First, start with life and create a learning atmosphere.
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. From this point of view, we math teachers should be good at digging up the life situation in the content of mathematics, make mathematics knowledge closely linked with students' lives, let students feel that mathematics comes from life, and there is mathematics everywhere in life, thus triggering a need for learning and allowing students to actively participate in learning and exploration. For example, when I review the statistical chart (review class for primary school graduates), I ask students to talk about their local ceramic enterprises, and then I show pictures and related data of Quanzhou Creative Group, Fujian Mei Jia Group, Fujian Guanfu Home Furnishing and other enterprises. How to draw pictures and make tables to reflect production information? I'll stop here in this class. The students were very excited and said a lot: how to draw statistical charts, how to make statistical tables ... Some students began to write without waiting for the teacher to assign tasks. So as to create a pleasant atmosphere for reviewing statistical charts and tables in the future.
Second, draw materials from life and rationally integrate teaching materials.
Knowledge comes from life and is applied to life. In our mathematics teaching, we should pay attention to connecting with students' lives and try our best to dig out the mathematical materials in real life. For example, when teaching "average", we can design such a "life scene": the math scores of four units in our class are 93, 95, 94 and 98 respectively this semester. What is the average score of four units in our class? This is a common thing in students' daily life. According to the existing life experience, students struggle to say that "those who score 94 points and 93 points get more than 98 points ..." This is a question of how much to move and how much to make up. What is the average score of each unit? With familiar experience and psychological existence, students' interest in learning will be greatly improved, and their initiative and enthusiasm will run through the whole learning process. This kind of mathematics teaching guides students to explore deeply in life and society and understand the application of mathematics in real life by creating life scenes. It not only cultivates students' application and innovation ability, but also improves students' desire to master mathematical knowledge.
Third, set up activity scenes and do math in life.
Although mathematical knowledge is abstract and boring, most of it can reflect life. If students are allowed to use their existing mathematical knowledge and experience to solve real-life problems in class, it will not only make the classroom atmosphere warm, but also get unexpected results. For example, in the teaching of "the surface area of a cylinder", I asked students to bring a tape measure or steel rule in advance and let them act as painters to calculate the amount of pigment. In the process of calculation, students can easily understand that the surface area of a cylinder is related to the circumference and height of the bottom. For example, "the bottom circumference is 30 cm and the height is 4 meters. If 1 kg pigment is painted around 10 square meter, how many kilograms of pigment does it take to draw such 12 columns? " Students can quickly calculate that the result is 1.44 kg pigment. Although a few students only know the results and are not very clear about the calculation process, it is easy to understand after reading the examples in the textbook, and the purpose of students exploring the surface area of the cylinder has been achieved. Students also learned some common sense of life, such as painting a column is different from a trash can, knowing that there is a face, a face with a bottom and a face with two bottoms. From the above lessons, we know that students actually have a preliminary understanding of life. As long as we tap this knowledge in the usual teaching and don't separate the mathematics teaching from the real life, students will no longer be tired of mathematics learning.
Fourth, pay attention to extracurricular expansion and solve life problems.
Students learn mathematics from life, and then apply what they have learned to reality, so as to realize the construction of mathematical concepts through their own cognitive activities and promote the internalization of mathematical knowledge. Because the practical problems are complicated, only after students participate in social life can they really consolidate their mathematics knowledge. For example, after teaching Interest, let students go to the bank to investigate the relevant interest rates of deposits and loans, and let students go to the bank to deposit or withdraw due money accompanied by their parents. In this activity, students can apply what they have learned to practice, so that students can understand that deposits can not only earn interest but also support various national constructions, and the profits of banks mainly come from the spread between deposits and loans. This kind of expanding activity makes students deeply realize that all kinds of problems should be considered in doing anything in social life. In this way, students' ability and creativity to solve practical problems are greatly improved, and at the same time, they can learn more about society from extracurricular expansion.
In short, the mathematics that primary school students learn should be the mathematics in life, and it is the students' "own mathematics". Mathematics in learning life is the embodiment of curriculum standards, and mathematics will be full of vitality and spirituality only in life. In mathematics teaching, teachers should fully tap the mathematics in life, let students explore independently and study cooperatively, try to enjoy the fun of learning mathematics in practical experience and real life, and more importantly, let students feel the connection between mathematics and life, that is, mathematics comes from real life, and mathematics is applied to life and serves life.