First, create a life situation to improve interest in mathematics.
The closer the content of students' study is to their familiar life background, the higher the initiative of students to consciously accept knowledge. In primary school mathematics teaching, it is easier to stimulate students' interest in learning by putting mathematics knowledge in a lively situation. Mathematics originates from life, and the problem situation not only contains information related to mathematical knowledge, but also contains the life background related to the problem. It is the link between real life and mathematics learning, and the link between concrete problems and abstract concepts. Therefore, in teaching, teachers should try their best to bring problem situations into life, introduce familiar examples from students' lives into the classroom, and let students see the mathematical problems in life.
In the teaching of "Understanding Graphics" in senior one, a game can be arranged: let students touch, draw and cut, so that students can feel the plane graphics initially. Then let the students know the images through a series of activities such as naming, comparing side lengths and connecting images. Creating a better teaching situation is conducive to stimulating students' interest in learning and their desire to solve problems.
For another example, in the teaching of "Comparison of Weight and Weight" in the first class, we can change the little bear wrestling game in the textbook into a wrestling game among students, so that students can participate in the game. Thin students can play on the seesaw with tall and fat students, which can improve students' interest in learning and train their ability to observe and distinguish weight with their eyes.
Second, contact the reality of life and look for the "prototype" of mathematics.
An important reason why some students are bored with mathematics is that they are divorced from the reality of life. Teachers should fully consider the characteristics of students' physical and mental development. For those abstract and incomprehensible knowledge and concepts, combined with students' life experience, try to guide students to find "prototypes" from their familiar and interesting real life, and start from their existing cognitive structure, touch students' hearts and stimulate their initiative to participate. Many concepts and principles of primary school mathematics can be found in reality. If we can turn the problems in life into the objects of mathematical research, students will realize the connection between mathematics and life. Knowing that concrete problems in reality can be transformed into mathematical problems to study, we can understand the characteristics of things more clearly and the changing laws of things more accurately.
For example, when learning "cyclic decimal", understanding the meaning of "cyclic" is the focus of this lesson. Before studying, we can read a nursery rhyme to the students: "Once upon a time, there was a mountain, and there was a temple on the mountain. There was an old monk telling a story in the temple. What is he talking about? " Once upon a time, there was a mountain, a temple on the mountain, and an old monk in the temple ... "This familiar nursery rhyme naturally introduced and made students understand the concept of" cycle ". It lays the foundation for the later part of learning cycle. Looking for the prototype of mathematical knowledge from life can not only deepen the understanding of mathematical knowledge, but also cultivate students' enthusiasm for loving, learning and using mathematics.
Third, use life experience to solve math problems.
Mathematical knowledge itself is abstract, but it is rooted in reality in life. Making full use of students' existing life experience in teaching can help students realize the true value of mathematics knowledge and the endless fun of learning mathematics, which is more conducive to enhancing students' awareness of mathematics application.
For example, a fast calculation of the addition and subtraction of a number close to the whole hundred or the whole thousand can be used to discover and understand the algorithm by students' shopping life experience. We can create such a life situation: Xiaoming goes to the store to buy a football, and he has 135 yuan on him. How does Xiao Ming pay for every football 98 yuan? How much is left? Students will come up with a variety of methods, and some draw lessons from the experience of "paying the whole change" when buying things, and draw a conclusion: pay 100 yuan first, and then use 35 yuan to find 2 yuan. On this basis, the formula135-98 =135-100+2 is abstracted. In this way, students' existing life experience is used to explore the calculation method, so that students can understand mathematics in the process of life, establish the mathematical thought of breaking up the whole into parts and simplifying the complex, realize the purpose of students' independent construction in their own way, cultivate students' awareness of observing life from the perspective of mathematics, and improve their ability to understand mathematics with life experience.
Another example: learning "Understanding of RMB". Because middle school students have a certain understanding of RMB in their daily life, every student has a life experience of shopping. Therefore, we can create a "supermarket shopping" situation in teaching. Enable students to deepen their understanding of various denominations of RMB in shopping activities, understand the advancing speed of yuan, jiao and fen in the process of payment and currency exchange, and learn related calculations. Students complete the learning of mathematical knowledge in the process of solving practical problems. Such practical activities have brought mathematics closer to life and made students feel that mathematics is so familiar.
Fourth, apply mathematics knowledge flexibly and optimize the methods to solve practical problems in life.
After learning knowledge, students do not consider the role of what they have learned and do not apply mathematical knowledge to solve practical problems in real life. Then, the students trained by this kind of teaching are just problem-solving experts who adapt to the exam. After students have mastered certain mathematical knowledge, letting them apply this knowledge to solve some practical problems around us is conducive to cultivating students' application awareness and application ability, and also allowing students to learn to use it flexibly on the basis of flexible learning. Of course they are very happy, which is the goal we must achieve in teaching. Really achieved the purpose of making mathematics knowledge close to life and using it in life.
For example, after learning a certain proportion of knowledge, students can use the relevant knowledge to design a "shopping plan". During Children's Day on June 1st, many sports shoe stores are engaged in promotional activities. Original price of a pair of sports shoes 120 yuan. One shoe store reduced the price in 20 yuan, another shoe store offered a 7.5% discount, and the third shoe store bought two and got one free. Which one are you going to buy? Why?
Students will immediately calculate:
The first store: 120-20= 100 yuan.
The second store: 120×75=90 yuan
The third store: 120×2÷3=80 (RMB)
From this, it is concluded that buying in the third store is the most cost-effective.
For another example, after learning the knowledge of fractional multiplication, students can use what they have learned to design a "ticket purchase scheme". Only two kinds of tickets are sold in the park: individual ticket to 5 yuan, group ticket to 30 yuan 10, and group tickets with more than five tickets can be discounted10/0. There are 37 people in our class who go to the park to play and buy according to the above regulations. If students are asked to discuss the "ticket purchase scheme" in groups, students may propose various methods for such topics:
Method 1: It costs 5×37= 185 yuan per purchase in 5 yuan;
Method 2: Buy 3 group tickets and 7 individual tickets. A * * is 3×30+5×7= 125 (yuan).
Method 3: Buy 4 group tickets and only spend 30×4= 120 yuan.
Method 4: When buying tickets, invite three other tourists to join us to buy group tickets, and then let them each pay 3 yuan money. We only spend 30× 4-3× 3 =111(yuan).
Method 5: Invite 13 other tourists to buy tickets together. Our class only spends 30× 5× 9/65,438+00-3× 65,438+03× 9/65,438+00 ≈ 65,438+000 (RMB), which makes us cost-effective.
It can be seen that if we can attach great importance to the life of mathematics knowledge in teaching, then mathematics will be closer to life. At the same time, it will make people feel that life can not be separated from mathematics, and mathematics will become energetic, so that students will be more interested in mathematics, learn mathematics more actively, consolidate mathematics, and even develop mathematics.
Mathematics teaching must fully consider the trajectory of human activities in the process of mathematics development, be close to students' familiar real life, and constantly communicate the connection between mathematics in life and mathematics in textbooks, so as to integrate life with mathematics and build a bridge between mathematics and life, thus stimulating students' enthusiasm for learning mathematics, realizing the close connection between mathematics and people and real life, and making mathematics an important source of motivation for students' development.