First, create life situations, endow mathematics with life breath, and stimulate students' application consciousness.
Mathematical situation is a bridge between concrete problems and abstract concepts in real life. It transforms real life scenes into mathematical scenes, makes mathematical background contained in familiar things and concrete scenes, makes mathematical knowledge come alive, endows students with the flavor of mathematical life, and makes them feel that what they have learned is closely related to real life, which is an urgent problem to be solved in life. It finds a prototype for mathematics and provides a demonstration for students to actively analyze and solve real problems from the perspective of mathematics. For example, when I was teaching "Introduction to Axisymmetric Graphics", I first let the students enjoy a group of landscape paintings in Guilin, and the students were full of interest. I fixed the picture on a landscape painting with reflection in time to guide students to explore the layout characteristics of the graphics and ask: "What are the characteristics of this painting? What other such figures have you seen in your study and life? Can we create such a picture in one minute? " At this time, every student is very involved, and everyone is immersed in the interest of exploring knowledge. They sat around the table in groups of four to discuss, supplement each other's omissions and correct each other's mistakes. In the whole process, teachers are always the organizers, guides and collaborators of students' learning, and students really become the masters of classroom teaching. Practice has proved that introducing mathematics knowledge into life strengthens the connection between mathematics and life and cultivates students' belief in establishing mathematics application consciousness. At the same time, learning in real situations can stimulate students' desire to explore knowledge and create real situations, so that students can truly feel that mathematics is around them during the learning process, thus generating a sense of intimacy with mathematics and stimulating students' application consciousness.
Second, find mathematics in life, reflect the value of mathematics, and enhance students' awareness of application.
Applied mathematics is the starting point and destination of mathematics teaching. Looking for mathematics in life, realizing the close relationship between mathematics and nature and human society, and embodying the value of mathematics, can we find cases with rich life background. For example, when teaching "average", on the basis of preview, let students find examples of using "average" to solve practical problems around them in groups. At the time of summing up, we found that a group of students found such an example: two students in our class have made achievements in mathematics recently, and one student's achievements are 97, 94 and 99. In class, I will take this as an example for students to discuss. Through the study of "average problem materials" in real life, students realize the application value of average, a common and simple statistical method, and use statistical thinking method to solve practical problems and enhance the application consciousness of mathematics. Students can also be organized to find mathematical problems in insurance, installment payment, clinical medicine and aerospace engineering, experience the universality of mathematical application, make them close to mathematics, really make mathematics close to students, and let mathematics enter life. Applying mathematical knowledge to solve problems in real life embodies the practical value of mathematics, makes students have a strong sense of accomplishment, stimulates their interest in mathematical research, and thus enhances their sense of application of mathematics.
Third, put forward mathematics problems from real life, make mathematics live and cultivate students' application ability.
The real curriculum is not the result of teachers and students' faithful implementation of teaching materials, but the result of teachers and students' continuous development and progress in specific teaching situations. For example, when teaching Pythagorean Theorem, I designed such a question according to the examples in the book:
Gu Hua Park in our district imitates the construction technology of Zhao Zhouqiao and builds a miniature Zhao Zhouqiao in the park. It is known that the radius of the arc-shaped main arch in Zhao Zhouqiao is10m, and the span (chord length opposite to the arc) is16m. Q: Can a small cruise ship with a water height of less than 2 meters cross this bridge? When the students calculated through discussion that the arch height (ef) was 4, I asked the span of the arch bridge was still 16 meters. In order to make the bridge flat, small cruise ships can cross the bridge if the arch height (the distance from the middle point of the arc to the chord) is required to be 2 meters. At this time, does the radius of the bridge arch increase or decrease? This topic is not directly based on the ready-made knowledge conclusion, but creates a problem scene through a building on the playground that students are familiar with, so that students can master the essence of the problem and skillfully solve the problems in real life by using the mathematical knowledge they have learned. The problem focuses on coming from life, going from life and connecting with life reality, which stimulates students' high interest, and the classroom climax and students' discussion are very enthusiastic. The whole class has experienced the modern mathematics concept that mathematics comes from life and serves life, which better embodies the effective learning style of students' active exploration, communication and learning to learn, and sweeps away the boring atmosphere of the past. The classroom is happy and full of energy. By solving this kind of problems, students' abilities in many aspects, especially in mathematics application, are cultivated. Observe and analyze things in real life from the viewpoint of mathematics and the way of thinking with mathematics, and use the existing knowledge and experience to explore and try to solve mathematical problems independently in the new situation, so as to cultivate students' application ability.
Fourth, expand the practice space, teaching activities and life go hand in hand to improve students' application ability.
Practice plays an important role in understanding, mastering and skillfully applying knowledge. Choose widely used mathematical knowledge, enrich the course content, develop practical links, and show the whole process of mathematical abstract reasoning application. The most effective way to improve students' mathematical application ability is to give students the opportunity to practice by themselves. Teachers should strive to create conditions and opportunities for students to apply mathematical knowledge, encourage students to actively seek opportunities to solve problems with mathematical knowledge and mathematical thinking methods in real life, and work hard to practice. Mathematics teaching under the new curriculum should not only closely follow the curriculum standards, but also closely link with students' real life to organize teaching. In teaching, students can be organized to participate in social practice activities according to the teaching content, so as to create an environment for students to use mathematics. For example, stocks have become an important part of today's economic life. After learning statistical knowledge, students can observe the "stock market trend chart", roughly understand and estimate the trend of the stock market, get corresponding economic information from the chart, and ask valuable questions, so that they can have a "stock review" to broaden their horizons and. In the course of "Application of Right Triangle", students can be organized to design and practice the scheme of measuring the height of school flagpole, which can be completed through group cooperation. In this way, when recreating the scenes in real life, students will reproduce the scenes they have learned to solve mathematical problems. Combining learning mathematics with applying mathematics, students can experience the happiness of applying mathematics in practice, learn to use mathematics to solve practical problems around them, and achieve the goal of improving students' ability to use mathematics. Only when students are often allowed to practice and use what they have learned to solve practical problems can their mathematical application ability be exercised and improved. In this way, it not only changes the single receptive learning mode, but also advocates an effective learning mode combining acceptance and experience, research and discovery; It also changed the single individual learning mode, advocated the learning mode of combining autonomy and cooperation, strengthened the practicality and experience of learning, and provided a position for improving students' mathematical application ability. Therefore, it is undoubtedly a very beneficial attempt of teaching reform to strengthen application and practicality and learn, explore and solve practical problems through practical activities. It is not only absolutely necessary but also completely possible to cultivate students' innovative consciousness, innovative thinking and application consciousness in learning.
Mathematics originates from life, life is always the inexhaustible source of mathematical problems, and mathematics should serve life. Cultivating students' awareness and ability of mathematics application is by no means a simple matter, nor is it a one-off event. It needs to run through teachers' teaching and students' study life for a long time. Therefore, as a teacher, we should strive to provide students with background and opportunities in teaching, so that students can gradually form the consciousness and ability of applied mathematics.