First, on the basis of connecting with students' real life, reorganize the teaching materials and create a life-oriented teaching situation for students.
"Mathematics Curriculum Standard" points out: "We should pay attention to learning and understanding mathematics from students' practical experience and existing knowledge. "Mr. Tao Xingzhi once said:" Education and life are one thing, not two things. "Many students always feel that math learning is boring and difficult to understand. One of the main reasons is that our textbooks are divorced from our classroom teaching and life, and the abstract mathematics that students learn is too theoretical. In fact, mathematics comes from life, is rooted in life, and is applied to life. Teachers should be good at finding mathematical materials in life, and introduce life examples that students are familiar with and contain mathematical knowledge into the classroom, so that students can experience that "mathematics is around and there are mathematical problems everywhere", which can arouse students' strong interest in learning and arouse their enthusiasm for learning. Therefore, in the process of research, we should deal with the teaching materials flexibly, select, supplement, integrate and design the learning content according to the students' reality, so that the teaching content can be organically combined with real life. It is necessary to adapt the subjects lacking life flavor in the teaching materials into life-oriented topics that students are interested in, and strive to put new knowledge into life phenomena, close to students' life experience, so that students can learn mathematics around them and improve their ability to solve practical problems with mathematical ideas.
(1) Guide students to observe life and find mathematical problems in life.
According to the arrangement of teaching content and the characteristics of students' physical and mental development level, through intuitive language, physical demonstration, games, multimedia teaching and other teaching practice activities, life scenes are created in the classroom to make abstract mathematical problems concrete. For example, when teaching the characteristics of "the variability of parallelogram and the stability of triangle", we can create problem situations, which will lead to contradictions and conflicts in students' cognition. Put forward: why should the iron frame of the bicycle and the herringbone beam of the house be triangular? And the parallelogram appears on the movable door? Through such questions, students' interest in learning and their desire to explore knowledge and experience can be stimulated, and their enthusiasm for learning can be mobilized.
At the same time, combined with the usual teaching content, we can organically guide students to write math diary and Mathematics Weekly Diary, guide students to observe mathematics carefully in life, experience the application of mathematics knowledge in life, and cultivate students' awareness of seeing things from a mathematical perspective. For example, a student wrote down what he found when shopping with his mother in his diary.
shopping mall
My mother and I went to the mall to buy clothes. We found that the same dress with a price of 100 yuan was sold at a 20% discount in shopping mall A, while in shopping mall B, a gift certificate was given to 20 yuan for promotion. My mother and I discussed and analyzed which is cheaper to buy: 20% discount on the goods in Mall A means that we can buy goods at 100 yuan only by using 80 yuan; The promotion method of Mall B shows that 100 yuan can buy 120 yuan's goods. According to the discount calculation, it costs 100 yuan to buy goods with 120 yuan, which is actually 83% discount (100 ÷ 120 × 65438+). Therefore, the promotion method of Mall A is more beneficial to consumers. Applying mathematics knowledge in life can also save money! It seems that learning math well is really important to our life!
(2) Create a certain life situation and build a life-oriented classroom.
Mr. Lu Xun said: "learning without interest is tantamount to a kind of hard labor;" Where there is no interest, there is no wisdom and inspiration. "Interest is a positive emotion, and people's emotions are always generated in specific situations. In teaching, students' life experience is used to design vivid, interesting and intuitive mathematical situations, so that mathematical knowledge can be seen, touched and heard, abstract mathematics can be close to life, and colorful life can serve mathematics. Create various life situations that students like to see and hear, stimulate students' interest in learning and induce students' desire to think. For example, when teaching "addition and subtraction of numbers within 20", you can create a poker game. Everyone finds a card of 1- 10, and everyone at the same table draws a card, then combines the numbers on the two cards, and then says two addition formulas and two subtraction formulas. Let the students play in middle schools and schools, and integrate the boring addition and subtraction of numbers into the game of playing cards. The students are full of interest, and everyone actively participates in it, so that every student's thinking is activated. Another example is that when teaching "addition and subtraction of decimals", the original teaching paradigm is no longer in line with students' cognitive characteristics. Based on the reality of the school, we changed the original example to: here is the price list of the central primary school canteen in the development zone. What kind of food are you going to buy at noon? Calculate how much you will spend. Students are naturally interested. This not only arouses students' interest and desire in learning, but more importantly, students can learn the addition and subtraction of decimals independently and easily in a relaxed atmosphere.
In the classroom, teachers should be good at presenting the teaching content with the things around students, increase the interest and reality of mathematics, create a lively situation for students to explore knowledge, stimulate students' enthusiasm for participating in classroom activities, and induce students' desire to think.
(C) to guide students to use mathematical knowledge to solve problems in real life
Life is a big classroom for learning mathematics, a vast space for exploring problems, and the ultimate destination for applying what you have learned. By creating conditions, we can guide students to use their learned mathematical knowledge and methods to solve practical problems in daily life, so that students can use knowledge, consolidate knowledge, promote their understanding of knowledge and continuously improve their ability to use mathematics. Being active is the nature of students. Creating opportunities for students to solve problems can not only stimulate students' desire for expression and curiosity, but also improve students' thinking level and transition from action thinking to abstract thinking. For example, in the calculation of teaching area, students usually use hard formulas, but they don't know what is the use of area calculation. We can make curtains for the classroom as the entrance, so that students can calculate how much cloth they need. The students' interest was aroused at once. Some began to measure the size of windows, and some three or five people discussed the appearance of curtains at home, what to pay attention to when making curtains and so on. The atmosphere is very warm. Teachers' timely guidance: first, measure the size of the window; Secondly, we should consider that curtains are longer and wider than windows; If they are big, we can pull them together with two curtains, and the overlap between the two curtains should also be considered. Then let like-minded students freely form a design group, discuss with each other, get the discussion results and calculate the results. For a time, the students' discussions and arguments were endless. Everyone devoted themselves wholeheartedly, used all kinds of knowledge flexibly and happily, and mastered the relevant knowledge and application of area in depth.
Second, cultivate students' ability to apply mathematical knowledge in life practice.
As the saying goes, "seeing is believing". In teaching, teachers can effectively strengthen students' perceptual knowledge by combining their age characteristics with the actual situation in life, and can also help students understand more abstract mathematical concepts, analyze, synthesize and judge by using what they have learned, and turn life experience into mathematical problems. Therefore, purposefully carrying out extracurricular activities related to real life not only deepens the knowledge learned in class, but also cultivates students' practical ability, so that students can feel the application of mathematical knowledge in life, find mathematical problems from life and solve them with mathematical knowledge. The process of independent inquiry is carried out in the realistic problem situation, which fully demonstrates students' mathematical talent and promotes students' mathematical application skills. For example, we can take students to the playground for "walking visually" teaching, so that students can walk and measure themselves. For example, when teaching "proportional application problems", students can use proportional knowledge to measure the height of school flagpoles. Methods: Place a one-meter-long wooden stick next to the flagpole, measure the shadow length of the wooden stick and the flagpole with a tape measure, and then calculate the height of the flagpole with proportional knowledge. Attract students with interesting content, entertain and educate, and enhance students' desire to learn mathematics. We can also train students in the form of practice, combine teaching with action, cultivate students' mathematical application ability, cultivate students with mathematical ideas, and combine teaching with thinking to improve students' mathematical thinking level. Efforts should be made to train students to practice life with mathematical methods from an early age, feel the mathematics of life and the life of mathematics, and communicate the connection points of mathematical solutions and life problem-solving strategies. How did Zongbao write in math diary: Today, my mother took me to visit the new house we are decorating. After school in the afternoon, my mother said, "Zongbao, will you show me your new home?" I can't wait to say, "Good!" We rode a motorcycle to our destination and arrived at our new home. My mother said to me, "This is your room." I said, "How many square meters is this room?" Mom said, "Find the answer yourself!" I had a brainwave and borrowed a tape measure from the worker's uncle. We each measured at one end, only to know that it is 5 meters long and 3 meters wide. By using the rectangular area formula, the total * * * is15m2. Then my mother said, "I'll accompany you to pick out the floor tiles today and see how many floor tiles you want in your room?" I agreed happily. We came to a floor tile shop. A middle-aged woman greeted us and showed us around the salesroom. We found that there were all large and small floor tiles, including 50 cm× 50 cm, 60 cm× 60 cm and 80 cm× 80 cm. After careful selection, I asked for a beige floor tile of 60 cm× 60 cm. My mother said, "How many pieces do you want?" I picked up the calculator and skillfully operated it. With 0.5 m ×0.5 m, the area of each square floor tile was 0.36 square meters. "How many pieces?" I thought to myself, my room is 15 square meters, which should be 15 square meters ÷0.36 square meters (this includes division). A long string of numbers appears on the display screen, and the quotient is 4 1.666 (cyclic decimal). In order to spread the floor of the room, a progressive method must be adopted, and at least 42 floor tiles must be bought. So I said loudly, "* * * needs 42 bricks." My mother listened and praised me again and again for being so smart.
Third, classroom teaching should serve mathematics learning.
Mathematics is a tool of human life, which comes from and serves life. The concept of "mathematical life problem" is being actively applied to teaching practice by teachers.
(A) classroom teaching life should be reasonable.
For example, in the lesson "Approximation of quadrature", in order to let students experience the approximation of quadrature in their lives, a teacher organized the following teaching activities: 1. Create a life situation in which students buy fruit. The whole class walks into the life situation with the video of buying fruit: every kilogram of pears is 3.6 yuan, and Zhang Ping bought 4.76 kilograms. Ask the students to help the fruit shop owner calculate how much Zhang Ping should pay. The students worked out the payable amount as 17. 136. How much should Zhang Ping pay? 3. Let the students go to the stage to pay. Students find 17. 13 yuan and ask why 17. 136 yuan's 6 can't be paid. 4. Students discuss in groups that the units of RMB have only learned Yuan, Jiao and Fen, and the units below Fen have not learned them and cannot hand them in. 5. Question: How many decimal places should be reserved if the unit is angle? ……
As we know, mathematics comes from life and is also used in life. As a teacher, we should start with the word "truth" and "nature" of life, restore the situation to the true colors of life, give students time for independent thinking and space for free expression, let students integrate into life, integrate into life, and truly experience and feel mathematical knowledge in real situations. In the face of problems, every student has his own ideas, and they will make full use of their life experience and think from multiple angles.
In the above case, although the teacher bought fruit from the familiar life theme around the students, it can be said that it originated from life. However, after introducing a new lesson from life, one of the teaching objectives of this lesson, "Approximation of Why Quadrature", did not require students to cite examples from life to explain it, but just did not learn to answer with the units below the score. In fact, "why do you need an approximation of the product?" It is the need of life. In daily life, decimal multiplication is often used. The product may be a multi-digit decimal, but it doesn't need such an accurate multi-digit decimal. "quadrature approximation" will be vividly portrayed because of the needs of life. If the teacher improves a little: "If you are Zhang Ping's classmate, how much money are you prepared to pay?" Let the students think according to their own personal experience. Different students have different opinions: 1. Keep two decimal places and cross 17. 14 yuan as the standard answer; 2. Keep one decimal place and pay 17. 1 yuan: this is the result of connecting with life, because the "point" in life is far away from us; 3. Keep the whole number and pay 17 yuan; This is the result of the most common bargaining in real life. In this way, "quadrature approximation" is enriched by the need to solve practical problems and contains a strong flavor of life. Then, the approximate method of quadrature is improved. According to the actual situation and the requirements of the topic, the approximate value of the product should be obtained by flexible rounding. When calculating money, if there is no clear requirement, two decimal places are generally reserved. Only in this way can students take the initiative to learn and deeply understand.
(2) Classroom teaching should be reasonable.
A teacher used the actual number of boys and girls in our school instead of buying telephones, heaters and bicycles in textbooks in order to let students learn addition estimation in connection with life. "According to the situation of 394 boys and 307 girls in our school, how many students are there in our school?" . Students are interested in exploring the following estimation methods: some think that 394 is close to 390, 307 is close to 365,438+00, and the whole school has about 390+365,438+00 = 700 students; Some people think that 394 is close to 400, 307 is close to 300, and there are about 400+300=700 people in the whole school. The teacher is satisfied that students can estimate by rounding.
It should be said that the situation created by teachers' reprocessing of teaching materials is more realistic, and it is easier to stimulate students' interest in learning mathematics and enthusiasm for inquiry. However, after careful consideration, it is not difficult to find that teachers only narrowly regard life situations as a means to stimulate interest in textbooks. What they pursue is to stimulate students' interest in learning through situations, so that students can learn a variety of mathematical estimation skills, while ignoring the inspiring value contained in life situations, failing to inspire students to combine specific situations and train students to flexibly choose estimation strategies. And this loss of consciousness of flexible estimation according to the actual situation has a lot to do with the vague problem of "calculating how many students there are in the whole school" In addition to stimulating learning interest, creating life situations should also strive to pursue the thinking and practicality of teaching situations, so that students can think in fun and gain insight from thinking, and improve the "re-creation" level of mathematics learning. In the above case, if the question is changed to "If all the students go out to play, how many bottles of mineral water should the school prepare for the students?" This is more thoughtful. Students not only learn estimation skills, but also find that the result of rounding method (700 bottles) is less than the actual need (70 1 bottle) after calculation, discussion, comparison and selection, and one bottle per person is not enough. Therefore, it is more practical to estimate two addends, that is, 394 is regarded as 400, and 307 as 3 10,400+310 = 7 10, and the school should prepare 710 bottles of mineral water for distribution. Therefore, students can consider mathematical problems from the perspective of life, form the estimation consciousness of concrete analysis of specific problems, improve their ability to solve mathematical problems by using mathematical knowledge, and realize the teaching goal of promoting development through teaching.
(C) classroom teaching life should be moderate
In order to make students realize the value of collocation in life, a teacher organized the following teaching activities: 1. Introduction: Show Monday's menu (drumsticks, bean sprouts, cucumbers), and let the students match one meat with one vegetable to get a preliminary understanding of the meaning of matching. 2. Expand: Show Wednesday's menu (meatballs, prawns, Chinese cabbage, tofu, leeks) so that students can match one meat with one vegetable and experience the benefits of orderly collocation. 3. Consolidate: Show Friday's menu (red-cooked chicken, meatballs, Chinese cabbage tofu, raw melon) and let students think about how many collocation methods there are. What are the rules? 4. Application: supermarket shopping (choose a bottle of beverage, two staple foods and three non-staple foods from many commodities).
As we all know, mathematics is closely related to life. Mathematics comes from life, real life is the basis of mathematics learning, and teaching is the refinement and sublimation of life phenomena, relationships and laws. Therefore, "Mathematics Curriculum Standard" points out that mathematics teaching "should start from students' existing life experience and let students experience the process of abstracting practical problems into mathematical models and explaining and applying them …" However, attention should be paid to handling the relationship between biological activities and mathematics in teaching. As can be seen from the above cases, the whole class is filled with a strong "life breath". However, although students always discuss mathematics in real life situations, they need to spend a lot of time writing down the names of these dishes on the blackboard and exchanging the collocation results between teachers and students when studying the arrangement scheme. Just think, is it worth it this time? The whole class saw the name of the dish, said the name of the dish and wrote the name of the dish. The students' physiological reflex caused by these delicious foods can be imagined. Although students show spirituality and vitality when choosing collocation, and the classroom learning atmosphere is filled with democracy and equality, it is a pity that the applied value of mathematics is pale and powerless in this alienated life-oriented classroom. In this way, teachers regard contact with life as the only way of teaching, and classroom teaching becomes a simple study of students' real life phenomena, which dilutes the revelation of the essence of mathematical knowledge, leads to students' poor understanding and uncertainty of the relationship and laws between things, and can not raise life phenomena to the height of mathematics, which seriously affects students' understanding and mastery of mathematical knowledge and hinders their further development.
Mathematics is inseparable from life, because it makes mathematics more vivid and energetic; Life is even more inseparable from mathematics, because it makes practical problems more legal and scientific. Teachers should be good at capturing mathematical phenomena in life, using the concept of life to construct mathematics classroom in mathematics teaching, making mathematics teaching live, helping students build a bridge between mathematics and life, and letting mathematics knowledge enter the classroom with life-oriented design. Let students learn meaningful mathematics, so that students' subjectivity can be truly reflected. Let students often have successful experiences, enhance their interest in learning, improve their learning efficiency, reduce their burdens in a real sense and promote all-round development.