First of all, choose the problem, set the situation skillfully and cultivate the interest in modeling.
Mathematics is a subject that originates from life, exists in life and is used in life. Every mathematical model has a realistic "life prototype". "Life prototype" is the basis of mathematical model and the need to solve practical problems. In the teaching process, according to mathematical problems, the realistic situation is skillfully set, and through this realistic "life prototype", students are guided to solve problems through mathematical modeling. For example, when teaching the concept of "average", we can put forward a situation: 8 boys and 7 girls are each in a group and have a speech contest. Which group has a higher level of speech? Students put forward and discussed some comparison methods, such as comparing according to the highest score of each group or calculating according to the total score of each group. All these methods have obvious shortcomings and were eventually rejected. At this time, it is just right to compare according to the "average". Building a model about "average" has become a realistic demand for students to solve problems. In this way, students can not only intuitively and profoundly understand the concept of average and the prototype of average model.
Secondly, grasp the process, abstract the essence of things and realize the complete construction of the model.
In order to infiltrate mathematical model into mathematics teaching, we must accurately grasp the transition process from realistic "life prototype" to abstract mathematical model. Setting vivid and concrete realistic situation problems is only the beginning of mathematical modeling teaching. This realistic prototype only provides students with the basic materials for model construction. In the next teaching process, we need to accurately grasp the jumping process from concrete things to abstract models and organize them effectively, otherwise we can't achieve successful modeling.
In order to achieve good teaching results, teachers should guide students from the perception of concrete things to the understanding and understanding of abstract problems.
Mathematics is a "model" subject, and mathematical model is the core content of mathematical knowledge, and its function is of course the core value of mathematical application. In the process of mathematics teaching in primary schools, the flexible use of "mathematical model" and its infiltration into practical teaching can help students better understand the mathematical conceptual model, deeply understand what they have learned, and build a mathematical knowledge system smoothly, thus significantly enhancing their ability to solve practical problems by using mathematical methods and promoting the steady improvement of mathematical thinking quality.
The purpose of building a mathematical model is to solve practical problems, and the activity of building a mathematical model itself is to re-create mathematical knowledge and realistic background. Therefore, in the process of students' learning mathematics knowledge, teachers should guide students to experience and understand the whole process of "re-creation" according to their own practical experience and their own way of thinking, and cultivate students' mathematical model thinking and ability to solve practical problems by using mathematical model methods.
Let's talk about a teaching clip:
Teaching fragment
Show me the situation map.
Teacher: Who can tell me about the first painting? What do you see?
Health: From the picture, I see five children watering the flowers.
Teacher: What about the second painting?
Health: In the second picture, two children go to fetch water, leaving three children behind.
Teacher: Can you relate the meanings of these two pictures?
Health: There are five children watering the flowers, two have left, and there are three left.
Teacher: The students observed carefully and spoke very well. Can you ask a math problem according to the meaning of these two pictures?
Health: There are five children watering the flowers. Two have already left. How much is left?
Health (anger): 3.
Teacher: Yes, can you change the child into a disc and show the process?
The teacher instructed the students to put the disc in the row and asked them to put the disc under the situation map all their lives. )
Teacher: (combined with the explanation of situation map and CD-ROM) Five children are watering flowers, two are gone, and there are three left; Take two of the five disks and there are three left, all of which can be expressed by the same formula (students say: 5-2=3). (Written on the blackboard under the wafer: 5-2=3)
Read all students: 5 MINUS 2 equals 3.
Teacher: Who can tell me what the 5 here means? What do 2 and 3 mean?
……
Teacher: The students speak very well! There are many such math problems in life. What does 5-2=3 mean? Please sit at the same table and talk to each other.
Health 1: There are 5 bottles of milk. I drank two bottles, and there are three left.
Health 2: There are five birds in the tree, two fly away, and there are three left.
……
In addition to fully carrying out teaching, it is more important to infiltrate the preliminary mathematical modeling ideas and cultivate students' learning ability of abstraction, generalization and reasoning. Moreover, this kind of training is not simple and blunt, but just fits the characteristics of junior students' mathematics learning-starting with concrete and vivid examples, internalizing and strengthening with the help of operation, and finally expanding and popularizing through divergent thinking and association, giving "5-2=3" more "model" meaning.