1. Mathematics comes from life.
Mathematics is a part of life. It lives in the collective of life. Without a collective life, mathematics will be a dead sea, and mathematics without life is not attractive. Similarly, human beings cannot do without mathematics. Someone and students did an experiment: they agreed not to use numbers, directions and positions in mathematics on Sunday to see if they could spend the day. The author also adopted the same experiment. Sure enough, after the experiment, the author asked the students to exchange experiences. Most of them failed in the experiment because they have been using mathematics in their lives. For example, some students said, "You should use numbers to make phone calls, watch TV and play games, and you should also use numbers to pay for things in shopping malls." Others said, "You need math to know the exact direction and location when you come home from school." In order to make students realize that mathematics comes from life, the author advocates students to write math diary and record the mathematical problems found in life, which has achieved good results. Students' diaries reflect their application and understanding of mathematics.
2. Mathematics is a kind of culture
Mathematics is a culture of thinking and lines. Mathematics is a science that studies quantitative relations and spatial forms in the real world. Because of the needs of reality, mathematics came into being in ancient times, and now it has developed into a huge system with many branches. Mathematics, like other sciences, reflects the laws of the objective world and becomes a powerful weapon to understand and transform nature.
As a math teacher in 2 1 century, we should not only let students do all kinds of "exercises", but also let students realize a social value and a mathematical idea of mathematics from their lives. Mathematics contains rich philosophical truth and humanistic spirit, and teachers should actively explore the precious things contained in mathematics in the teaching process. We say that no matter what kind of discipline, we should consider the all-round development of people. Mathematics is particularly important. It is necessary to combine certain teaching situations to cultivate students' good ideological and moral character and good study habits. Teachers should not only be teachers, but also be teachers. While teaching, they must educate people and put education first.
Second, thinking about modern mathematics teaching
What should mathematics teach students? Generally speaking, the function of mathematics teaching in primary and secondary schools includes two aspects: one is practical function, which is closely related to people's production activities and daily life. The content of mathematics teaching comes from the increasingly rich and perfect production activities and social life of human beings, and through the cultivation of a new generation, it is more and more obvious and energetic to promote the development and progress of production activities and social life in various times, especially in modern society. The second is spiritual function, which is related to people's thinking and methods. Through children's mathematics teaching, children's wisdom can be fully opened as soon as possible, children's thinking quality and ability can be developed, children's spiritual world can be enriched, an extremely important cornerstone can be laid for their future and even their good development in life, and a high-quality life can be created.
However, the present situation of mathematics teaching in China is not optimistic, and this dual function of mathematics teaching has not been fully exerted. The concrete manifestations are as follows: the contents and methods of school mathematics teaching lag behind the development of contemporary science and technology and mathematics; School mathematics teaching is divorced from the requirements of life and social reality. In foreign countries, mathematics teaching in primary and secondary schools has also faced similar phenomena. Since the 1980s, American educational circles have put forward the educational concept of "popular mathematics", emphasizing that in school mathematics teaching, all students should be taught to learn mathematics well, not only to master the basic mathematics knowledge needed by the future society, but also to encourage students to learn more mathematics knowledge actively and effectively. Among many mathematics curriculum schemes, the school mathematics scheme of the University of Chicago is particularly interesting. Its most basic feature is to help students enhance their confidence in learning mathematics, provide rich sources of mathematics, especially emphasize the application of mathematics, and improve the overall level of students' mathematical knowledge and ability.
The essence of "popular mathematics" refers to the re-creation of mathematics teaching to meet the needs of students and society, to liberate from abstract forms, to walk out of the ivory tower, to live and to the public. The introduction of popular mathematics can help students better understand the close relationship between mathematics and nature and human society, learn to apply mathematical ideas to observe society, solve problems in daily life, and obtain necessary mathematical experience and necessary application skills to adapt to social life. On the basis of understanding popular mathematics, the following viewpoints are put forward: mathematics is valuable to anyone; Almost everyone can learn a lot of mathematics; Mathematics teaching should encourage students at all levels to actively participate; School mathematics is not limited to arithmetic, algebra and geometry, but should be expanded at all stages; Classroom should not be divorced from the real world; The main source of the problem lies in the curriculum; Teachers should improve their sense of responsibility for mathematics teaching.
We believe that mathematics learning should be a lively and interesting learning activity, with a wide range of thinking space and practice space, and students can feel it with their hearts. In the past, mathematics learning often made students feel too far away from their own life practice and boring. In fact, mathematics learning can completely extend students' learning scope to social life and all kinds of activities within their power, integrate education with life, let students get more direct experience and experience, teach students ways of thinking and habits of thinking, and let students realize the wisdom and beauty of mathematics.