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: "Attention should be paid 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 desire to explore knowledge and experience are stimulated, and their enthusiasm for learning is 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 when teaching "decimal addition and subtraction", the original
(1) Find the Baidu cloud link of 20 18 Du Wen's postgraduate entrance examination video.
Many partners came to ask me about the learning skills and experience of