As a new teacher, I can understand this better. Sometimes I seldom explain the source and practical application of knowledge in teaching. Therefore, it is very helpful for teachers to let students truly realize the value of mathematics knowledge in teaching and to improve students' awareness of mathematics application. How should teachers make students really feel the application value of mathematics in the teaching process (this article comes from Feifei. Lesson. Garden, an excellent educational resource network)?

1, using living materials for teaching, so that students can clearly understand the practicality of mathematics knowledge.

While studying the content, I thought of teacher Liu Xia's case 1: The meaning of decimal created a simple situation: presenting a picture of Liu Xiang's men's 1 100 meter hurdles final in Athens Olympic Games. Students are familiar with this situation, but they don't pay attention to Liu Xiang's specific achievements. The teacher put the focus of this teaching on letting students experience the size of decimals intuitively. Liu Xiang won the championship in the final of Athens Olympic Games with the score of 12.9 1 sec, and the best score of Lausanne track and field grand prix was 12.88 sec, which improved the score by 0.03 sec and gave students a high-five experience of 0.03 sec. Then, let the students give an example. Explain the application of decimals in daily life: vision 5.2, weight 35.6kg, a bag of milk 1.40 yuan. Although students don't necessarily understand these decimals, this lead-in design can make students realize that new mathematical knowledge is not unfamiliar and can be seen frequently in life, which can stimulate their interest in learning new knowledge.

Psychological research shows that the closer the learning content is to students' familiar life background, the higher the students' conscious acceptance of knowledge. Therefore, it is one of the conditions to cultivate students' awareness of mathematics application to introduce students' familiar life background in teaching and let them feel that mathematics is everywhere.

2. Collect application cases to deepen students' understanding and experience of mathematics application.

With the rapid development of science and technology, the development of mathematics involves more and more fields. Digital household appliances, aerospace engineering, clinical medicine, market research and prediction, meteorology ... everywhere reflect the wide application of mathematics. But primary school students can't understand the application of this knowledge well. Therefore, teachers should list the application of mathematics knowledge in all aspects in classroom teaching, which will open students' eyes. Teachers can also let students collect this information, which can not only help students understand the development of mathematics, appreciate the value of mathematics, stimulate students' courage and confidence in learning mathematics well, but also help students understand the application process of mathematics knowledge. For example, when understanding cubes and cuboids, we can let everyone collect some objects of this shape at home and experience their characteristics in the process of collection.

Second, contact with the reality of life, infiltrate the consciousness of mathematics application and experience the application value.

"Mathematics Curriculum Standard" points out: "Mathematics teaching should follow students' psychological laws of learning mathematics, and emphasize that students should experience the process of abstracting practical problems into mathematical models and explaining and applying them on the basis of their existing life experiences". In mathematics teaching, teachers should try their best to let students experience the process and application of abstracting practical problems into mathematical models.

For example, in teaching "Understanding Time and Minutes", in order to make students feel the length of 1 minute, teachers can let students enjoy a one-minute piece of music, clap the ball several times a minute, do some verbal calculations and count their pulses several times a minute.

Third, guide students to find mathematical problems from their daily lives and strengthen their awareness of application.

The narrow and wide range of students' applied mathematics knowledge depends largely on whether students can find mathematics problems well. If students can't find math problems, they can't apply what they have learned to solve them well. In this way, the cultivation of students' mathematics application consciousness may become an empty talk. There are a lot of mathematical problems in daily life, so we can choose some simple problems and combine them with mathematical content to analyze and solve them. This is especially important for cultivating students' awareness and concepts of mathematical application from an early age and promoting students' further understanding of what they have learned.

For example, after students learn the area, a considerable number of students' understanding of the area only stays within the scope taught by the teacher, and they don't know anything without this scope. If they know how many square meters they live in (this is known from their parents), but ask them what this data is based on, they all shake their heads and say they don't know, which requires the guidance of teachers. After students know the area, first organize students to discuss such a question: "What are the conditions for determining the size of living area", and then assign an assignment for students to go home and measure the area of their rooms. At this time, students should consider the shape of the room and ask which surfaces to measure, how to measure them, what units to use, how to calculate them, whether to take approximate values, etc. More importantly, through these activities, students should have the consciousness of solving mathematical problems. And can solve some simple problems. In addition, in the teaching process (this article comes from the excellent educational resource network Feifei. Lesson. Garden), teachers should also pay attention to let students take the initiative to put forward math problems related to life, and praise them, encourage students to be "people with will" in life, and find and solve problems independently from life.