The real world is the rich source of mathematics and the destination of its application. Any mathematical concept can find its prototype in reality. As long as we carefully observe the world around us, we can find that mathematics is everywhere. It is under the guidance of such a concept that I re-examine the current teaching of mathematics application problems in primary schools, but I am surprised to find that there are still "classic" application problems such as "building a canal …" and "processing a batch of parts …" which are seriously divorced from the actual life of students. Students don't know where the mathematics they have learned comes from, and they don't know where they will go. They only acquire mechanical problem-solving skills in repeated "classification" training every day, and once faced with real problem situations from life, let alone through mathematics learning to promote them to "initially learn to use mathematical thinking to observe and analyze the real society, answer problems in daily life, and then form a scientific spirit of being brave in exploration and innovation". Therefore, I think it is necessary to attach importance to the "life-oriented" teaching of applied problems, which can be started from the following aspects:

First, the content of application questions is life-oriented

Many application problems in textbooks are seriously divorced from students' real life, and students have no relevant life experience or model to refer to, so they can't thoroughly grasp the structure of such problems, which brings great difficulties to learning. In teaching, we can make some adjustments to the specific content and plot. For example, in the section "Standardization of Application Problems", the textbook is "A car drives for 3 hours 120 km. At this rate, 5. When I was teaching, I adapted an example: "Teacher Zhang bought four pens for 20 yuan. According to this calculation, how much did it cost to buy seven pens? "Because the understanding that" to know how much it costs to buy seven pens, you must first know the unit price of pens "has long been possessed by students in their life experience, so they are more comfortable in answering this question.

Second, the expression of application problems is diversified.

In the past, the expression of "pure words" was mostly used, and tables, cartoons, situation maps and data tables were rarely introduced into the teaching of application problems. In practice, I found that if the presentation form of application problems is reformed, the original boring application problems can also become lively. For example, when teaching general application problems, I try to select some common charts or data in daily life. Ask students to study the average temperature in a week, the average height of a class, etc. By combining tables, the application questions are presented in the form of pictures and texts, which is easy for students to accept and conforms to their thinking characteristics.

Third, the structure of application questions is open.

Our application problem teaching has shown students such a misunderstanding that any mathematical problem has a complete structure, including "moderate" conditions, "unique" answers and relatively "stylized" quantitative relations. Our students learn mathematics in such repeated training, but the "real" math problems in real life are not. On the contrary, almost no problem has suitable conditions. The answer to the question is sometimes not unique. In view of this situation, I have made some bold extensions to the structure of application problems, trying to replace the "closed" application problems in the current textbooks with mathematical problems with open structure and practical significance, so as to improve students' ability to solve practical problems in divergent and multi-dimensional thinking activities.

1, a mathematical problem with incomplete structure. On the one hand, it can provide application problems with insufficient conditions, so that students can learn to capture the lack of conditions while analyzing the problems, and then collect their own answers. For example, "How much cloth does it take to make a red scarf with a bottom of 6 cm and a height of 2 cm for each student in our class?" When answering this question, you need to know the number of students in the class, so that students can collect this data by themselves according to the class situation. On the other hand, it can also provide some applications of pure conditions or pure questions, so that students can freely develop association and divergent thinking according to conditions or questions. For example, "There are 15 boys and 25 girls in the sixth grade. What conclusion can you draw?" Another example is "How many students does the whole school need? What data do we need to know? " Obviously, the second problem can be analyzed from many angles: it can be solved by the number of boys and girls in the whole school; It can also be answered by the number of students in each class, grade or other data, which effectively cultivates students' ability to collect and process information and provides some real references for students to solve practical problems.

2. Mathematical problems of data surplus.

One is the application problem of conditional excess. This kind of application problem requires students to learn to correctly judge and reasonably choose the data in the problem, so as to cultivate students' ability to solve practical problems. The other is that it is not the only conclusion. Take the topic of "buying flowers" as an example. "If I give you 50 yuan, how do you buy flowers reasonably?" Obviously, the conclusion of the question is open: students can buy any kind of flowers with 50 yuan, or they can choose two or three of them to match, and the matching schemes are also varied. A mathematical problem close to the real situation like this is of great benefit to cultivating students' ability to analyze and solve practical problems, which is incomparable to traditional applied problems.

3. Mathematical problems of "messy" information

Mathematical problems in real life are often presented to us in the form of scattered data, which requires us to flexibly screen and sort out the information according to the requirements of the problems, thus contributing to the solution of the problems. In teaching, I intentionally strengthened the training in this area, by providing students with certain questions "material" and problem-solving requirements, so that students can collect and process information themselves and seek answers. For example, I gave a file to a class student. Ask them to sort the students born in leap years in order of birth. Obviously, when solving a problem, students should first exclude information that has nothing to do with the problem (such as name, gender, home address, etc.). ), and then judge the normal year and leap year according to the year of birth, and arrange the students born in leap years in order. Although students have no rules to follow when answering such questions, their problem-solving ability has been effectively cultivated in the process of selecting, judging and processing information.

In short, the content of application problem teaching should be realistic and meaningful. Life is inseparable from mathematics, mathematics is inseparable from life, and mathematical knowledge comes from life and ultimately serves life. In primary school mathematics classroom, we should pay attention to "life-oriented" teaching and combine application problem teaching with real life.