The new curriculum standard emphasizes the cultivation of mathematics application consciousness, which makes students realize that there is a lot of mathematics information in real life and mathematics has a wide range of applications in the real world; In the face of practical problems, we can actively try to use the knowledge and methods we have learned from the perspective of mathematics to find strategies to solve problems; When faced with new mathematical knowledge, we can actively look for its actual background and explore its application value. Therefore, it is particularly important to cultivate students' awareness of mathematical application and improve their ability to solve problems by applying mathematical knowledge.
As a teacher, we should pay attention to cultivating students' awareness and ability of mathematics application in teaching, so that students can feel that mathematics is interesting, reasonable and useful. Enhance confidence in learning mathematics.
First, create problems in combination with real life and cultivate students' mathematical application ability.
At present, most of the problems and test questions in Chinese mathematics textbooks are pure mathematics problems divorced from the actual background, or applied mathematics problems without background. Such training, over time, makes students have a strong ability to solve ready-made mathematical problems, but their ability to abstract practical problems into mathematical problems is very weak. Mathematics takes the spatial form and quantitative relationship of the real world as the research object, and many of its concepts, theorems and methods are derived from reality. But it has more conclusions to serve all walks of life in production and society. Therefore, under the premise of following the teaching requirements, teachers can carefully compile some questions related to life and science, which can make students feel that mathematics is everywhere around them, thus making them sprout the desire to learn mathematics well and solve practical problems, and combining learning with application to improve students' application ability.
When teaching vertical section, I introduce it in this way in order to make students realize the practical role of mathematics in life. As the picture shows, Xiaolan's home is on the roadside. In order to travel more conveniently, Xiaolan's father wants to build a cement road to cross the road. How to make the journey shortest? Please draw it on the map and explain the reasons. Through teaching, students not only know that the vertical line segment is the shortest among all the line segments connected from a point outside the straight line, but also realize the practical significance of learning the vertical line segment in life, and also learn the ability to solve practical problems by using the vertical line segment knowledge.
Second, use what you have learned to solve practical problems in life and cultivate the ability of applying mathematics.
Some children do well in math exams, but they just learn by rote and repeat their operations mechanically, which is a tool for learning math. You can't use what you have learned to solve practical problems in life. There are many math problems in life. Stimulating students to find and solve problems in life not only improves their interest in mathematics, but also improves their ability to apply mathematics.
For example, organizing children to go out to play, how to solve practical problems with what they have learned, how to rent a car, how much food and mineral water to prepare, how to buy tickets is the most cost-effective, and how much money each child should pay. These are all related to the mathematics we have studied.
Another example is how to help farmers calculate the weight of the pile of food in the corner. Through thinking, students know the weight of the grain pile, and first find the volume of the grain pile. How to find the volume of the grain pile? First of all, know the radius of the bottom of the grain pile ... after some discussion, operation and research. Students have a successful experience after solving problems, which is very important for solving problems in life. Practical problems are more interesting.
When teaching averages, it is difficult for students to understand the practical significance of averages. I let students understand the meaning of the average through rich examples. I make students think: the average depth of a river is 1 m, and the height of a child is 1.4 m. Although he can't swim, he will never drown in this river. Are you right? Why? Students all know that "1 m" is an average value, but it doesn't mean that the depth of every place in the river is 1 m, and there may be places shallower than 1 m and places deeper than1m.
When teaching the surface area of a rectangle, I asked my students to design a tape box. If there are four tapes, how many kinds of packaging methods are there? Which is more economical? What if there are eight tapes?
Third, understanding the emergence of mathematics is the actual demand of life, reflecting the value of mathematics and cultivating the application consciousness of mathematics.
The cultivation of students' mathematics application consciousness should emphasize the existence value of mathematics, guide students to find problems, change their passive state in the learning process, and urge students to explore more actively and actively. For example, in the course of "Preliminary Understanding of Fractions", we must first understand "1/2". I show a moon cake, divide it into two halves, and let the children express half in their favorite way. Some draw a circle in half; Some students drew a square and divided it in half. Some draw a triangle, divide it in half, color it in half, and so on. At this time, the teacher shows the score of "1/2" and tells the children that all these can be expressed by 1/2. Some children suggest that they can continue to express themselves in their own way? I agree that children should continue to express themselves in the way they like. With the further development of teaching, children have understood what 1/3, 1/4 ... but the teacher didn't insist that students use fractions, and some students still use drawings to express them. At this time, the teacher showed the child1100, indicating that the child who drew the picture realized the meaning of the score and finally accepted it. They accepted this seemingly abstract but concise mathematical language from the bottom of their hearts and felt the value of mathematics.
Fourth, hands-on operation, strengthen the awareness of application.
Whether students can find and put forward valuable mathematical problems is an important symbol of their sense of mathematical application. For example, when teaching the concept of perimeter, I first let students feel the practical significance of perimeter, let students draw along the edges of various figures with watercolor pens, touch the edges of math books with their hands, watch ants crawling around the edges of leaves, and then summarize the concept of perimeter.
When measuring the perimeter, I divided the students into groups and asked them to measure the perimeter of math books, coins, stumps and so on. Through this practical activity, students not only feel that there is mathematics everywhere in their lives, but also strengthen their awareness of mathematics application.
Fifth, introduce the role of mathematics in social development and daily life, and cultivate students' interest.
Many children feel that mathematics is not practical compared with Chinese or other subjects, and it is far from their own lives. In order to let children know the great role of mathematics in social development and daily life, when I teach mathematical coding, I organize students to understand the arrangement of their student numbers, the meaning of ID numbers, and why the telephone numbers are different, so that students can collect the codes in life. In percentage teaching, I combine the discount calculation method of purchasing goods in life. When I teach interest rate, I let children save their own lucky money. When I teach symmetry, level and rotation, I let children make lace with real life, showing the harmonious beauty and strange beauty of the external form and internal structure of mathematics, so that students can be influenced by beauty and experience the value of mathematics.
6. Excavate teaching knowledge points, show interest in mathematics and strengthen application ability.
For example, after teaching squares, rectangles and circles, I showed a math problem. In the 7th century AD, there was a clever princess named Jenny in ancient Rome. Once the enemy captured ancient Rome, her parents died in fierce fighting. Jenny was forced to leave her hometown with disabled soldiers and several ministers and came to northern Africa. The land is fertile and the climate is pleasant. They want to settle down here and do something big, but they need to buy a piece of land from the local landlord to settle down.
So Princess Jenny and several ministers took some gold and went to the landlord to buy land. The landlord looked at the gold they brought and said contemptuously, "The money you brought can only be exchanged for a piece of land surrounded by cowhide." After that, they put away the gold and left. The clever princess Jenny thought about it and finally came up with a way to deal with the landlord. She cut the cowhide into thin strips with a knife and connected these thin strips one by one to get a long cowhide rope. This rope can enclose a large area of land. What shape should the princess besieged city be in order to maximize the closed land area? Students know through research that when the perimeters are equal, the area of the circle in the square, rectangle and circle is the largest. At the same time, it also stimulates students' interest in learning mathematics and solving problems with mathematics.
By solving practical problems in life, strengthen the connection between mathematics and life, enhance students' interest in learning mathematics, and cultivate students' ability to apply knowledge to solve practical problems. Really learn to use mathematics to serve me.