First, the life of mathematical problems, effectively stimulate students' interest in learning
"Mathematics Curriculum Standard" points out: "Students' mathematics learning content should be realistic, meaningful and challenging, and should be conducive to students' active observation, experiment, guess, verification, reasoning and communication." This requires teachers to select rich life examples in teaching, restore the life background of mathematics knowledge from students' learning rules and psychological characteristics, make mathematics problems come alive, make students truly realize that mathematics is around and feel intimate with mathematics, so as to cultivate students' interest in learning mathematics actively.
For example, when teaching "the meaning and basic nature of proportion", teachers can introduce a new lesson like this: "Students, do you know that there are many interesting proportions in our bodies? The ratio of fist length to sole length is about11; The ratio of height to horizontal length of arm is about11; The ratio of the length to the height of the sole is about 1 ︰ 7 ... It will be useful to know these interesting ratios. When you go to the store to buy socks, just wrap them around your fist and you will know whether they are suitable for you. If you are a policeman, as long as you find the footprints of the criminal, you can estimate the height of the criminal ... all this is actually calculated by an interesting proportion of your body. Today, we will study the meaning and basic nature of proportion together. " Using the life phenomenon of "interesting proportion in human body", the study of "proportion" is introduced, which makes students have a strong interest in learning and actively participate in the exploration of new knowledge. Practice has proved that learning new knowledge combined with students' real life can get twice the result with half the effort.
Second, mathematize life problems and cultivate students' awareness of learning mathematics.
Hans Freudenthal, a famous mathematics educator in the Netherlands, said: "Mathematics comes from reality, exists in reality and is applied to reality. The teaching process should be a process to help students turn practical problems into mathematical problems. " The mathematical problems in life are vivid and enlightening, which can bridge the gap between life and knowledge and help students develop their thinking. Therefore, in mathematics teaching, teachers should closely connect with real life, be good at excavating the mathematical connotation of life problems, turn life problems into mathematical problems, guide students to discuss and solve mathematical problems in life, cultivate students' mathematical consciousness and develop students' mathematical thinking.
For example, after teaching addition and subtraction of decimals, I designed a practice situation close to students' life-"class stationery store", which displayed exercise books (each 0.5 yuan), pencils (each 0.2 yuan), triangles (each 1.2 yuan), pens (each 4.5 yuan), erasers (each 0.2 yuan) and schoolbags (each 20. Then let a student act as a shop assistant, other students take turns to buy goods in the "canteen", and the rest of the students ask questions, and everyone counts first and then answers. During the activity, the students were very interested in this and asked many valuable questions, such as "How much did a * * * cost" and "How much should I get back when I paid the clerk 50 yuan". And they can list the formulas correctly and complete the calculation, thus further deepening the study of decimal addition and subtraction calculation methods. This teaching design puts students in a pleasant and familiar situation, and students have a further understanding of decimal addition and subtraction in application, realizing the effective transformation of life content and mathematical knowledge. Therefore, in teaching, teachers should pay attention to choosing life examples that students are interested in, and put forward mathematical problems, so that students can understand that problems in life need to be solved with mathematical knowledge, effectively cultivate students' awareness of learning mathematics, and make the whole learning process more vivid, vivid and effective.
Third, apply mathematics to solve practical problems and apply what you have learned.
"Using the learned mathematical knowledge and methods to solve some simple practical problems" and "cultivating students' initial application consciousness and problem-solving ability" are one of the important goals of the mathematics curriculum standard. Knowledge can only be truly mastered by students through application, and knowledge can only reflect its value through application. Under the new curriculum, mathematics teaching should adhere to the concept of "mathematics comes from life and is also used in life", providing a broad space for students to apply mathematical knowledge and improve their mathematical skills in life, so that students can fully enjoy the success and fun of using mathematical knowledge to solve real-life problems.
For example, after teaching "Calculation of Rectangular and Square Area", I arranged for students to go home and measure the length and width of the living room, find out the area of the living room, measure the length and width of a floor tile, calculate its area, and finally estimate how many tiles are needed to lay such a floor tile in the living room. If a floor tile is in 50 yuan, how much is a * * *? By solving practical problems in life, students can further understand the area calculation methods of rectangles and squares and feel the importance of learning mathematics.
For another example, after teaching "Stability of Triangle", I arranged for students to go deep into life after class and observe the practical use of this property-making triangular boards, triangular brackets on construction sites, tripods on bicycles, etc. And understand that there are many examples of object structures using triangle stability in life, so that students can experience the necessity of using mathematical knowledge to solve practical problems in life. At the same time, cultivating students to observe and analyze the real society and solve practical problems in life not only enhances students' awareness of applied mathematics, but also enhances students' understanding of mathematics and confidence in learning mathematics well.
In short, in primary school mathematics teaching, teachers should start from students' real life, study mathematics in connection with life, mathematize life experience, make mathematics problems live, make life an effective extension of mathematics classroom, let students really feel the close connection between mathematics and real life, thus stimulating students' interest in learning mathematics, enabling them to learn to observe, analyze and solve phenomena and problems in daily life with mathematical thoughts, and cultivate their scientific spirit of being brave in exploration and innovation.
(Editor Du Hua)