Fei Lin
Life is the birthplace and root of mathematics, so mathematics can find its trace in life. "Mathematics Curriculum Standard" points out: "Mathematics is an indispensable tool for people's life, labor and study." Since mathematics comes from life, our mathematics teaching should not only be a simple knowledge transfer, but should follow the concept of coming from life and living in life, so that students can realize that mathematics is around and feel the interest and function of mathematics. For a long time, why are some students not interested in mathematics and even afraid of learning mathematics? The main reason is that mathematics is too far away from students' lives, so students find mathematics boring and abstract and difficult to learn. At present, the new textbooks have overcome this drawback. It links mathematics with life, with rich themes and various forms, and guides students to explore some mathematical problems. These are all in line with the psychological characteristics of primary school students' strong curiosity, good thinking and innovation. According to the requirements of the new textbook, I try to make mathematics close to children's lives and pay attention to meeting the needs of children's physical and mental development. Combined with my own practice, I would like to talk about some understandings.
1, the material comes from life.
Mathematics comes from life, and there is mathematics everywhere in life. When teaching, we should be good at digging up the mathematical materials in life, making mathematics close to life, making students feel the practicality of mathematics and having a sense of intimacy with mathematics. For example, in the teaching of understanding grams and kilograms, materials are selected from students at the beginning and made into video clips for classroom introduction. These three videos are students weighing, farmers selling vegetables and fruit stalls buying fruit. By reviewing familiar life scenes, students can feel the close connection between quality and our life and eliminate the sense of distance from these knowledge. In addition, the whole class, from teaching AIDS to learning tools, is taken from the daily necessities that students are most familiar with. When students see their favorite food or familiar necessities appear in the classroom, that kind of intimacy will make their mood unprecedentedly high, thus stimulating their desire to learn actively. In practice, I consciously arranged an after-school practice topic "Being a little helper for mom and dad", asking students to go to the food market or supermarket with mom and dad on weekends to learn the weight of some items and record it, so as to link our small math class with the big social class, so that students can feel the connection between mathematics and life again, and form and consolidate the concept of weight in social practice.
2. Pay attention to life experience
Life experience is an important resource for children's mathematics learning. Respecting and acknowledging that "life experience is an important resource for children's mathematics learning" can effectively help teachers change their teaching methods, thus promoting the change of students' learning methods. If we can't correctly analyze students' existing life experience, it may be difficult to accurately grasp the "starting point" of students' learning, and teaching is likely to return to the old road of "indoctrination". Implementing a kind of "mathematics teaching based on children's life experience" is also one of the core concepts of mathematics curriculum reform. For example, fill in the blanks in a math unit test in grade three, and fill in the appropriate unit names in brackets. Cucumber is about 3 () long. In the process of marking papers, I found that the unit filled in by some students is "cm", and there are not a few. At that time, I judged that this choice was wrong without thinking: how can a cucumber be only 3 cm long? "Teacher, why is the cucumber about 3 cm long wrong?" As soon as the test paper was issued, several students asked around me. "Have you ever seen cucumbers?" I thought it was strange, so I asked tentatively. The little guys are anxious: "We often eat cucumbers!" " "How long will it take?" "The cucumber mixed at home is about 3 cm long!" A little guy said while comparing pictures with his hands. It turned out that what they saw was cucumber slices on the table. I didn't deny them rashly: "So, will the teacher show you a cucumber tomorrow?" "The next day, I brought a cucumber and the children's confusion was solved. Monash Willy, a Soviet educator, once said: "The accuracy of children's answers to teachers' questions mainly depends on the logic of children's experience, not the logic of things themselves. "The students said that cucumbers are about 3 centimeters long. At first, I thought that the students had not established the correct representation of 1 cm 1 decimeter. Actually, it's not like this. Students fill in "cm" according to their unique life experiences, and what they see most is cucumber slices on the dining table. It might be better if the problem is "a cucumber". Respect the students' experience, including both the correct experience and the one-sided or even wrong experience. What teachers should do is to help students get rid of the false and keep the true, and extract the essence from the rough.
3. The teaching language is full of childlike interest.
Teaching language is the intermediary of information transmission and emotional communication between teachers and students. Combine boring mathematics with interesting ballads, stimulate primary school students' interest in mathematics with written "mathematical ballads" and try to let them create their own. For example, when teaching years, months and days, teach them to remember the days of 12 months: "135780 wax, 3 1 day is never bad; Thirty days in the winter of 469, and February 28th in the normal year. " Another example is: when reading numbers within 100 million, the pronunciation of numbers within 100 million is compiled into the following ballad: "First read 10,000 levels, then read 10,000 levels according to the first level, and then 10,000 levels; Don't read the 0 at the end of each level, read it once in the middle. " Therefore, students have mastered this knowledge well. Then, when teaching "how to write numbers within 100 million", try to let students make up their own ballads. As a result, students created many kinds of words through group cooperation. Through the form of ballads to help students solve learning problems, consolidate memory, so that students are not only willing to accept, but also remember deeply.
4. Bring mathematics into life.
The new curriculum emphasizes "let students learn useful mathematics". Therefore, teachers should create all conditions to guide students to apply the knowledge and methods learned in class to their life practice, strengthen the practicality of mathematics teaching, and fully reflect the value of mathematics through the connection with life, so as to urge students to learn mathematics better. Mathematics practice refers to related life problems, which enables students to apply what they have learned and cultivate their mathematical attitude, mathematical consciousness and ability to solve simple practical problems. For example, "How many people hold hands, the length is about 10 meter?" Take a walk on the playground. How many steps are there in 10 meter? Who is taller than you? Who is shorter than you? Who is someone similar to you? How tall are they? "and so on. When doing these exercises, I asked the students to go home and do a small survey first, and then come back to do the exercises. This not only enriches students' extracurricular life, but also cultivates students' scientific attitude of seeking truth from facts. In fact, designing exercises in this way can better realize the close combination of mathematics and life, and then cultivate students' ability to solve practical problems.
The mathematics contained in life is so rich that life is the destination of mathematics, that is, mathematics must serve life. Math teachers should be good at combining the new knowledge they have learned in their own teaching, so that students can solve some problems in life. Only in this way can students have a sense of accomplishment, find what they have learned useful and have more confidence in learning mathematics well. It is also conducive to improving students' interest in learning and cultivating students' good habits of using mathematics in their lives. Let students really understand mathematics, know mathematics, and use mathematics to serve their lives and society. To accomplish the above educational tasks, we math teachers need to study and explore constantly.