Rutak, an ancient Roman educator, pointed out that children's hearts are not a jar that needs to be filled, but a fire that needs to be lit. Only by lighting the fire in students' hearts can students be moved to learn mathematics. In the specific teaching process, how to introduce mathematics around us into the classroom, so that students can feel life in mathematics learning?
The author mainly adopts the way of "problem solving" and encourages students to actively participate in the teaching process by constantly creating problem situations.
The following author talks about his own experience through some examples.
Example 1
In the teaching of "rational number addition", in order to stimulate students' interest, the author designed a "How far has it gone?" In the problem, first of all, it is stipulated that starting from the starting point, the left is positive and the right is negative, so that every student can speak freely and say the direction and steps he wants to take.
Student 1: I took three steps to the left and two to the right. How far is it from the starting point?
(Student 2): I go right 10, and then go left 10. How far is it from the starting point? At this time, students' enthusiasm is very high, and the classroom atmosphere becomes active. At this point, the author gradually guides the students to write the addition formula and deduce the addition rules according to the questions and answers, and successfully completes the teaching task of this lesson. In this way, the boring classroom teaching becomes a dynamic learning paradise, and students' interest in learning is stimulated by creating interesting problem scenarios, so that students can devote themselves to mathematics activities.
2. Example 2
Activities are the source of personal experience. Learning mathematics in mathematics activities can greatly stimulate students' enthusiasm for learning and help improve their thinking ability. When talking about the knowledge point of "similarity" in the section "Addition and subtraction of algebraic expressions", the author took out a small bag of coins in order to let students participate in discovering problems. Say to the students: "Who can help me count how much money this * * * has?" At this time, the students' attention is focused and they are scrambling to answer questions.
Student 1: Take out 1 dime,1dime, two dimes. (Two minutes later) Count a 6.6 yuan.
Student 2: Take the coins out of your pocket one by one and count them as you take them. 50 cents1.2 yuan, 5 yuan, ... (three minutes later) Count a ***6.6 yuan.
Student 3: Divide the coins on the table. A pile is all 1 yuan, a pile is all 5-angle, and a pile is all 1 angle. Then count the number of each pile separately. (One minute and twenty seconds) It's also 6.6 yuan.
At this time, the author put forward the question in time: If this is a big box full, how would you count it and which classmate would you choose? Many voices below are saying that they will choose the numbering method of the third classmate. The author also asked in time: "Why?" There is also a voice that it is because of classification. At this time, the author naturally leads out: "In mathematics, there is a similar classification for algebraic expressions. This is a similar item. "
After class, some students said: It turns out that merging similar items is the same as counting money. Yes, mathematics comes from real life, not made up out of thin air. "Mathematics education comes from reality, is rich in reality, and is applied to reality". Mathematics is everywhere around us. Only by actively exploring and discovering new knowledge in mathematical activities can students acquire the necessary mathematical knowledge and skills.
3. Example 3
In the teaching of geometry theorem, we can create problem situations in combination with real life, which will cause cognitive conflict between students' original mathematical cognitive structure and new learning content, break students' psychological balance and make them need to learn new knowledge from the deep heart. In the introduction of the new lesson in the section of "the perpendicular line of the line segment", the author designed such a problem scenario: "Students, I met an old friend just before class. He said that his hometown has two villages, A and B, and the funds have been settled. However, the location of the school is controversial. For the convenience of transportation, I decided to build it beside the road. People in Village A want to build it in Village C, which is close to Village A. After listening to it, the students are eager to try, but they can't come up with a feasible concrete plan.
The author said that as long as you learn the knowledge of the vertical line, you can solve this problem satisfactorily. Similarly, when I was studying the section of "Circle Over Three" in "Circle", I walked onto the podium with a broken round mirror, and my classmates were puzzled at first. When I heard the author say: students, I broke someone else's mirror, who can help me find a way to "start again"? At this time, the students' chatterboxes suddenly opened, but no one could think of a method that everyone recognized. At this time, the author seized the opportunity to say that with this problem, we first learned the section of three-point circle to see if we can solve this problem with the knowledge we learned today. Therefore, the introduction of the new curriculum has stimulated students' strong desire for knowledge and enlivened the classroom atmosphere. In this way, putting forward some challenging and exploratory questions in teaching will greatly promote students' enthusiasm for learning mathematics.
4. Example 4
In teaching, we should stick to the teaching materials and design or quote more novel, interesting and thoughtful practical questions related to the teaching content, so as to make the classroom teaching lively and attractive.
For example, before teaching the related properties of circles, ask: Why are wheels round? Multimedia can be used to simulate the driving state of triangle wheel, square wheel, oval wheel and round wheel cars, and various light and heavy sounds can be matched separately. In a lively and interesting atmosphere, students can intuitively see that the round wheels can make the car run smoothly, which is determined by the uniqueness of the shape of the "circle". Then it is pointed out that people find that the circle has some special properties in life, and then apply these special properties to vehicles, thus making round wheels. The shape of the wheel is closely related to production and daily life. Students can initially understand that science comes from practice as well as real life.
Mathematics is not just a pile of knowledge, it is a living subject, and learning mathematics should be a process. Only in the process of solving practical problems and experiencing the interaction between concepts and processes can students truly understand mathematics and further develop their thinking ability.
For example, let students design and cut out symmetrical and central symmetrical patterns, which can be used in the settings of blackboard newspapers, billboards, notebooks, parties and literary parties, or design architectural modeling and home decoration with the knowledge of axial symmetry and central symmetry to change the local layout of their rooms. Another example is to comprehensively use the knowledge of cuboid surface area development diagram, art, common sense of making, etc., to guide students to design and make various economical, beautiful and practical cuboid packaging cartons, and to transform what they have learned into "products". Through the "Wonderful Golden Rectangle" activity class, students can feel the beauty of mathematics and understand its wide application in real life through practical operations such as drawing, cutting and folding. Ask students to write a simple calculation program or application program with a computer.
In the teaching of trigonometric function, let students measure the height of flagpole that can be reached at the bottom. When they need to solve some interesting problems suitable for their actual abilities, they will find that they need mathematical knowledge, thus generating enthusiasm for learning and grasping the main points of learning. At the same time, teachers should encourage students to actively participate in various social practice activities, help students to use scientific research methods, use the Internet as a tool for students to read or find a lot of information, learn to collect a lot of information, and use statistical knowledge to solve more practical problems, which is of great significance to cultivate students' innovative spirit and practical ability, creativity and lifelong learning ability.
Vivid mathematics activities can leave eternal memories in students' minds, and lively classroom teaching is a good way to stimulate students' thirst for knowledge. Students of different ages have their own way of thinking and habits. Teachers should choose appropriate materials and use appropriate language according to the characteristics of students in order to achieve the expected results. Mathematics comes from life and serves life. In real life, numbers and shapes can be seen everywhere. Good practical problems are easy to arouse students' interest, stimulate students' desire to explore and discover problems, and make students feel familiar with math classes and close to our math knowledge.
In a word, students like learning mathematics now, which is closely related to the novelty and reality of experimental teaching materials. Of course, it is also related to the superb teaching art of teachers. Teachers are the organizers, guides and collaborators of students' mathematical activities. Teachers should regard students as the masters of learning, create good classroom situations according to their specific conditions, design high-quality teaching plans, and teach students in accordance with their aptitude, so that each student can gain something on the original basis and gain a successful experience, thus establishing self-confidence in learning mathematics well.