First, create a lively learning atmosphere in the classroom, so that students can learn in a natural and happy atmosphere.
In the traditional concept, the classroom environment is deep, rigid and dull, and students will feel depressed in such an environment. It is impossible to learn mathematics well in this state, just as a teacher can't finish it perfectly in a high-pressure environment. Therefore, it is very important to create a relaxed life scene for teachers and students in teaching, and teachers can finish teaching freely in this relaxed way. Only when students study in a relaxed and independent environment will they fully and actively participate in learning activities. Life scenes create a relaxed and independent environment. Teachers create a lively learning atmosphere in teaching, which makes students feel that learning is a kind of life experience, and whether it is a boring and passive acceptance. It can greatly arouse students' enthusiasm for learning, and encourage students to learn independently and take the initiative to accept. In this way, we can not only acquire the knowledge and skills in the textbook, but also experience that mathematics knowledge is actually in our familiar life. Let students learn in happiness and get happiness in learning. For example, when we teach junior students to learn to count, the effect of monotonous indoctrination and repeated teaching is often not very good. When teaching, we'd better turn numbers into concrete things in life, guide students to play games in class, digitize their positions in class, and let students learn to count with themselves as punctuation. Let each student count his position from front to back, from back to front, from left to right and from right to left, and guide them to find out the rules. In this way, the learning of counting will be much more intuitive, which will help students master the relationship between numbers, let them realize the relationship between counting and life, and let students understand a truth: mathematics is very close to us, mathematics is a concrete thing in life, and mathematics is there.
Second, reorganize the teaching content and make the examples in classroom teaching come alive.
People's understanding of mathematics comes from life practice, and life-oriented mathematics knowledge can attract students' attention. When designing classroom teaching, we must stand on the students' point of view, connect with their real life, and connect the things in life with the examples involved in the classroom. Many examples in the textbook are very vivid, but some examples can't be comprehensive in the choice of physical objects and place names, which requires teachers to make specific changes according to the geographical characteristics of the students they face, change the physical objects in the examples to be more familiar to students, and change the place names in the examples to their hometown, so that students will be more cordial, specific and direct when they know the examples. The rewriting of examples can be summarized into three forms. First of all, changing the name means making some flexible changes to the objects and names involved in the example. For example, there are three people in the example, and the teacher can change these three people to the names of three students in the class, showing a story relationship among the three students in the example. Such examples can arouse students' interest and shift their attention from books to three specific students. Second, changing the place is to change the place names involved in the example into places that are familiar to everyone, places where students usually play, and their hometown, so that everyone will feel that the events in the example are related to themselves and can participate in learning. Third, changing the situation is to transform the events in the example, so that the events in the example can be transformed into specific situations that everyone is interested in, and students can be directly and concretely introduced into the events involved in the example. These three forms are often used in teaching practice, so that the examples that students come into contact with in class are completely familiar to them, and the study of these examples can arouse everyone's admiration and achieve good teaching results.
Third, create a life-like problem situation to help students understand abstract mathematical knowledge vividly.
As we all know, all mathematical knowledge is abstract, while the thinking characteristics of primary school students are concrete and vivid. There are contradictions between them. Faced with abstract mathematical knowledge, some students are at a loss, resulting in strangeness and fear. But this is not an unsolvable problem. If handled properly, this contradiction can be coordinated and transformed. This requires teachers to try their best to create life-oriented problem scenarios based on students' life experience and existing knowledge background in classroom teaching. The questions raised should be closely related to life, so that abstract figures can be reflected in vivid life events, and students can have specific focuses when thinking about problems. This will help students understand and master abstract mathematics knowledge and break through the key and difficult points in mathematics teaching.
Fourth, stage an example situation to let students understand the knowledge in the performance.
"Let the podium become a stage, let the classroom become a society, let the students become actors, and let the teachers become directors." Combine mathematics with life and activities organically, so that students can appreciate and understand mathematics in performance. The design of teaching scene can not only be a dry explanation, but also allow students to perform on stage at the right time, so that students can have a deeper understanding of mathematics in vivid performances. For example, a teacher designed a scene when teaching the topic "Simple Calculation of Subtraction: 3 16-98": she asked one classmate to be a salesman, and another classmate was a customer, so she took 3 16 yuan and bought 98.
Yuan goods, according to people's shopping practice, customers always take out the whole 100 yuan from 3 16 yuan and ask the salesman to return his 2 yuan money, because it is more convenient for the customer to pay and the salesman to change. The process of changing 98 yuan into 70 yuan is a simple calculation method of this problem. At the end of the performance, when the teacher pointed out that this phenomenon in life was completely applied to the study of mathematics knowledge, students naturally developed a sense of intimacy with knowledge, had a more intuitive understanding of the practicality of numbers, enhanced their interest in learning, and successfully mastered new knowledge points in a game atmosphere.
Fifth, when assigning homework, let students solve some practical problems in life as much as possible.
Students should be encouraged to integrate what they have learned into real life, solve practical problems with what they have learned, and cultivate students to observe with mathematical eyes and pay attention to mathematical problems in life. When teaching the volume of a cylinder, a teacher arranged a problem for students to solve: let's take a good look in class. The bottom surface of the commonly used containers such as buckets, water tanks and grain depots is always round, not triangular, square or rectangular. What is the reason? Therefore, students will carefully observe this phenomenon after class, study it carefully, and draw a conclusion after summing up their lives: when the circumference is fixed, the area of the circle is the largest, which means that the container with a round bottom will hold the most things, so the design may save the materials needed to make the container to the greatest extent. This process makes students deeply feel that the actual production and life can not be separated from mathematics. In this way, we can contact the practical problems in life, let students master the mathematical principles, train students to solve practical problems in life by mathematical methods, and experience the happiness and usefulness of learning.
Sixth, teachers also need to go out of the classroom and seriously experience mathematics in life.
Teaching is not a static thing, it is a flexible activity. As a teacher, if you only have the ability to follow the book, you will definitely not be able to take math classes. In order to let students experience the connection between life and mathematics in class, teachers themselves need to learn and experience life in ordinary life, so that they can design their own teaching activities reasonably in teaching, arrange their own teaching activities according to their own experiences in life, convey their experiences to students, and look at life from the standpoint of students. There is a huge gap between teachers' understanding ability and cognitive ability. You can't stand on your own side and ignore students' understanding ability. Only by looking at life and design teaching from the same perspective can what you get be well accepted by students and achieve perfect teaching results.
In short, as a people's teacher, the responsibility is great. We should always examine and adjust our teaching methods, be a conscientious person in teaching and life, organically combine life with mathematics, let life enter the classroom and make the classroom lively.
How to integrate mathematics in life into the teaching content "Mathematics Curriculum Standard" points out: "Make students feel the close connection between mathematics and real life, and initially learn to use the mathematical knowledge and methods they have learned to solve some simple practical problems." This requirement especially emphasizes that mathematics teaching must be based on students' cognitive development level and existing knowledge and experience.
Then, as a primary school math teacher, how to integrate into life in primary school math teaching? Let me say a few points first:
First, integrate into life in the process of remittance
Mathematics comes from life, life is concrete, but mathematics is abstract. We should attach the abstract content of mathematics to the realistic background, so that students can learn mathematics that has emerged and developed from real life. Only when the teaching content is connected with life can we stimulate students' diversified thinking, and thus have a deeper understanding of the "inner essence" of knowledge, so as to achieve a state of being suddenly enlightened. The above cases are adapted from the games that students often play in physical education class. Students understand the application problems encountered in the game, and students understand the characteristics of the application problems encountered in the game, thus laying a good foundation for learning new knowledge. For example, when teaching the knowledge of "percentage", I collected a lot of food packaging bags before class in order to let students personally understand the meaning of percentage. On these food packaging bags, there are descriptions of food ingredients, many of which are expressed in percentage. I ask students to carefully observe the information on these bags and then explain the meaning of percentage to them. At this time, students will have physical objects as reference when they understand these percentages, so. At the same time, through real life as the starting point, let students realize the important role of mathematics knowledge in our daily life, thus further stimulating students' interest in learning mathematics.
Second, the organization of teaching materials combined with life
Mathematics education is to enable students to acquire the basic mathematics knowledge and skills necessary as a citizen and lay a solid foundation for students' lifelong sustainable development. Small classes must be held, and fresh topics in life should be introduced into the big class of learning mathematics. However, although the current textbooks have undergone major reforms, the phenomenon of aging topics, outdated textbooks and being divorced from reality has been obviously improved, but it is still not thorough. For example, the updating of parts processing and road construction obviously cannot meet the requirements of the new situation. Therefore, in teaching, teachers should contact with real life, absorb and introduce modern and local mathematical information materials closely related to modern life, science and technology to process teaching materials, sort out teaching materials and reorganize teaching materials.
For example, in the teaching and research class of "Preliminary Understanding of Fractions", a teacher did not tell the students 1/3, 1/5,110 in turn according to the steps of the textbook, but let the students understand. After several folds, students can learn a series of scores, such as 1/4, 1/8, 1, 16, 1/32, 2/8 ... for 1/3. When teaching the Composition of Eight, I designed such a game according to the characteristics of junior children, so that students can throw eight ping-pong balls into the basket repeatedly and record the number of balls inside and outside the basket every time, so that students can feel the composition of Eight from the game instead of mastering new knowledge by rote. In this way, the subjects that lack the flavor of life in the teaching materials are adapted into lively topics that students are interested in, so that students can actively participate in their own study and life, let students find that mathematics is around, and thus improve their ability to look at practical problems with mathematical ideas.
Third, simulate life in creative situations.
Creating teaching situation is to simulate life, make classroom teaching closer to real life, let students be there, see people, hear voices, strengthen perception, highlight key points, break through difficulties and stimulate thinking. How to create teaching situation in classroom teaching? The following are several common practices: create situations with examples. For example, when teaching the concept of circular decimal, let students talk about something that will never be finished. Once upon a time, there was a temple on the mountain, and an old monk in the temple said that there was a temple on the mountain ... "Through examples, the concept of" circulation "was introduced from the initial perception of" repetition ",and then the circulation phenomenon of natural phenomenon" water → steam → cloud → water "was cited.
The teaching of circular understanding is introduced as follows: show a brightly colored square-wheeled bicycle and ask the students if this bicycle is beautiful. Do you like (dislike) it? Why (it's beautiful but you can't step on it)? The teacher changed the square wheel into an ellipse, and then asked the students if they liked it (no, because riding a bike like this would be like stepping on a bumpy road. ), the teacher changed the oval wheel into a circle, and the students were very satisfied. Hands-on operation creates a situation. When deducing the formula of triangle area, students bring two identical triangles and put them into parallelogram or rectangle through rotation and translation. The area of a parallelogram is equal to the base multiplied by the height, so the area of a triangle is equal to half the base multiplied by the height. The triangle area formula is summed up by students' operation, observation and thinking. While trying to be happy, students can not only master knowledge, but also cultivate their confidence and interest.
Fourth, solve practical problems in life and apply mathematical knowledge.
Mathematical knowledge comes from life and must be used in real life. The ultimate goal of mathematics learning is to see whether students can apply what they have learned to solve practical problems. Paying attention to the application of mathematics knowledge can not only consolidate the book knowledge learned, but also make students realize the significance of learning mathematics in application and cultivate their interest in mathematics.
For example, after students learn the quantitative relationship among unit price, quantity and total price in application problems, they can ask them to buy things in another way, so that they can understand these quantitative relationships more deeply in this exercise; After the students have learned the formula for calculating the surface area, we might as well ask them to calculate the surface area of the classroom and the surface area that needs painting if the room they live in is to be decorated. After learning the conversion between "hours, minutes, seconds, years, months and days", we might as well ask them to calculate how many hours they spend in class every day, that is, a few minutes, and their age. How many months and days have we been in this world?
If teachers can create more opportunities for students in teaching, they can not only provide students with a broad and vivid space for applying mathematics knowledge, but also enable students to deeply understand the close relationship between mathematics and real life in the process of solving problems and stimulate their positive feelings of learning mathematics well.
In short, in general, teachers should guide students to be good at thinking about mathematics in life and strengthen the connection between knowledge and practice. In class, students acquire knowledge through activities, highlight the formation process of knowledge, master learning methods and train students' thinking. Life-oriented classroom teaching can take textbooks as the main source, without being bound by textbook knowledge, so that students can master knowledge flexibly and cultivate their practical operation ability and thinking ability, which can not only reduce students' burden, but also improve teaching quality.
How to integrate yoga into life, such as getting up every morning, spending 30-60 minutes doing yoga, and doing 30-60 minutes before going to bed at night. Control your emotions through yoga, etc.
How to integrate learning into life? Learning itself is a way of life. In fact, it is very narrow to regard the study during school as the whole study life. In our daily life, learning is everywhere. Learning is a way of life.
How to integrate the geography of life into the classroom, so that the "enthusiasts" of learning can think more, watch more natural geography programs and occasionally tell a short story and customs in class.
How to keep a diary to record the dribs and drabs in your life? I have been working for 1 year now. It's good to keep a diary and record your own dribs and drabs. Just look at it when you have time.
How to integrate biology curriculum into the new life curriculum advocates "close contact with real life and social development, and pay attention to students' life and all-round development" Based on this idea, this paper analyzes the expansion of life-oriented teaching in the arrangement of new biology textbooks, and probes into the ways of integrating real life into biology teaching, so as to stimulate students' strong interest in biology learning and realize the optimization of teaching.
How to better integrate real life into mathematics classroom? First, make full use of students' consciousness of being a class teacher.
Every student has a natural sense of responsibility. Students are the masters of the class, and they like to exercise their rights as masters in the class. In the process of teaching, teachers can satisfy students' inner needs to the greatest extent in the process of imparting knowledge, thus improving students' learning motivation.
When explaining the second volume of Grade Two, Data Collection and Arrangement, I created the activity of "Finding a Master for Class Plants" based on the actual situation of the class, so that the whole class could choose one of the candidates Liu Siming and Li Anqi as the small master of class plants. Some students chose Liu Mingda, while others chose Li Sibo. Everyone has different opinions. Who should we listen to? By arousing students' thinking, some students will soon put forward suggestions and raise their hands to vote, but some students don't want others to know who he chose. How can they make a choice without worry? Soon another student proposed to vote. Everyone thinks this method is feasible, but the problem comes again. What should I pay attention to when voting? Through the efforts of the whole class and the guidance of the teacher, the students realized that everyone can only write one classmate's name, and they should write their own and not peek at others'. After the students finish writing, the teacher will put it away. What should we do next? Although the time has passed for a long time, there are still students shouting and singing votes. At this time, the students suddenly realized that they wanted to count the votes by singing, and the group discussed how to sing the votes. The group reported that they can draw "χ", "√ ","X "or" positive "under the corresponding students in various ways, so that the whole class can participate. The teacher asked the students to sing the tickets together, the teacher read the tickets, and the students chose their favorite way to sing the tickets. The teacher shows different statistical methods through projection and compares which one is the best. Through comparison, the students found that the method of writing "Zheng" was better, which not only saved space, but also made statistics. Finally, Liu Siming 19 and Angel Li 10 were voted, and Liu Siming became the small plant owner in the class.
In the education of mutual help and love among students, it was finally decided that two people would be responsible for two weeks and water the plants in the class in turn.
In this class, by giving full play to students' sense of ownership, we not only enhance the cohesion of the class, but also cultivate students' sense of responsibility, and learn mathematics knowledge in the process of dealing with problems, so that students can learn valuable mathematics in their lives.
Second, diversify teaching AIDS and make full use of teaching aid resources.
In the teaching process, the general teaching AIDS are mostly professional teaching AIDS provided by schools, which are very professional. Personally, I think we can use the resources in our lives as teaching AIDS. These resources are not only familiar to students, but also can improve their learning enthusiasm, and they are rich in resources, getting rid of the limitations of teaching AIDS in a narrow sense. I divide the teaching AIDS I use into the following three categories:
1, resources provided by students
In the process of mathematics teaching, if we want to connect with real life in the teaching process, we must start from the learners' cognitive level and real life. As the head teacher, the children often give me their proud handmade works. In order to cultivate children's awareness of expressing emotions, I always accept it with pleasure. Facing two boxes of handmade products, just as I was worried about how to deal with them, I suddenly had a brainwave and used it in class. In the mixed exercise class, I told my little fox a short story with Zhao Xuan and folded myself up as a teaching aid: the fox leader in the forest called the foxes to have an important meeting and asked all the members to attend. On the day of the meeting, 98 foxes were supposed to come, but 53 foxes arrived on time. 15 foxes were late, and some didn't come to the meeting at all. The leader is very concerned about the serious absence from class.
The old leader was very angry and wanted to know how many foxes didn't attend the meeting. Can you help him calculate it? This leads to the content of this class, and the students express their ideas very actively.
In this session, considering the cognitive level and real life of second-year learners, junior students like to listen to stories, and the fox is often the protagonist in the story, so they are very interested in the integration of this course. In addition, junior students are very willing to help the leaders solve this problem, thus improving the enthusiasm of students to learn related content and cultivating their spirit of helping others. Many children will fold paper foxes and use paper foxes given by students as teaching AIDS, which not only makes students conscious.
2. Decoration in the classroom
There is a shadow of mathematics everywhere in life, and the classroom is the main place for students to learn. Therefore, teachers need to pay more attention to the hidden mathematics knowledge in the classroom, so that students can learn what they have learned intuitively in the most familiar environment.
Examples in life (real) John 18 years old? Thomson is an American high school student. He lives on a farm in North Dakota. 199265438+1October 1 1, he works alone on his father's farm. When he was operating the machine, he accidentally slipped on the ice, his sleeve tripped in the machine and his arm was cut off by the machine.
Thomson endured severe pain and ran 400 meters to a house. He opened the latch with his teeth. He climbed to the telephone, but he couldn't dial the number. So, he bit a pencil with his mouth, flicked it, and finally got through to his cousin, who immediately informed the relevant departments nearby.
A hospital in Minneapolis replanted Thomson's severed limb. After a month and a half in the hospital, he returned to his home in North Dakota. Now, he has been able to raise his arm slightly and has returned to school. His family and friends are proud of him.
Why do Americans like Thomson? Some people say that he is very clever. He calls with a pencil and opens the door with his mouth. Some say he likes work, and we like hardworking people. Others said he was in good health. He must have worked hard, or he would have died long ago.
A scholar summed up their answers. People admire not only his courage and endurance, but also his independent spirit. He operated the machine on the farm alone, and when something went wrong, he stubbornly saved himself, so he was fine.
Independence, courage, perseverance and unremitting struggle with nature are probably the excellent traditions left over from the colonial era in the United States. In the American society where drug abuse, robbery and sexual disorder are rampant, this tradition still lives in the American spirit.
There is another detail in Thomson's story. He put the broken arm in the bathtub to prevent the blood from flowing away in vain. When the paramedics arrived, he was carried on a stretcher. Before leaving, he calmly said to the doctor, "Don't forget to hold my hand."
It should be said that Thomson's behavior is not great, but he does have a character worthy of being a "role model" for teenagers. It can have a real effect. What he sees and sees is a living thing that happened to an unknown ordinary teenager.
Thomson's story is a typical example of teenagers learning to survive. He not only adapts to the United States, but also can be used by teenagers in China to keep up with the world.
How to integrate mathematics teaching into life Mathematics originates from life, exists in life and is used in life.
We should talk about mathematics in connection with real life, mathematize life experience and make mathematical problems live. Mathematics and life should be organically integrated, so that students can experience life in their studies and use mathematics in their lives.