1 Strengthen teachers' awareness of mathematics application and promote students' application foundation.
"It's hard to strike while the iron is hot." In order to better cultivate primary school students' mathematics application consciousness, teachers must have strong mathematics application consciousness and application ability. This can make the mathematics teaching process less pure mathematics problems and more practical application problems, subtly infect students, and make students gradually form the consciousness of mathematics application. In order to improve their mathematics application consciousness and ability, teachers should first study the new mathematics curriculum standards seriously, understand the spiritual essence of the curriculum standards, and guide their mathematics teaching activities under the guidance of the mathematics curriculum standards, combining teaching materials, teaching reference books and students' learning reality.
2. Strengthen mathematical application activities to stimulate students' interest in application.
"Interest is the best teacher", and interest is the internal motivation to stimulate students' learning. To cultivate students' mathematical application ability, classroom teaching alone is not enough, but also extends to extracurricular activities. Therefore, properly carrying out some mathematical activities can improve students' awareness of applying knowledge and stimulate their interest in applying knowledge. Students can be organized to play simulated shopping games, so that students can give full play to their imagination and creativity and fully feel the symmetrical beauty in life and mathematics. Through these activities, students can realize that there is mathematics everywhere in their lives. Only by studying and applying the knowledge in books seriously can we turn practical problems in real life into mathematical problems, thus improving students' interest in learning mathematics. For example, after learning "Understanding Objects", the teacher can design such an activity, holding an opaque bag with objects of various shapes, such as cuboids, cubes, cylinders and spheres. Students are asked to put their hands into the bag to touch the objects in the bag, feel the objects of various shapes, and describe the characteristics of the touched objects in words while touching. When listening, according to the characteristics of the object, the specific image appears in front of you, thinking, judging and seeing. When students talk about "there are six planes, and there are eight sharp corners where they prick their hands", different sounds will be heard soon: "cuboid" and "cube" will soon become the same sound "cube" when students add that the six planes are the same size; When I heard that there are two flat and curved places to roll to both sides, the sound of "cylinder" sounded in unison. The operating students are touching with their hands and describing with language; Let's listen, think and judge, and see who can tell what an object is quickly and accurately, and put it into teaching, so that students can be more interested in learning the applied knowledge of mathematics.
3. Strengthen the intuitive application of mathematical resources and cultivate students' application ability.
Hua, a famous mathematician in China, said: "People have a dull and mysterious impression of mathematics, and one of the reasons is that they are divorced from reality." We know that the formation of students' mathematical cognitive structure depends first on practical activities, that is, making the background of mathematical knowledge a realistic situation that students can see, touch and hear, making mathematical knowledge a source of water and a tree of roots, thus helping students to establish correct mathematical models.
For example, when teaching lateral area's formula S=ch for cylinders in the sixth grade, first let students recall the life prototype of cylinder lateral area in daily life. For example, some students say that a piece of paper becomes a cylindrical edge after folding, and some students say that cutting the wrapping paper on the edge of a cylindrical packaging box becomes a rectangular paper and so on. This shows that there are more perceptual materials about lateral area in students' minds, and these perceptual materials are life prototypes for deducing the area formula. Then the teacher asked the students to take out a prepared beverage bottle and asked: which section of the beverage bottle is cylindrical? Which part of the side area is it? How did you know? Some students say this is obvious; Some say it's moving; Others said it was spread out on the desktop. The teacher then asked: when rolling, what is the figure where the plastic paper wraps the bottle and rolls? What is the relationship between the area after rolling once and the size of plastic paper? How can I work out lateral area? At this time, students have their own views ... In this kind of teaching, teachers attach importance to starting from mathematical facts, guiding students to participate in activities such as observation and experiment, and solving problems through analysis, synthesis, abstraction and generalization. This kind of teaching is conducive to cultivating students' creativity and enhancing their awareness of using mathematics.
4. Strengthen practical training to improve students' application level.
We know that operation stimulates thinking, and thinking serves operation. In mathematics teaching, some teaching contents can be understood and mastered by students through practical operation, demonstration and experiment under the guidance of teachers. Using hands and brains to improve students' mathematical application ability. For example, when learning decimals, let students go to the store to know the prices of various commodities, look at the price labels and learn to read decimals; In order to experience the size of 1 "square kilometer" when learning area units, organize students to play in Century Park and find out how big 1 square kilometer is. Make students have a reference object, which is convenient for the practical application of company name in the future. After knowing the shape of the object, let the students build your favorite object with cuboids, cubes, spheres and cylinders. Giraffe, Oriental Pearl and truck appear in students' works ... which not only cultivates students' mathematical practice and application ability, but also gives full play to students' innovative consciousness. In practice, students have further tasted the joy of applying mathematics to practice.
In a word, it is a long-term and arduous task to cultivate students' mathematical application ability, and there are many ways and methods to cultivate students' application ability. This requires our math teachers to be conscientious, try their best to let students experience mathematics in life situations in daily teaching, and consciously apply what they have learned to life practice, so as to cultivate students' awareness of mathematics application throughout the whole teaching process, constantly enhance students' ability to apply mathematics and their comprehensive ability to solve practical problems, and improve students' comprehensive quality of mathematics.