Activate life experience and guide students to think.

For primary school students, common sense and experience formed in life are the basis for them to understand and master basic knowledge, form basic skills and solve practical problems. Therefore, in teaching, we should pay attention to starting from students' existing life experience, arouse thinking, and let students experience and abstract practical problems into mathematical models and explain and apply them. In order to deepen students' perceptual knowledge of one kilogram, I arranged an extracurricular assignment, asking students and their parents to go to the market to buy food and feel the weight of the object by buying food. After returning to school, the students reported their own experiences, telling the story that the number of items in one kilogram varies with the size of individual items. For example, there are about 15 eggs in one kilogram, and a duck has two kilograms. When they do exercises again, all the problems can be solved, because the concept of "one kilogram" has been formed in their minds and is quite solid.

For example, in teaching junior application questions, "A book has read 45 pages, and there are 28 pages left. How many pages does this book have? " Students should think backwards and then solve it by addition. This is undoubtedly difficult for junior students who are mainly thinking in images. In teaching, students can organize communication through analysis, imagination and thinking. In communication, they should "live" at the right time: pick up a book at hand, turn pages, say that they have read 45 pages, and hold the rest and say that there are 28 pages left. How do we know how many pages there are in this book? After a short pause, I used a slightly exaggerated action to merge the pages I read and the remaining two parts into a whole book. This simple action demonstration shows the picture of life, activates the "life experience", makes students have an epiphany, quickly understands the mathematical relationship, and solves this problem correctly and smoothly. In teaching, teachers can activate students' existing life experience in time, which will have a multiplier effect on education and teaching.

Apply knowledge to solve life problems

Understanding the meaning and value of mathematics, connecting with life and mastering mathematical knowledge are not the ultimate goals of students' learning mathematics. The ultimate goal of students' learning mathematics should be to observe and analyze real life and solve problems in daily life by using the mathematical knowledge, mathematical ideas and mathematical methods they have learned, so as to cultivate students' spirit of exploration and innovation, form certain application skills and give full play to their intelligence and personality. In the teaching process, teachers choose some "life" problems, so that students can solve them creatively with what they have learned today.

For example, after learning the concept of axisymmetric graphics, students are required to use the characteristics of "axisymmetric" to design a pattern to decorate the classroom of this class and show the results. At this time, the students' innovation sparks are constantly flashing, creating dazzling patterns. When displaying the results, students not only feel the fun of learning, but also deeply experience the significance of mathematics knowledge in real life.

Create interesting life situations and gain mathematical knowledge from them.

Through demonstration, experiment and operation, students can acquire mathematics knowledge in vivid and interesting life situations.

There is a famous saying in the library of Washington, USA: remember what you see; What have you done, you will understand! This shows the importance of hands-on operation. In mathematics teaching, I often use demonstration operation, hands-on experiment, dynamic performance and other forms to enliven the classroom atmosphere, arouse students' enthusiasm, guide students to explore mathematics in life and develop students' thinking. For example, when (1) explains the relationship between three sides of a triangle, students are asked to put a triangle with four identical matches, but they can't put it down. Why? How can three sides form a triangle? (2) In order to learn the power of rational numbers, I designed an origami game and the mystery of power. A piece of paper with a thickness of 0. 1 mm is folded in half for 20 times, which is equivalent to how many floors? I seized the opportunity to propose "multiplication". (3) When talking about the triangle interior angle theorem, I asked students to draw a triangle at will, measure the three interior angles, calculate the sum of the interior angles of the triangle, and then cut the three interior angles of the triangle together to see what the characteristics are. Let the students draw the conclusion that the sum of internal angles is equal to 180.

(4) Talk about the application of quadratic function-when finding the maximum figure area, give each student a 60cm long iron wire and let them bend it into a rectangle. Who can bend the largest area? (5) In teaching distance application problems, in order to let students better understand the concepts of "meeting", "catching up", "facing each other" and "the same direction", I use Flash courseware to demonstrate, so that students can understand these concepts more intuitively and vividly. For the encounter problem in the circular runway, I asked two students to demonstrate that they meet in the opposite direction and catch up in the same direction on the runway, so that the static application problem can be turned into a dynamic personal experience, and with the help of the students' life experience, it is difficult to make it easy. Like this, let students feel the mathematics in life with familiar life scenes. Through acting, watching, speaking, doing, looking for and other activities, students are in an active learning state and acquire mathematical knowledge in vivid and interesting life and situations.

Guide students to actively participate in life practice and solve practical problems.

The new curriculum standard advocates teachers to make full use of students' existing life experience and guide students to apply what they have learned to solve problems around them in life. For example, in the whole and sample teaching, I assign homework before class to guide students to participate in social practice, so that students can know the number of students in a high school, a primary school and our school through written questionnaires, surveys and interviews, and calculate the myopia rate. In class, I asked the students to show the results of the survey and ask questions in time: "Can you investigate the myopia of primary and secondary school students in China?" So it leads to a series of statistical problems such as "population, sample, population estimation with sample, data analysis".

For another example, there is a topic of choosing a bill scheme in function teaching. I assign homework to guide students to participate in life practice: "Please design a reasonable plan to save phone bills according to the actual situation." Students enter the learning situation with great interest after class. When presenting the results in the group, the students' design schemes include: minute call, monthly call and intra-network call, such as Yitong and Shenzhouxing. I can't believe the content, scope and novelty of the design. This kind of homework, which focuses on solving practical problems in life, is not only a kind of life practice, but also helps to cultivate students' interest in mathematics, so that students can learn to solve practical problems and develop their abilities in in in-depth life practice, so that mathematics teaching can receive good results.

Create life situations and stimulate interest in learning.

Successful teaching needs not mandatory, but to stimulate students' interest in learning. In the new curriculum teaching, teachers should make full use of these factors, closely link mathematics knowledge with students' life practice, introduce the theme of social life into mathematics classroom teaching, stimulate students' interest in learning, and make knowledge an internal driving force. Teachers should be good at discovering mathematical problems in life. By creating different living environments, students are exposed to 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 the perspective of mathematics. The methods of creating life situations are generally to contact life and simulate life through games, stories, environment creation and media assistance.

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.

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.