learn new lessons, so as to find ways to save money that meet their own needs. In this way, students form the habit of paying attention to the things around them, consciously understand the things around them from a mathematical point of view, and consciously connect the mathematical knowledge they have learned with reality.
Second, the way of life-oriented mathematics teaching
(A) contact with real life, from the side to find mathematical problems.
By providing students with opportunities to experience mathematics, improving students' self-confidence through mathematical activities, solving practical problems in life with what they have learned, enjoying the joy of success and developing students' innovative thinking, teachers create life situations that are linked with real life. Let students find and ask questions in practice, and understand and master knowledge in practice. The creation of life scenes has changed the color of "single mode" in traditional teaching, making mathematics classroom full of life breath.
For example, when teaching grams and kilograms, let students observe the packaging of several items in daily life and write down their weights. During the communication, the students raised many practical questions, such as: the total amount printed on the instant noodle bag is 70g, and the cake is 65g, thus knowing that the weight of the seasoning bag and the packaging bag is 5g. The practical problems such as net content: 500g 10g are printed on the edible salt packaging bag.
For example, after teaching multiplication, I had a practical activity class with my students. At that time, I created the scene like this: on a sunny morning, the teacher wanted to enjoy the spring scenery with everyone. Do you want to visit and find spring? You should bring food for the spring outing. The following are the unit prices of some snacks: bread 2 yuan; Beverage 3 yuan; Pear 1 yuan; Gorgeous 2 yuan; Cookie 3 yuan; 2 yuan, a melon seed ... let students buy it for 30 yuan. Through the creation of such a scene, let students realize that mathematics is around us, and be a conscientious person and discover mathematics from life. This not only achieves the purpose of imparting mathematical knowledge, but also achieves the effect of solving practical problems and feeling the mathematics in life.
In the process of experience, teachers should guide students to discover mathematical problems in life, which can not only accumulate mathematical knowledge, but also cultivate students' interest in learning mathematics.
(B) to create a life-oriented teaching atmosphere
Life-oriented teaching atmosphere is the basis of students' active development in education and teaching activities, and it is also an important condition for students to study happily, improve classroom teaching efficiency and realize knowledge innovation.
1, create a good interpersonal environment
In class, teachers should strive to change the situation that top students and teachers dominate the world, so that all students can participate in the activities instead of being bystanders. Teachers can divide problems into several levels. Difficult questions can be answered by students with strong ability, ordinary questions can be answered by ordinary students, easy questions can be answered by students with poor ability, and others' answers can be repeated. In this way, all students can get a certain degree of improvement.
2. Establish a democratic and equal relationship between teachers and students.
As the saying goes, "new teachers believe in their way." If students like a teacher, they will inevitably like the teacher's class, forming a virtuous circle that the more the teacher likes me, the more I like the teacher's class, and the more things I learn. Therefore, teachers should love every student, be as friendly as the host, and let students learn from each other. Every kind address, friendly eyes, expectant eyes, caring gestures and loving smiles of teachers can virtually shorten the emotional gap between teachers and students. Teachers should become more and more a consultant, a participant in exchanging opinions, and a learning partner who helps to find contradictions.
3. Create an active classroom atmosphere
Too uniform restrictions will inevitably distract students' energy and is not conducive to their positive thinking. In class, students can stand and listen, or they can stand and express their different opinions, without unnecessary restrictions. At the same time, we should also treat students who love to interrupt correctly, because clever students will not interrupt, timid students dare not interrupt, students who can't think will not interrupt, and only students who are focused and quick-thinking in class will. Although interrupting sometimes disturbs the class order and sometimes embarrasses you, the students who interrupt are thinking. Instead of discouraging students' enthusiasm by disturbing classroom discipline, let him let nature take its course and become a teacher. Maybe he will have more novel ideas and make him a bright spot in the classroom.
(3) Creating life situations to stimulate students' interest in learning mathematics.
Tolstoy said: "Successful teaching needs not coercion, but stimulating students' interest in learning. "Although mathematics knowledge is monotonous and boring, it contains rich factors that can stimulate students' interest. Therefore, in the new curriculum teaching, teachers should make full use of these factors, closely link mathematics knowledge with students' life practice, introduce topics from social life into mathematics classroom teaching, stimulate students' interest in learning, and make knowledge become an internal driving force. Teachers should be good at discovering mathematical problems in life, design life materials that children are interested in from the psychological characteristics of children, and show them to students in colorful forms.
Life is full of mathematics. In primary school mathematics teaching, teachers can create different living environments, so that students can get in touch with the atmosphere of life, have a strong interest in mathematics learning and a strong thirst for knowledge, and constantly learn to observe, discover, think and know the world around them from a mathematical perspective. Make them fully realize the close relationship between life and mathematics, feel the mathematics around them, have a sense of intimacy with mathematics, and stimulate their enthusiasm for learning and discovering mathematics. At the same time, in the process of experiencing, analyzing, judging and understanding life examples, we constantly learn and accumulate thinking methods and mathematical ideas. The methods of creating life situations are generally to contact life and simulate life through games, stories, environment creation and media assistance.
1. Use games and stories to create living situations.
It is a child's nature to be active. Mathematical knowledge is integrated into game activities and story situations. Students learn while playing. Students learn interesting, happy, active and profound. For example, in the teaching of "how many times one number is another", the teacher created a story situation of "the puppy barks for his birthday" and asked the students to tell the story of the puppy barking for his birthday. Unfolding the story naturally introduces many mathematical problems solved by division. Teachers let students ask questions and answer each other, let students complete the questions, and cultivate students' mathematical consciousness in interaction. Students have personally experienced the process of exploring knowledge in vivid practice, and have been experiencing the success and fun of learning, thus learning mathematics knowledge unconsciously.
Another example is: in the teaching of "Understanding the Circumference", the teacher first asks the students to recall and tell the story of the race between the tortoise and the hare, and then asks the students to make up stories and show the venue of the race between the tortoise and the hare. With the stories of the students, the students showed great interest in the race between the tortoise and the hare. At this time, the teacher introduced the new lesson "Understanding of Perimeter" in time, and then used the story situation of animal games to run through the whole class, making students happy and relaxed.
As the saying goes, "forget after listening, remember after reading, and understand after doing." In the teaching of "Understanding RMB", in order to make boring calculation close to life, the classroom is set as a toy supermarket, and students' favorite toys are labeled with prices, so that students can choose two kinds of favorite toys at will and calculate how much they need to pay. Naturally, the math knowledge of this lesson is included in the life scene of buying toys. Let students play hoop games, ask math questions, add and subtract ... These activities make students learn knowledge, enliven the classroom atmosphere and greatly stimulate students' interest in learning.
2. Create a living environment with the help of the media
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 make abstract content vivid and vivid. If we can make full use of audio-visual media to simulate or reproduce life situations and create an atmosphere in mathematics teaching, we can arouse students' enthusiasm and initiative in learning and deepen their understanding and experience of what they have learned. For example, in the teaching of "Understanding of 6 and 7", teachers use the media to play the video animation of "Finger Song", and students are deeply attracted by the vivid life pictures, thus further consolidating their understanding of 1-5 from the songs. At this time, the teacher introduced today's new contents 6 and 7. With "interest", students' thinking becomes active, and naturally they will ask many math questions and learn more actively.
For another example, when I was teaching the second volume of Grade Three to know decimals, I created such a situation: On Sunday, Xiao Fang and his mother went shopping in the supermarket, and Xiao Fang didn't know the number on the trademark, so I didn't know how significant it was. Can you help him? Then I showed a video of visiting the supermarket prepared in advance, and asked the students to help Xiaofang say what the number on the trademark means while watching the video. In this way, students will naturally enter the topic of understanding decimals and let them feel that mathematics is around us.
Guiding students to apply what they have learned is not only the ultimate goal of students' learning mathematics, but also a vivid embodiment of "everyone learns valuable mathematics" In teaching, teachers should reproduce life scenes, let what they have learned return to life, and let students have the motivation to solve math problems around them, thus stimulating students' interest in learning math.
(D) With the help of real life, cultivate the sense of application, and apply what you have learned.
"Mathematics Curriculum Standard" points out: "Only when students realize that mathematics exists in real life and is widely used in the real world can they truly appreciate the application value of mathematics." Learning mathematics knowledge is to better serve life. Apply it to life and apply what you have learned. So every time after a new class, I will make up some practical topics for students to practice. After learning the knowledge of each chapter, I will let students find some similar problems from their own lives to solve, and complete a certain amount of daily homework, which will help to cultivate students' ability to solve practical problems by using what they have learned. For example, after teaching the surface area of cuboids and cubes, I want students to measure the length and width of the classroom, as well as the length and width of doors, windows and blackboards, and then use what they have learned to calculate the area to be drawn in the classroom. Through students' specific search for information and analysis of more information, we can find a solution to the problem. The whole process is a real experience for students to learn the surface area of a cuboid. It is helpful for students to understand and digest mathematical knowledge.
Another example is: in the teaching of statistics, let students investigate the consumption of school supplies of students in this class, collect, sort out and process the data in groups, and then make a comparative analysis of the survey results. Students not only improve their application ability in a series of numbers, but also know the types of school supplies, the amount of consumption and which school supplies are the most expensive. They realized that students wasted school supplies seriously and proposed to save school supplies.
(5) 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", which organically combines mathematics with life, study and activities, makes the process of students' application of mathematics interesting and life-oriented, and 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 express their new ideas and discoveries in mathematics learning with language, which can help students to think and explore problems systematically, deepen their understanding of problems, find successful feelings and experiences, and enhance their self-confidence in learning mathematics. In teaching, letting students write the story of "Me and Mathematics" and "math diary" can cultivate students' ability to feel mathematics, deepen their understanding of what they have learned, and guide them 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, and what mathematical knowledge did they use to go shopping ... By recording math diary, students not only explored mathematics in life, but also understood that mathematical knowledge is not only useful, but also ubiquitous in life, which cultivated students' comprehensive literacy; By reading students' "math diary", teachers can also know whether students have a strong sense of "learning and using mathematics", thus making future teaching 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", so that students can feel that mathematics is around them, and let them practice mathematics, which is the process of students' feeling, verification and application in real life situations, mobilizing students' various senses to participate in learning activities, thus gaining rich direct experience and achieving the goal of cultivating students' comprehensive mathematics literacy. The theme of the activity can be carried out according to the teaching materials, or put forward by teachers or students themselves, but it must be close to students' lives. For example, the survey "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? "Investigate students' scores in recent math exams" 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 their practical ability and other comprehensive qualities.
Practice has fully proved that life cannot be separated from mathematics, and mathematics cannot be separated from life. As a math teacher, we must try our best to actively create conditions in math teaching, fully explore the mathematics in life, create vivid and interesting scenes of life problems for students, help students learn, encourage students to be good at discovering math problems in life, and form the habit of observing and analyzing things around them from a mathematical point of view. More importantly, let students feel the connection between mathematics and life, let students "discover" mathematics, "think" mathematics and "do" mathematics from all aspects of life, and truly feel that "mathematics comes from life". Mathematics teaching should closely link the classroom with life, make daily life classroom, make classroom teaching life, make classroom teaching full of challenges to wisdom and satisfaction to curiosity, make the classroom full of life breath and glow the vitality of teachers and students.
Mathematician Hua once said: "The universe is big, the particles are tiny, the speed of rockets, the cleverness of chemical engineering, the change of the earth and the complexity of daily use, and mathematics is everywhere." This is a wonderful description of mathematics and life.