First, the introduction of life situations to stimulate interest in learning
Psychological research shows that the closer the learning content is to the life situation that students are familiar with, the higher the degree of students' conscious acceptance of knowledge. Therefore, teachers should be good at digging the life situation in mathematics content, making mathematics close to life, and drawing out mathematics problems from it, so as to stimulate students' mathematics learning needs and let students actively participate in the process of knowledge exploration. For example, when teaching "the understanding of circle", ask the students first: "What objects have you seen in your life that are round?" The students gave many examples: "The table top of the round table is round, the front of the coin is round, the wheel is round, and the CD is round ..." Then they asked: "Why should the wheel be round instead of square or oval?" The student replied, "If the wheel is square or oval, it will not roll smoothly." Ask again: "Why does the wheel turn around and roll smoothly?" A series of questions make it difficult for students to make scientific and accurate answers with what they have learned, which leads to a new lesson: "Today we will study the characteristics of circles." Students enter the new curriculum with the urgency of seeking answers to practical questions, which stimulates their interest in learning mathematics and makes them more aware of this problem.
Second, with the help of life experience, cultivate thinking ability.
The cultivation of mathematical thinking ability should be closely linked with real life as far as possible, creating a relaxed, equal and challenging atmosphere for students, so that they can get natural training in innovative thinking. Because the creativity of students' thinking is a kind of mental skill activity, and it is an internal hidden activity, which can only be realized by means of external motor skills and explicit activities. Therefore, in teaching, teachers should combine students' life experience and guide students to learn knowledge through "re-creation" in order to cultivate students' thinking ability and realize ability innovation. For example, when teaching "a simple addition and subtraction algorithm for an integer close to ten", there is such a problem: "175-98 =175-100+2", it is difficult for students to add 2 when subtracting100, so I will ask them to contact shopping. Therefore, it is necessary to add 2 to the subtracted 100 yuan, so as to sum up the fast calculation rule of "adding more, reducing more, adding less" and achieve good teaching effect. Another example is the simple calculation of "236- 145-55" in teaching. I asked my classmates to use the experience of shopping in the supermarket to understand: My mother took 236 yuan to the supermarket to buy clothes, a coat 145 yuan and a pair of pants 55 yuan. How did she pay for it? How much money does mom have left in the end? Students can answer: * * * 200 yuan was used, and finally 36 yuan was left, thus guiding students to truly understand the law that "subtracting two numbers in a row is equal to subtracting the sum of these two numbers". In this way, the abstract operation has the support of life experience, and the specific experience has been sorted out and refined, and it has risen to simple operation in theory.
Third, return to life practice and solve mathematical problems.
Applying what you have learned is a basic principle in mathematics teaching. "Mathematics Curriculum Standard" also clearly points out: "Teachers should make full use of students' existing life experience and guide students to apply mathematics knowledge to reality in order to realize the application value of mathematics in real life." Therefore, in the process of mathematics learning, teachers should pay attention to guiding students to understand the truth that mathematics comes from life and is used in life. Some mathematical knowledge can make students feel in life practice, so as to learn to solve mathematical problems in life practice. For example, after teaching "Ratio and Proportion", I plan to take the students to the playground and let them measure and calculate the height of pine trees next to the playground. Pine trees soar into the sky, how to measure them? Most of the students shook their heads, and a few of them whispered to each other and offered to climb up, but how to measure with their hands holding the tree? Some people suggest taking the rope, measuring the tree with the rope first, and then measuring the rope after getting off the tree. That's a good idea, but there are no branches to climb under the pine tree. How do we get up there? I took a 2-meter-long bamboo pole at the right time and inserted it straight in the playground. At this time, the sun is shining, and the shadow of the bamboo pole appears immediately, and the shadow length is measured to be 1 meter. At this time, I inspired students to think: since the length of the pole is twice that of the shadow, can you come up with a method to measure the height of the tree? Students work out that the height of the tree is twice that of its shadow (I added "at the same time" at this time). After this idea was affirmed, the students quickly calculated the height of the tree by measuring the length of the shadow. Then, I said, "can you write a formula for finding the height of the tree in proportion?" "Students then draw the following conclusions: pole length: pole shadow length = tree height: tree shadow length or tree height: pole length = tree shadow length: pole shadow length. In this practical activity, students have increased their knowledge and exercised their abilities.
In a word, it is a long-term and arduous task to take the road of life in primary school mathematics teaching. Only when teachers try their best to let students experience mathematical problems in real life situations, let students consciously apply mathematical knowledge to various specific life situations, and cultivate students' awareness of mathematical application in the whole teaching can they really improve their mathematical literacy.
(Editor Fu)