Life can't be separated from mathematics "Mathematics is an indispensable tool for people to live, work and study", "The understanding of mathematics should be understood not only from the perspective of the essence of mathematics, but also from the personal practice of mathematical activities". This fully shows that mathematics comes from life and is applied to life, and mathematics is closely related to students' life experience. Facing the mathematics teaching in 2 1 century, our philosophy is "everyone should learn useful mathematics, everyone should learn useful mathematics, and different people should learn different mathematics". Mathematics education should strive to stimulate students' learning emotions, link mathematics with students' life and study, and learn dynamic and vivid mathematics. "New Curriculum Standard" also points out: "Mathematics teaching must start from students' familiar life situations and interesting things, and provide them with opportunities for observation and operation, so that students can realize that mathematics is around them, feel the fun and role of mathematics, and have a close feeling for mathematics. "How to make boring mathematics interesting, vivid and easy to understand according to the characteristics of teaching materials, make learning come alive and use it flexibly, so as to cultivate students' innovative spirit and practical ability? Through repeated thinking, I will start with classroom teaching and talk about mathematics in connection with real life; Mathematicize life experience and make mathematical problems come alive. We should fully tap the life and interest contained in mathematics knowledge, mobilize students to be good at asking questions and doing independent research, actively seek the close relationship between mathematics and life, and explore the teaching methods of mathematizing living materials and making mathematics classroom life, so that students can master mathematics easily and happily. First, create life situations to stimulate students' interest in learning mathematics. Bruner said, "The best stimulus to learning is interest in learning materials. "By creating life situations and linking learning tasks with situations, children's strong interests and emotions can be stimulated, so that students can actively and wholeheartedly devote themselves to learning. The methods of creating life situations are generally to contact life and simulate life through games, stories, environment creation and media assistance. 1. It is a child's nature to make clever use of games and stories and be active. It is children's nature to integrate mathematical knowledge into game activities and story situations. Students play while learning, and students learn interesting, happy, positive and profound. For example, when the lesson "Guess Numbers Games" teaches "Think", the teacher guides the students to tell the story of "Little Mouse with Potato on its Back", which naturally leads to many math problems. 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. 2. Environment creation, media-assisted 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 "frogs eat insects", the teacher used the media to broadcast the process of frogs eating pests in rice fields, and the students were deeply attracted by the vivid pictures of life. They learned from the conversation between the big frog and the little frog that the big frog ate 56 pests and the little frog ate 30 pests. At this time, the teacher asked the students to put forward the math problem of "frogs eat pests". Because of their "interest", their thinking became active, and naturally they raised many math questions, which made them more active in their studies. Second, explore life problems to cultivate students' comprehensive mathematical literacy "Let the podium become a stage, let the classroom become a society, let the students become actors and let the teachers become directors", organically combine mathematics with life, study and activities, make the process of students using mathematics interesting and lively, and let students feel that mathematics comes from life, thus stimulating students' interest and desire in learning mathematics and cultivating students' comprehensive mathematical literacy. 1. Students who write "math diary" express their new ideas and discoveries in mathematics learning by language, which can help students 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, students can write stories about "Me and Mathematics" and "math diary", which can cultivate students' ability to feel mathematics and deepen their understanding of what they have learned. 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. It is the starting point and destination of mathematics teaching to carry out mathematical practice activities and apply mathematical knowledge to solve practical problems. 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. Third, the life of mathematics teaching methods The life of mathematics teaching methods is a key to the life of mathematics teaching. Therefore, life-oriented teaching methods should be adopted as far as possible in teaching to improve the teaching effect. Stolyar, a mathematics educator in the former Soviet Union, once said: Mathematics teaching is also the teaching of mathematics language. In class, the communication between teachers and students is mainly through verbal communication. In the same class, different teachers teach students different degrees of acceptance, which mainly depends on the language quality of teachers, especially how to make abstract mathematics intuitively understood and accepted by students in mathematics teaching. A seemingly boring mathematics actually contains vivid and interesting things, and teachers can't be competent without high-quality language arts. In view of this, the living language of mathematics teaching is an important means for students to guide and understand mathematics and learn mathematics. Teachers should combine children's cognitive characteristics, hobbies, psychological characteristics and other individual psychological tendencies, and process and modify the mathematical language without affecting their knowledge, so as to make it easy to understand and interesting. For example, if you know "",the teacher can guide students to learn the jingle: the greater than sign is less than sign, two brothers come together, the acute angle is less than the front, the opening is greater than the front, and the two numbers stand in the middle, and whoever is the biggest laughs. It is difficult for students to distinguish the two symbols. This childlike jingle can help students distinguish effectively. Another example is to change the teaching length unit to "length", the teaching unit, corner and minute to "salesgirl" and the size to "queue". Students are very curious about these life-oriented subject knowledge and find it interesting to learn mathematics. Fourthly, the application of life-oriented mathematics in mathematics teaching will become flesh and blood, full of vitality, so that students can experience the value and significance of mathematics and establish their consciousness and confidence in solving practical problems with mathematics. Therefore, as a math teacher, we should avoid changing the "mechanical exercise" of math practice into "life application" from concept to concept and from book to book. Guide students to observe, analyze and solve problems in life from the perspective of mathematics. By applying mathematics in life, students can experience the value of mathematics and enhance their awareness of applying mathematics. 1, observe life problems from a mathematical perspective. Life is a treasure house of mathematics, and the prototype of mathematics can be seen everywhere in life. It is not only beneficial to cultivate students' habit of understanding things around them from a mathematical point of view, but also beneficial to cultivate students' exploration consciousness. For example, after knowing the "circle", let students go to their own living environment to observe which objects are round. After learning "lateral area and Volume of Cylinders", let the students observe which objects in life are cylinders. After learning "axisymmetric graphics", let the students find and say which objects around you are axisymmetric graphics. For another example, after learning the common timing method and the 24-hour timing method, the teacher can ask the students to find out which places and departments in life use the 24-hour timing method and which places and departments use the common timing method. 2. Study life problems with mathematical methods. Many problems in life contain mathematical knowledge. Guiding students to use mathematical methods to study problems can not only make them feel the existence of success and their own value, but also blossom beautiful flowers of creation, so that students can truly develop from "nerds" into social practical talents. For example, after teaching the stability of triangles, students can explain: Why is the roof of the house where we live triangular? Why did the carpenter fix the desk for his classmates and nail a diagonal strip at the foot of the desk? Teach the characteristics of parallelogram. Ask the students to explain: Why should the gate be made into a parallelogram grid instead of a triangle? For another example, after learning interest calculation, let students calculate: How to deposit 1000 yuan in the bank? Students should first investigate the bank interest rate, choose the time and method of deposit, and then calculate the interest to find the most reasonable way of deposit. For another example, after students have a preliminary understanding of the circle, they can be guided to think deeply: "Why are so many objects designed as circles in life? What's so special about the circle? " 3. Solve life problems with mathematical knowledge. By creating conditions, we can guide students to use the mathematical knowledge and methods they have learned to solve practical problems in daily life and constantly improve their ability to use mathematics. For example, after learning the application problem of area calculation, students learn to measure the length and width of windows and calculate their area, and then introduce them into life to guide students to actually calculate how much rice cloth to use to make curtains. This should take into account that curtains are longer and wider than windows. If it is large, pull it face to face with two curtains, and the overlap between the two curtains should also be considered. Another example: After learning "Understanding Square", design the following scenario: This is a square glass broken into two pieces. What should I do if I want to match one as it is? Which glass should I bring without a ruler? Or both? This "life-oriented" teaching activity not only increases students' knowledge, but also learns to think and solve problems, which greatly cultivates students' practical ability and innovation ability. Fifth, with the help of real life, cultivate application awareness and apply what you have learned. The "Curriculum Standard for Primary Mathematics" points out: "Let students realize that mathematics exists in real life and is widely used in the real world, so as to truly appreciate the application value of mathematics." Applying what you have learned to real life is the ultimate goal of learning mathematics. Paying attention to the application of knowledge, allowing students to use their own mathematical knowledge to analyze and solve some simple practical problems, so that students can feel the close connection between mathematical knowledge and real life, which can stimulate students to form the consciousness of learning and using mathematics and cultivate a correct view of mathematics. So every time I finish a new class, I will make up some practical topics for students to practice and cultivate their ability to solve practical problems by using what they have learned. For example, I am teaching: "What sports do you like?" In the practical activity class, let the students know what the sports people around them like first, and let the students experience the way of collecting and sorting out information initially. Through such activities, students' ability to process information has been effectively cultivated. In short, mathematics teaching must fully consider the trajectory of human activities in the process of mathematics development, be close to students' familiar real life, fully tap the living resources, make mathematics teaching alive, let students feel the living mathematics, and let students have more opportunities to learn and understand mathematics from familiar things around them. Make daily life classroom, make classroom teaching life, make classroom teaching full of challenges to wisdom and satisfaction to curiosity, and rejuvenate teachers and students. Life-oriented mathematics teaching can better guide students to experience and feel mathematics in life, learn mathematics well and make good use of mathematics, which conforms to the teaching concept of "people-oriented" and will certainly promote students' all-round development more actively, vividly and lively. Let students feel that the world we live in is a world full of mathematics, so as to love life and our mathematics more.