First, let students discover mathematics in their lives.
When the word "mathematics" is mentioned, people always think that mathematics is the closest thing to us, but they ignore that mathematics is actually closely related to our lives. In order to stimulate students' interest in understanding and learning mathematics, and to mobilize the internal causes of their active learning, we must first guide students to discover mathematics in their lives.
For example, ask students a question at the beginning of school: "How much do you know about mathematics?" The students all answered as adults taught: "2+3=5 is math knowledge." "Eight apples are math knowledge." ..... "Is it possible to live without mathematics? Maybe there are no numbers? " The teacher's question caused controversy among the students. The number dialed by telephone has a number; Pressing the control key in the elevator also has numbers; Shopping, eating and other practical problems in life have numbers, and there are many mathematical problems. So the students gave many examples, from which they realized that there are math problems everywhere in our lives. Moreover, from the stories of hunting and foraging recorded by primitive humans, I realized that mathematics originated from life, and learning mathematics is to solve problems in life. In this way, students not only know the truth of learning mathematics, but also pay attention to the content, significance and value of learning, stimulate the interest and desire of learning and exploring mathematics, and mobilize the initiative of learning.
Second, let students learn mathematics in life.
Since mathematics comes from life, our mathematics teaching should be close to life. Only in this way can we close the distance between students and mathematics knowledge, make them feel cordial, induce students' inherent knowledge potential, make them take the initiative to start, use their brains, talk in Kan Kan, and try their best to explore the formation process and achievements of knowledge, so as to meet their own life and psychological needs and gain a sense of success. So as to enhance their initiative in learning mathematics, develop their thinking of seeking differences, and cultivate their scientific attitude of seeking truth from facts and the spirit of being brave in exploration and innovation.
Every little thing in life can help students learn math. For example, in the small matter of distributing math books at school, I changed the way that teachers counted books and students distributed them. On the contrary, I believe that the first-year students can solve their own problems, let them organize and distribute books themselves, choose a "little teacher" to take charge of the general inventory of books, and then each group chooses a group leader to personally pick up the books from the "little teacher" and distribute them. In this way, everyone counted together and the group leader counted himself before receiving the book. "Little teachers" should also be very serious and responsible for their own work. In the process of distributing books, the number of books is inconsistent with the number of people, and the team leader will immediately calculate less or more books. This method of dividing books cultivates students' scientific attitude of seeking truth from facts. When dividing books, I create some problem-solving situations from time to time: dividing books to a group of people, two groups of people, girls and boys? Books ...? According to the different situations encountered, the methods of counting students are different. Some have one number, some have two numbers; Some count the number of girls in the first row plus the number of girls in the second row is the number of girls in the whole group; Some divide the number of girls by the number of the whole group, leaving the number of boys. ...
By distributing books and counting the number of people, students can understand some simple meanings and truths of addition and subtraction, learn a variety of counting methods, and cultivate their initiative and innovative consciousness.
For another example, when learning addition and subtraction and understanding their relationship, let students stretch out a hand to see if there are any math problems on their fingers. The student replied: "Five fingers are the number 5, 1 thumb is the number 1……" "Some fingers are long, and some fingers are short; Some are thick and some are thin. " After that, some students were thinking. At this time, the teacher led the team: "Do you think it has anything to do with the addition and subtraction we learned? Can I find it from your hand? " This time, the students opened their eyes again and kept fiddling with their fingers: "1 Thumb and four fingers add up to five fingers in one hand." "Five fingers minus 1 finger plus four fingers." "Five fingers MINUS two fingers, three ..." The students all laughed, not only interested, but also found that no matter how they change, the five fingers on this hand are changing, and they can't do without five. Sometimes it is 1, 4, 5; Sometimes it's 2, 3, 5, and some people will think, "Holding a fist is 0, and that's the relationship between 0, 5, 5."
Based on the reality of life and existing knowledge and experience, provide students with sufficient opportunities for mathematical practice and communication, so that they can truly master mathematical knowledge, understand mathematical thinking methods, gain rich experience in mathematical activities, and become masters of mathematical learning, while teachers only become organizers, guides, collaborators and researchers of their learning.
Third, let students use mathematics in their lives.
Understanding the meaning and value of mathematics, understanding and mastering mathematics knowledge in connection with life, this is not our ultimate goal of learning mathematics. The ultimate goal is to observe and analyze real life by using the learned mathematical knowledge, mathematical thinking and mathematical methods, recreate and solve problems in daily life, and then form the spirit of courage to explore and innovate, and form certain application skills. Mathematics comes from life and should be applied to life, thus reflecting the significance and value of mathematics.
For example, before learning "classification", let students go to the society to investigate where there are classified math problems in life and how they are divided. After investigation, students reported: "There are classifications in supermarkets, snacks together, biscuits together, wine together ..." "There are also classifications in bookstores, books for adults together, and books for children together ..." Students have learned to classify according to certain standards from life. At this time, please tidy your schoolbag with the classification method you have learned and see how to tidy it. Students immediately apply the classification methods learned from life to sort out their schoolbags, some according to different subject contents, some according to different attributes of books, and some according to different sizes of books. In short, there are different methods, but all of them can arrange the schoolbags from disorder to order and exercise their self-care ability. After returning home, please ask the students to help their parents do a housework that can be used to classify this math problem, and evaluate it with their parents to test the classification method and the mastery of life ability.
Students not only learn and master mathematics knowledge from activities, but also observe, analyze and solve mathematical problems in life. There will be some small problems when solving, and then use your brains to solve them, so as to gain application skills.
In a word, life and mathematics are closely related, indispensable and complementary. Only by closely connecting life with existing knowledge and experience can we learn mathematics well. Learning mathematics well can better recreate in life and cultivate students' consciousness and ability of active exploration and innovation.