1, recognizing that there is a lot of mathematical information in real life, mathematics has a wide range of applications in the real world.
Only when students realize that mathematics exists in real life and is widely used in the real world, that is to say, only when students connect mathematics with life, can they truly appreciate the true value of mathematics and their enthusiasm for learning mathematics can be truly aroused. Only in this way can mathematical knowledge and mathematical thinking methods be really used to solve problems in real life.
2. In the face of practical problems, we can actively try to use the knowledge and methods we have learned from the perspective of mathematics to seek strategies to solve problems.
In the face of practical problems, it is an important embodiment of mathematics application consciousness to actively try to find strategies to solve problems from the perspective of mathematics and apply the knowledge and methods learned, which is also the key to whether the knowledge and methods learned can be applied to practice.
3. Facing the new mathematical knowledge, we can actively look for its actual background and explore its application value.
Only by actively seeking the actual background of mathematics can students find the growing point of the application of mathematical knowledge, and it is also possible to further tap its application value and realize its application value.
Second, how to cultivate primary school students' awareness of mathematics application
1. Classroom teaching should attach importance to the context of mathematical knowledge.
Mathematics does not fall from the sky, nor is it the patent of mathematicians and textbook writers. Mathematics is abstracted from the real world and has its internal origin. However, in our classroom teaching, teachers tend to "cut the head to the tail and burn the middle", and rarely talk about the source and practical application of mathematical knowledge, which will only lead to poor understanding of knowledge by students. In fact, for students, understanding the "ins and outs" of mathematics is to let every student know the source of mathematical knowledge. Where are you going? You can learn mathematics from life, then apply it to life, solve the actual situation in life with mathematics, and make the learned knowledge more comprehensive. Therefore, according to the requirements of "New Mathematics Curriculum Standard" and the concept of mathematics teaching, it is necessary for teachers to let students know the source of mathematics knowledge more clearly through teaching or students' actual operation.
For example, before the lecture on "The circumference of a circle", in order to let students better understand the pi, teachers can prepare three circles: a one-dollar coin, a circle cut by themselves and a real object of a circle, so that students can understand the inherent multiple relationship between the circumference and the diameter by measuring the circumference and diameter of different circles. This relationship is pi. This kind of learning can greatly arouse students' enthusiasm for learning, and let students draw their own conclusions through their own hands-on discussions and their own participation in research.
2. Give examples of life in classroom teaching.
Many elementary school mathematics knowledge is abstract, so it is difficult for students to establish representations in their minds, let alone really understand the inner meaning of knowledge. This requires teachers to be good at grasping the connection between the teaching and application of mathematical knowledge to design teaching activities, so that students can understand and apply what they have learned through a series of practical activities such as hands-on, analysis, comparison, reasoning, communication and investigation, so as to improve their mathematical application ability. Many things you often see and hear in your life can be good materials for math classes. We know that practical problems in mathematical knowledge are most closely related to our real life. In the teaching of practical problems, if we can introduce life examples into the classroom and combine them with teaching, students will feel immersive. At this point, students are not so much solving math application problems as solving things around them. Students no longer solve problems for the sake of solving problems, but try to observe the little things in life with mathematical thinking. This is the function brought by the life of mathematical application problems. In fact, not only application problems can create situations, but knowledge of numbers and geometry can also extract similar scenes from students' lives, strengthen the connection between mathematics and life, and let students feel that mathematics is around.
For example, in the course of "Understanding Yuan, Jiao and Fen", teachers can design a shopping game, in which different students play the role of shop assistant and customer respectively, and the shop assistant has some money to go shopping, while other students judge whether the shop assistant's change is correct. This kind of situational life can be seen everywhere, but if it is put in the classroom, it will make students feel the close connection between mathematics and life.
It is not difficult to find that the closer the learning content is to students' real life, the easier it is for students to accept; If you let them observe and practice, their interest in learning will be higher and their learning effect will be better!
3. Create conditions and opportunities for students to use their mathematical knowledge to solve practical problems.
The most effective way to cultivate students' awareness of mathematics application should be to give students the opportunity to practice in person. In teaching, teachers should try their best to explore valuable special activities and exercises, so that students can seek solutions in reality; You can also cultivate students' awareness of mathematics application by simulating reality without leaving school.
For example, let students know about the sales situation of nearby markets or supermarkets and put forward suggestions for buying goods. This requires students to understand the types of goods on the market, daily sales, and which goods have high sales. On this basis, they can give advice on buying goods. Another example is to ask students to calculate the cost of painting the classroom. This requires students to measure the painting area of the classroom first, understand what pigments are available in the market and how much they cost, determine which pigments to choose, how much pigments are needed, and how to pay for painting. Only by clarifying these factors can students have a preliminary estimate of the cost of painting the classroom.
4. Guide students to use mathematical knowledge to solve practical problems.
It is not a simple and natural thing to master knowledge and apply it. Without adequate and conscious training, students' awareness of application will not be formed. In teaching, we should pay attention to extracting mathematical problems from concrete things and guide students to solve some problems in daily life with mathematical knowledge, which is helpful to the formation of students' awareness of mathematical application.
For example, when I was an intern, I heard a class: a teacher guided his students in this way when teaching the ninth book "Practical Measurement". If two places on the ground are relatively close, you can directly measure the distance between them with a tape measure or measuring rope. If the distance between two places on the ground far exceeds the length of tape measure or rope, how to measure it? The students immediately had a heated discussion. At this time, the teacher took out the benchmark to remind the students. Immediately, some students came up with a way to insert benchmarks in two places, insert more benchmarks in the middle to make them connect into a straight line, then measure the distance between every two adjacent benchmarks respectively, and finally add up the measurement results, which is the long distance between the two places; Then the teacher took the students to the playground to measure and prove that this method is feasible. Then he asked the students to further prove this point according to the book. In doing so, he greatly improved students' participation, initiative and interest in learning. But the teacher is not satisfied. He asked another question: What would you do if there were no measuring tools or the measurement results were not very accurate? As soon as this question was thrown out, it caused students to reflect. Some students want to use the "palm" to measure; Some students thought of measuring with an outstretched "arm"; Some students want to use "eyes" for visual inspection or "footsteps" for footstep measurement. By doing so, the teacher further improved the students' ability to analyze and solve practical problems.
5. Encourage students to describe objective things and phenomena from the perspective of mathematics.
There are various forms of existence in the real world, and we can't directly see or understand their mathematical expressions or descriptions, but we need to describe and discover them ourselves. Only by describing things from the perspective of mathematics and finding the factors related to mathematics can we further explore the law or seek mathematical solutions. Describing objective things and phenomena from the perspective of mathematics and finding out the factors related to mathematics are important links to actively use mathematical knowledge and methods to solve practical problems. Therefore, teachers should always encourage students to describe objective things and phenomena from the perspective of mathematics, which is conducive to the cultivation of students' awareness of mathematical application.