First, the mathematical language in life, understanding mathematics
Stolyar, a mathematics educator in the former Soviet Union, once said: Mathematics teaching is also the teaching of mathematics language. The communication between teachers and students in classroom teaching is mainly through verbal communication. In the same class, different teachers teach students different degrees of acceptance, which mainly depends on the language quality of teachers, especially in our mathematics classroom teaching. Abstract mathematics should be vividly accepted and understood by students. A teacher without high-quality language arts is incompetent. Mathematics, which seems boring, actually contains vivid and interesting things. In view of this, teachers' vivid mathematics language is an important means to guide students to understand and learn mathematics. Teachers should combine children's cognitive characteristics, hobbies, psychological characteristics and other individual psychological tendencies, and process and modify the mathematical language without affecting their knowledge, so as to make it easy to understand and interesting.
If you know "",the teacher can guide students to learn the jingle: greater than sign is less than sign, two brothers arrive together, acute angle is less than front, opening is greater than front, two numbers stand in the middle, whoever is bigger laughs. It is difficult for students to distinguish the two symbols. This childlike jingle can help students distinguish effectively.
Another example is to change the teaching length unit to "length"; Turning teaching elements and corners into "salespeople" and comparing size to "queuing" and so on, students are very curious about these daily subject knowledge and find it interesting to learn mathematics.
Second, the mathematical problems in life, feeling mathematics
The new curriculum standard puts more emphasis on students grasping mathematical problems from life, exploring mathematical laws, actively using mathematical knowledge to analyze life phenomena and solving practical problems in life independently. In teaching, we should be good at abstracting mathematical problems from students' lives, starting from students' existing life experience, designing life materials that students are interested in, and displaying them in colorful forms, so that students can feel the connection between mathematics and life-mathematics is everywhere and mathematics is everywhere in life. Therefore, through the practical social problems that students know and are familiar with (such as environmental problems, garbage disposal problems, tourism problems, etc. ), can create a lively situation for students to explore knowledge, so as to fully mobilize the enthusiasm of students to learn mathematics knowledge and stimulate students' desire to explore.
For example, estimation is used every moment in life, and students are required to estimate how long it takes to go to school every day to avoid being late; Or estimate how much money you need to bring when you travel so that you can come back, and so on. Guiding students to find mathematical problems in life in teaching can not only accumulate mathematical knowledge, but also make students feel the value of learning mathematics through such personal problems, which is the best way to cultivate students' awareness of exploration and application.
Third, the mathematical situation is life and experience mathematics.
The research of educational psychology shows that when students have no mental pressure, no psychological burden, and are in a good mood and full of emotions, the cerebral cortex is easy to form an exciting center, with the most active thinking and the strongest practical ability. In daily teaching, we should provide such a thinking environment, create a learning situation that is closely related to students' living environment and knowledge background, and is also of interest to students, so that students can feel that learning in class is just like encountering math problems in daily life, and we need to practice and solve them together. By doing it yourself, you can study together collectively and finally draw a learning conclusion.
For example, in the teaching of space and graphics, we should make full use of things in students' lives, guide students to explore the characteristics of graphics, enrich the experience of space and graphics, and establish a preliminary concept of space. In teaching, students can be organized into groups and choose a building on the playground, so that students can look at the building from different angles, experience the shape changes of the same object from different angles, and draw it with simple graphics. Students can also draw a sketch on the grid paper: suppose the library is 200 meters east of the school, Xiaohong's home is 500 meters north of the school, the hospital is in the south 1000 meters, and the station is 800 meters west of the school. According to this information, students can determine the appropriate unit distance on the grid paper. After marking the relative position, teachers can organize and guide students to communicate in time and gradually develop students' spatial concept.
Another example is to teach "Knowing Jiao Yuan Powder" and organize students to carry out "I am an excellent salesman" activities, so that students can master, digest and apply knowledge in real business. For another example, in the teaching of applied problems, teachers use the methods of students' performance on stage and scene reappearance to make students understand abstract related mathematical terms quickly, which not only enlivens the classroom atmosphere, but also completes the teaching task efficiently.
Fourth, apply mathematics to life.
Mathematics comes from life and ultimately serves life. Especially the primary school mathematics knowledge, its prototype can be found in life. Applying what you have learned is the ultimate goal of learning mathematics. Because of the short class time, homework has become a beneficial extension of classroom teaching and a vast world of innovation. Students can learn knowledge from the vast world by properly using the natural extension of classroom content. In teaching, teachers should strive to stimulate students' desire to use knowledge to solve problems and guide students to consciously use knowledge to solve related problems in life.
If you learn the length unit, you can measure the height of yourself and your parents and the distance from home to school. Know that RMB can buy what you need with pocket money; After learning statistical knowledge and percentage application questions, we can count the number of students and the ratio of male to female students in our school; You can calculate the graphic area, you can calculate the area of your home, how many tiles are used, and so on.
Another example is to arrange students to "observe the items in your home and find out several multiplication formulas"; "How much is your daily living expenses? Write it down, make a table, and then calculate. " This will concretize abstract knowledge, help students understand it, explain the phenomena in life with what they have learned, and cultivate students' ability to collect and process information, observe and practice. In this way, students actively study, expand their thinking and stimulate their interest in relaxed and happy communication.
Linking mathematics teaching with life, students can find mathematics materials from life and feel that there is mathematics everywhere in life. If they are there, they will have a strong sense of closeness and identity, which is conducive to the formation of deja vu acceptance psychology. Teaching practice made me realize that mathematics is life. Only by leading students into life and truly feeling the prototype of mathematics in life can students truly understand mathematics and feel that the world we live in is a world full of mathematics, so as to love life and mathematics more.
Mathematics in life
In real life, people's lives tend to be economic and rational. But how to achieve this goal?
One day, I met such a real-life problem:
Two advertisements were reported in the newspaper. There are prizes for sale in a commercial building: first prize 10000 RMB 1, first prize 1000 RMB 2, second prize 100 RMB 10, third prize 200 5 yuan, and 15% discount for second-class commercial buildings. Please think about it; Which sales method is more attractive? Which commercial building is of great benefit to consumers?
We can't see the problem at a glance. I made an assumption that if there were 16 people, 8 of them would like to go to A's house, 6 would like to go to B's house, and both of them thought they could go to both houses. The survey results show that the sales model of a shopping mall is more attractive, but is this the case?
In practical problems, there is no limit to the turnover of each group of prize-winning sales and the number of people participating in the lucky draw in a commercial building. So we think there should be several answers to this question.
1. Kujia Commercial Building has determined that awards should be given to each group. When the number of participants is less than 265,438+03 (65,438+012+65,438+00+200 = 265,438+03), people will think that the chances of winning the prize are greater and the sales mode of a shopping mall will attract customers more.
Second, if the volume of each group of a commercial building is large, then the preferential margin it gives customers is correspondingly small. Because the preferential amount provided by a commercial building is fixed, * * 14000 yuan (10000+2000+1000 =14000). Assuming that the discount offered by two commercial buildings is 14000 yuan, the turnover of the second commercial building can be 280000 yuan (14000 ÷ 5% = 280000).
So from this point of view:
(l) When the turnover of the two commercial buildings is 280,000 yuan, the two commercial buildings will give the same amount of preferential treatment.
(2) When the turnover of both shopping malls is less than 280,000 yuan, the discount of shopping mall B is less than10.4 million yuan, so the discount provided by shopping mall A is still10.4 million yuan, which is a big discount.
(3) When the turnover of both companies exceeds 280,000 yuan, the discount of the second commercial building exceeds 14000 yuan, while the discount of the first commercial building remains at 14000 yuan, and the second commercial building provides great benefits.
Problems like this can be seen everywhere in our daily life. For example. There are two liquefied gas stations. It is known that the quality and quantity of each bottle of liquefied gas are the same, and the initial price is the same. In order to win more users, the two radio stations have introduced preferential policies respectively. The method of Station A is 25% discount, and the method of bilibili is 30% discount after the second ventilation. The preferential period of both stations is one year. Which one should I choose as a user?
This question is very similar to the last one. As long as you analyze and discuss how many cans you need, the problem will be solved.
With the gradual improvement of market economy, economic activities in people's daily life are becoming more and more colorful. Trading, deposits and insurance, stocks and bonds, ... all come into our lives. At the same time, mathematics, profit ratio and proportion, interest and interest rate, statistics and probability related to this series of economic activities. Operations research and optimization, as well as system analysis and decision-making, will all become "guests" in mathematics courses.
As cross-century pupils, we should not only learn mathematics knowledge, but also use it to analyze and solve problems in life. Only in this way can we better adapt to the development and needs of society.
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