First, story introduction-to stimulate students' interest with practical problems in life
In classroom teaching activities, we should actively quote some practical Chinese examples to introduce the teaching content. Using students' familiarity with the surrounding life phenomena and introducing teaching scenes can make students feel intimate, make the content of mathematics no longer boring and complicated, but a kind of knowledge that can be felt in common phenomena, and improve students' interest in learning.
Second, learn new knowledge-let students realize that life can not be separated from mathematics at any time.
With the reform of the teaching system, the teaching content began to pay attention to students' psychological and physiological characteristics, which is related to students' real life. But mathematics itself is a digital world, with single color and lack of practical interest. In the actual teaching process, if we only teach knowledge from textbooks, students' learning environment will be very boring, which will affect the smooth development of teaching. Children's aversion to mathematics is manifested in delaying and evading math homework, and it is even more difficult to listen carefully in class. At this time, teachers should combine the practical application of mathematics to improve students' understanding of mathematics and strengthen students' interest and sense of responsibility in mathematics learning. For example, teachers ask students what life would be like without mathematics, so that students can use their imagination and experience the role in mathematics life. Some students will realize that they don't need to learn math, but they can't do calculations. They don't know how much it costs to go out to buy things, don't know the time, don't know the arrangement of life and study, and don't know the days of winter and summer vacations. Then students will realize that learning math is very important.
Third, consolidate new knowledge-explore real life materials with students.
The purpose of learning mathematics knowledge is to better serve our lives and widely apply what we have learned in our daily life. For example, in the practice class of designing wrapping paper, each group needs to prepare ten ink bottle boxes of the same size before the activity, and the specific requirements and problems of the activity need to be clear. For example, the question can be set as: Pack ten boxes together to present a big cuboid called a bag. How to pack it? How much wrapping paper do you need before? Students discuss in groups and determine the packaging scheme. Then, show the packaging scheme determined by the students, guide them to compare and discuss, and ask them which is the most reasonable scheme. In the activity, students can easily find that when the three sides of a cuboid are closest, the paper used for packaging is the least.
Fourth, apply new knowledge-teachers and students explore students' real life together.
The exploration of mathematics in real life is very important. Teachers should play an active guiding role and have great requirements for teachers' teaching level and scientific, reasonable and interesting curriculum design. In this regard, teachers should actively improve their learning concepts and constantly improve their curriculum design ideas. In course teaching, we should also pay attention to students' thinking, pay attention to the divergence of students' thinking, and shift from paying attention to teaching content and objectives to improving students' learning and thinking ability.
In a word, mathematics plays a very important role in real life, but students have not found its role. They just think that the learning process is very boring, and mathematics learning is far from real life. At this time, teachers should actively share common phenomena related to mathematics with students, guide students to discover mathematics in life, and then use what they have learned to solve problems in life.