First, create meaningful life situations and encourage students to actively participate in solving problems.
Psychological research shows that appropriate situations can stimulate students' learning enthusiasm and encourage them to take the initiative to participate.
Students must rely on learning practice to learn mathematical knowledge, gain mathematical experience, and make mathematical knowledge visible, tangible and audible. The closer the learning content is to the students' familiar life background, the stronger the students' awareness of accepting knowledge. Therefore, in teaching, we should create some life plots and take students out of the classroom when necessary, so that students can understand that mathematics knowledge is around us and closely related to our lives, thus reflecting the value of learning mathematics, enhancing their motivation to learn mathematics and having positive feelings for learning mathematics well.
For example, in the process of teaching "the meaning of percentage", I showed a set of common data in daily life: the price reduction of clothes in a shopping mall10%; The physical education class passing rate of Class 5 (3) students is 98%; This year's export volume has increased by 12.5% compared with last year ... Let students know what percentage is initially, and the prototype of percentage will be established in their minds. At the same time, showing new knowledge in this way has greatly stimulated students' enthusiasm for learning percentage. Students ask a series of questions based on the above materials: What is the meaning of percentage? What's the role? How to read and write ... With this beginning, learning the concept of "percentage" becomes simple and natural. Let students realize that mathematics is so close to our life, so as to improve their initiative in learning mathematics and stimulate their enthusiasm and interest in learning knowledge.
Second, close contact with real life, create a variety of teaching methods
Classes should be rhythmic and flexible, so that there is stillness in movement, stillness in movement, play in learning and play in middle school. Students are living individuals, they like novelty and novelty, and rhythmic, challenging and interesting classes may attract their attention more. Use a variety of teaching resources to carry out a variety of teaching activities, so that children can learn to listen and express unconsciously. For example, when teaching classification, I said that every student must have a lot of interesting, beautiful and delicious things at home. Please bring it to share with you tomorrow. In class, students take out their own things-toys (cars, trains, tanks, pistols …), pictures (Altman, robots, transformers, Monkey King, Pig Bajie, Nezha …) and fruits (apples, pears, bananas, oranges …).
Teacher: The students brought so many interesting, beautiful and delicious things. How should they be classified and placed?
Health 1: Put all these together.
Health 2: Put them in order.
Health 3: Put the fun ones together, the good ones together and the delicious ones together.
Health 4: Put the same things together.
Teacher: How do you say that? This is the new knowledge we will learn in this class.
Then, I wrote on the blackboard: classification.
It is children's nature to like to play, especially in the lower grades. I closely link knowledge with real life, teach students what is usually fun, good-looking and delicious as a learning tool, skillfully create problem situations, stimulate students' interest in learning and desire for knowledge, release students' thinking, and make them actively participate in learning activities, which has played a good role in paving the way for learning this lesson well.
Third, cultivate students' awareness of application and apply what they have learned.
"Primary Mathematics Curriculum Standard" points out: "Let students realize that mathematics exists in real life and is widely used in the real world, so as to truly realize 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.
Fourth, let "life" become a stage for students to show their knowledge.
We should not only teach students how to acquire knowledge, but also let them creatively solve some practical problems with the knowledge they have mastered, so as to give full play to their intelligence and personality. Therefore, in the teaching process, we should choose some "life" problems, so that learning can creatively solve them with what we 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 their achievements. 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.
In teaching, I consciously create some situations or problems after students have mastered certain mathematical knowledge, and apply what they have learned to real life, so as to deepen students' understanding of knowledge and experience the application of knowledge in life. For example, after learning the rectangular area calculation formula, let students measure and calculate their own room area or bed area, so that students can experience the mathematics around them and learn to apply what they have learned.
In addition, there is extensive mathematical knowledge in daily life, and mathematics is everywhere in life. For example, after learning the stability of triangles and parallelograms, I let students observe where the stability of triangles or the instability of parallelograms are used in their lives, and I can also let students try to design some small things. After learning the average, students can try to hold some competitions, try to calculate and be a small referee.
In a word, only by being close to life and paying attention to life can teaching achieve innovation and develop life. Life is always the starting point and destination of mathematics. Without life, there will be no life for innovation, and learning will lose its proper fun.