First, teachers' changing teaching concepts is the premise of mathematics teaching.
Teachers should pay attention to students' dominant position in teaching activities, give full play to teachers' leading role, and let students enjoy and learn from it. In order to highlight students' dominant position, teachers should fully understand students, teach according to their life experience and existing knowledge, create situations in connection with their real life, use modern teaching methods and scientific teaching methods, fully mobilize students' learning enthusiasm, and pay attention to guidance and guidance, so that students can explore, acquire knowledge, learn to think and learn to use what they have learned to solve practical problems. Only by putting education in the background of life world and linking teaching with students' real life can students be educated into "complete people" and their comprehensive quality and ability be cultivated. Specifically, first of all, teachers should understand each student, pay attention to their life, and study their knowledge structure, learning style, life experience, personality quality and their relationship. Secondly, teachers should learn to listen, learn tolerance and expectation, respect students' personality, understand students' growth, let students meet challenges in life-oriented teaching activities, break the routine, look at students' mistakes with a developmental perspective when they make mistakes, and pay attention to finding out the causes and improvement of mistakes, so as to make teaching more open, more vivid and effectively cultivate students' innovation and practical ability.
Second, combine real life to refine mathematical knowledge.
Mathematics studies the quantitative relationship and spatial form of the objective world, which comes from the actual things in the objective world. But we can't find the prototype of mathematics from life at once, which requires teachers to be good at observing life, refining mathematical knowledge from life, and then combining real life with teaching materials for teaching. This is in line with the cognitive characteristics of primary school students, students will feel that mathematics is around us, and mathematics is not strange or abstract, thus stimulating students' interest in learning and making it easier for students to understand mathematics knowledge. In addition, in teaching, teachers should also let students learn to observe life, so that students can be good at capturing and accumulating mathematical knowledge in life, discovering mathematical problems in life, and using what they have learned to solve these problems. For example, when teaching "data collection", teachers can ask students to count the number of books, pens and some items at home. Students are good at observing and studying mathematics in life, which is a good learning method in itself. Students keep thinking in observation, trying and innovating in research, so as to gain more mathematical knowledge, and use what they have learned to solve more practical problems, and finally improve their comprehensive ability.
Third, create a life-oriented teaching situation
(A) to create a life-oriented teaching situation to stimulate students' interest in learning. Creating a life-oriented teaching situation is to simulate the life situation, so that classroom teaching is closer to real life, and students can strengthen their perception and better understand what they have learned. In mathematics teaching, teachers should create life-oriented situations according to students' life experience, age characteristics and teaching content, and transform boring mathematical symbols and abstract mathematical concepts and formulas into vivid and interesting concrete scenes, thus stimulating students' interest in learning. In classroom teaching, teachers can use real-life examples, objects or wall charts to create life-oriented situations. For example, when teaching "Two-step Addition and Subtraction Application Problem", teachers can use the example of the number of people on the bus to create a situation, tell students how many people are on the bus, how many people get on the bus, and how many people get off the bus, so that students can count how many people appear. When teaching "Understanding of Circle", teachers can show bicycle wall charts and introduce new lessons to let students observe and understand the shape of bicycle wheels. This will naturally interest students. Teachers can also use multimedia to create living situations. The application of multimedia teaching has the characteristics of intuition, image, concreteness and life. Using multimedia to create life-oriented situations can turn abstract into concrete, turn difficulties into easy, and effectively stimulate students' interest in learning. For example, when teaching "Understanding of Cuboid", teachers can use multimedia demonstration to translate the two faces to be completely coincident, which can not only stimulate students' interest in learning, but also make it easier for students to understand that the opposite sides of cuboid are exactly the same and the length of opposite edges is equal.
(B) create a life-oriented teaching situation to cultivate students' awareness and ability to solve practical problems. In mathematics teaching, teachers should create a situation that connects with life after students master knowledge, so that students can apply what they have learned. First of all, contact with the reality of life, and cultivate students' awareness of using mathematical knowledge to solve practical problems. There is mathematics everywhere in life, and mathematical knowledge is widely used in daily life. In teaching, teachers should guide students to observe life, discover, think and solve mathematical problems in life, let students understand the extensive application of mathematical knowledge in life, enhance the awareness of applying what they have learned, let students acquire mathematical knowledge in life, and cultivate their observation, imagination and creativity. Secondly, strengthen practical operation and cultivate students' ability to solve practical problems by using mathematical knowledge. If teachers want students to apply what they have learned and solve practical problems with what they have learned, they should strengthen practical operation, make students work hard, use their brains more and improve their practical ability. For example, after students learn "ratio and proportion", the teacher can take the students to the playground and ask them to measure and calculate the height of the flagpole. The flagpole is so high that students may be at a loss at first. At this time, the teacher can take a bamboo pole and insert it straight in the playground, so that students can measure the length and shadow of the bamboo pole, and then inspire students to use the knowledge of ratio and proportion to measure the length of the shadow of the flagpole and calculate the height of the flagpole. In such practical activities, students gain knowledge and exercise their ability to solve practical problems by using what they have learned.
In short, in mathematics teaching in primary schools, teachers should pay attention to connecting with life, create life-oriented teaching situations, activate classroom atmosphere, stimulate students' interest in learning, enable students to better understand, master and apply mathematics knowledge in life situations, guide students to observe life, discover and accumulate mathematics knowledge in life, and learn and use mathematics well. In this way, through vivid and interesting life situations, students are guided to observe and think about life from the perspective of mathematics, so that students can actively participate in the process of inquiry and attempt, fully tap their innovative potential, improve their innovative and practical abilities, and achieve good teaching results.