First, the significance of life situation creation in primary school mathematics teaching
1. Enhance students' intuitive feeling of mathematics.
Mathematics is a science that comes from life, and at the same time it has a certain guiding role in people's daily life, which has important practical significance. However, due to the limitation of their own age and experience, primary school students have limited understanding of the abstract subject of mathematics. Therefore, properly introducing life situations in primary school mathematics teaching is conducive to arousing students' intuitive perception of mathematics and making them deeply understand the practicality of mathematics. Teachers can flexibly quote life situations in classroom teaching, which can make up for the low level of students' thinking to some extent and let students master mathematics knowledge in familiar situations. At the same time, the introduction of life situation in mathematics classroom can also strengthen students' understanding of the value of mathematics and stimulate students' interest in learning.
2. Enhance the interest and interactivity of classroom teaching.
Many primary school students think that abstract mathematics knowledge is difficult to understand and master, so they are afraid of mathematics learning. Introducing students' familiar life situations in mathematics class can stimulate students' intimacy and familiarity with mathematics knowledge, and make students feel that the distance between mathematics and real life is not far away. In addition, because the life situation is close to students' real life, students have something to say about this familiar situation, which can fully stimulate students' enthusiasm and initiative in classroom learning and promote the improvement of learning efficiency.
Second, create life teaching situations to improve students' living standards.
Mathematics is a highly logical and systematic discipline, and the construction of mathematical knowledge stems from the accumulation and sublimation of life. For primary school students who are new to mathematics, learning mathematics is an insurmountable gap. Therefore, in the actual primary school mathematics teaching, it is necessary to create a living teaching situation for students, so that students can feel the joy of learning mathematics in the actual teaching situation and tap their potential in learning mathematics, thus helping students to cross the gap and improve their living level. For example, when teaching topics such as "149+99, 187-99", teachers can teach students simple methods, that is, "149+99 =100-/kloc". Then create a very appropriate life situation for students, that is, the problem of "changing the whole into zero" in real life. In this way, students can not only solve problems in real life situations and complete mathematics teaching tasks, but also make abstract and complex mathematics knowledge vivid and concrete, and finally improve students' living standards.
Third, the classroom teaching situation is life-oriented.
Life-oriented teaching situation can reduce the strangeness brought by new knowledge to students, stimulate students' interest in learning and reduce the difficulty of knowledge acquisition. For example, when learning the basic knowledge of fractions, teachers can create such a teaching situation based on the perspective of life: Xiaoming's mother has an apple in her hand, and she divides it into two parts, one big and one small, for Xiaoming and his brother to eat. Xiao Ming and his brother like apples very much and want to eat the big half. No matter who eats less than half, they will be more angry and feel that their mother's distribution is unfair. At this time, the teacher can ask the students: "How should Xiaoming's mother divide it so that Xiaoming and his brother can feel fair?" Students will say, "It is fair that the two halves of an apple are the same size." The teacher can continue to ask questions: "Can two halves of an apple still be called apples?" In this way, teachers can introduce the basic knowledge of fractions and guide students to understand half the concepts. Situational teaching is closely linked with real life, which can help students understand the concept of score more clearly.
When teaching students the concept of "which number" and "which number", the teacher can make students line up according to the formation of morning exercises and ask students, "How many people are there in a team? From your own point of view, what is your position? Counting from the back of your queue, where are you standing? " The form of queuing can effectively mobilize students' enthusiasm and encourage students to actively participate in teaching activities. Then teachers can guide students to distinguish and relate the concepts of "which number" and "which number". Situational teaching through this mode can not only stimulate students' interest in mathematical knowledge and help them understand it accurately, but also correctly apply what they have learned to real life, effectively stimulate students' interest in applying mathematical knowledge to life, and urge them to form mathematical thinking and use mathematical knowledge effectively when dealing with life problems.
In the process of mathematics teaching in primary schools, teachers should try their best to connect with real life, and create scenes for the teaching content through exercises, games and physical demonstrations, so as to help students acquire mathematics knowledge through concrete things.
Fourth, teaching materials teaching knowledge into life
In the process of mathematics teaching in primary schools, teachers should not only help students learn mathematics knowledge, but also help them form a good learning attitude and guide them to learn to discover, think and solve mathematics problems in their lives, which requires teachers to integrate mathematics knowledge into their lives. Primary school mathematics teachers should let students learn to find mathematical information, think and solve mathematical problems and acquire mathematical knowledge in real life. Life-oriented knowledge of teaching materials can improve students' learning efficiency and help them master mathematics knowledge better. For example, when teaching basic graphic knowledge, teachers can simply introduce the shape of graphics, and then let students play freely, and specifically talk about the application and existing forms of graphics in real life. Through the observation of things in life, students can find that many living objects embody different mathematical figures.
Adopting this way of returning to life in mathematics teaching can make the teaching content no longer bound by teaching materials. Learning from life can encourage students to actively think about mathematical problems and constantly improve their mathematical ability. The return of knowledge to life is the key link to realize the life-oriented mathematics teaching in primary schools.
Five, training practice into life.
Classroom practice is an important way for teachers to test students' mastery of mathematics knowledge and an effective way to help students consolidate what they have learned. Exercise training is an important and boring content in mathematics teaching, so the life of teaching cannot be separated from the life of exercise training. Living exercises can give students a sense of intimacy and familiarity. For example, when teaching simple algorithms, teachers can design an equation:186-98 =186-100+2. Many students can't understand. At this time, the teacher can explain to the students by assuming the life situation, such as: "Xiao Ming and his father go shopping in the mall, and his father has 186 yuan. His father bought a bag of noodles at the price of 98 yuan. At the checkout, his father took 100 yuan to settle the bill, and the cashier gave Xiaoming's father 2 yuan money, that is, 186-6544. In this way, presenting abstract mathematical exercises to students with concrete life practice can not only urge students to master mathematical concepts with life experience, but also help students explore mathematical theories in life, thus forming a clearer understanding of mathematical knowledge.
When teaching statistical knowledge, teachers can ask students: "What sports do students like to play in physical education class?" In this way, in physical education class, students will pay attention to the situation of their classmates around them, start to contact with information collection and sorting activities, and explore effective methods of information collection and sorting in the activities, which can effectively exercise students' ability to process information.