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 of all, after importing into life
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 it is easier for students to deeply understand the "inner essence" of knowledge, so as to reach the realm of being suddenly enlightened. In the above cases, the encounter application problem is derived by adapting the games that students often play in physical education class. Students understand the encounter application problems in the game, and students understand the characteristics of the encounter application problems in the game, which plays a good role in paving the way 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 packages, and then explain the meaning of percentage in these information to students. 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, students can also 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 However, although the current textbooks have undergone great reforms, the phenomenon of aging topics, outdated data and being divorced from reality has been obviously improved, but it is still not thorough.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 the reality of life, absorb and introduce contemporary and local mathematical information materials closely related to modern life and science and technology to deal with 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 cyclic decimal, let students talk about things that can never be finished. "Once upon a time, there was a temple on the mountain. An old monk in the temple said that there was a temple on the mountain." Through examples, the concept of "continuous repetition" is initially perceived, and then the concept of "circulation" is introduced by citing the circulation of natural phenomenon "water → steam → cloud → water".
The teaching of circular understanding is introduced as follows: show a bicycle with bright colors and square wheels and ask 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.