Mathematics is a kind of thinking, description, characterization, explanation, understanding and application of the real world. Its purpose is to discover some mathematical laws contained in the real world and serve the progress of society and the development of mankind. Mathematics is a very beautiful field, because the main part of mathematics is created and constituted by the human mind. Mathematics is closely related to the development of science and technology, humanities and economy. "Mathematics comes from life and is applied to life." There is a lot of mathematical information in the world around us, and mathematics is also widely used in the real world.
Interest and confidence in learning mathematics are very important issues for students. Teachers should combine students' life with mathematics learning, let familiar and close life enter students' vision and mathematics classroom, make mathematics teaching materials concrete, visual and intuitive, let students feel and discover the role and significance of mathematics, learn to observe the objective world around them with mathematical eyes, and enhance the consciousness of mathematics function.
Mathematics is closely related to the real world. Applying mathematical knowledge to practice can not only develop students' thinking quality, but also make students feel that "mathematics is interesting", "mathematics is reasonable" and "mathematics is useful" in the process of learning and application, thus enhancing primary school students' self-confidence in learning mathematics, allowing primary school students to learn to feel the rationality of mathematics with their own life experience, and realizing the harmonious synchronization of mathematics learning and life experience.
First, create a harmonious situation so that students can feel something.
"Let students learn mathematics in vivid and concrete situations" and "Let students experience and understand mathematics in realistic situations" are the teaching suggestions put forward by the mathematics curriculum standards for our mathematics teachers. Indeed, creating a relaxed and harmonious teaching situation is conducive to stimulating students' interest and desire for knowledge in learning mathematics and mobilizing their enthusiasm in learning mathematics; It is helpful for students to know mathematics knowledge, experience and understand mathematics, feel the charm of mathematics, gain some insights from it and master the necessary basic knowledge and skills.
Second, the accumulation of touching life has made students complacent in the experience since since the enlightenment.
Perception is a psychological phenomenon and a psychological process. Only when you feel it first can you feel it. Perception mainly depends on perception, and the formation of perception depends on students' personal experience and peacetime accumulation. With certain perceptual experience, students can feel something through their own feelings, experiences and reflections. In mathematics class, teachers should not abstract concrete knowledge prematurely, but should make perceptual knowledge rational, so that students can cross the perceptual stage and step into the temple of rationality in a hurry. The more knowledge they speak, the less they understand, but the main thing is to make students complacent about enlightenment.
Third, deepen understanding in practice.
The level of understanding is marked by a person's intelligence level. In teaching, different students often show different understandings. Some words and thoughts produce "fantastic ideas", while others are "plain". As a teacher, we should be good at discovering the sparks of "wisdom" splashed by students because of the impact of thinking, guiding or using students to correct their own thinking direction, allowing students to sort out their own ideas and capture the bright spots of others' thinking.
Specifically:
(A), contact the actual life, design the appropriate mathematics teaching-feel the fun of mathematics.
1. Absorb familiar materials in reality, create situations and stimulate interest.
In our life, mathematics is everywhere. Teachers are good at collecting information from students' lives, abstracting mathematical problems in teaching, making students feel that mathematics is around, visible and tangible, and they will eliminate their fear and mystery of mathematics, resulting in intimacy and strong interest in learning. Teaching clip 1: The teacher shows a video: (Several farmers pile straw into a conical haystack). Teacher: What are these peasant uncles doing? Health: They are haystacks. Teacher: What shape do they make hay? Student: Sweet cone. Teacher: Do you know why they pile straw into a cone? Health: Because the haystack is conical, when it rains, the rain will flow down the side of the cone, so there is no water in the haystack, just like our umbrella, the rain will flow down the umbrella. Teacher: Can you fold it into other shapes? Student: No teacher: What is the volume of this pile of grass? Present topic: Today we are going to learn the volume of a cone Teacher: What do you want to learn in this class? Health 1: I want to know the derivation method of cone volume. Health 2: I want to master the calculation method of cone volume. S3: Do you want to know what role the cone plays in real life? Health 4: I hope to solve some practical problems by calculating the volume of cone. Teacher: OK, let's work hard to achieve our goal! Although students ask why haystacks are all conical, can they be piled into other shapes? So in this class, I once again take this question as an introduction, on the one hand, let students know that cones can be seen everywhere in real life. On the other hand, let students know that the cone has its unique function. So as to improve students' interest in learning.
2. Desalinate abstract mathematical retelling, strengthen direct life experience and comprehend mathematics.
In primary school mathematics teaching, over-emphasis on students' retelling of thinking process and so-called "mathematical" analysis in standardized mathematical language, while ignoring students' existing life background, will lead students into a "dead end", artificially complicate the knowledge that was easy to understand, and make students feel that mathematics is boring, unfathomable and boring. For example, push down the formula for calculating the volume of a cone, let students cut and process their own cylinders with plasticine, radish and other materials, and find out the inclusion relationship between the volume of a cylinder and the volume of a cone with equal height. Through repeated experiments, the sand filled with conical containers is poured into cylindrical containers with equal bottom and equal height to find out the law. If the bottoms or heights of the two containers are different, the conclusion is not valid. For another example, when talking about the concept of volume, students can observe the experiment, sink a stone into a glass filled with water, observe the change of the water surface and explain the space occupied by the stone. Then let the students fill the sand with matchboxes, which shows that matchboxes also occupy a certain space. Then let the students observe their sizes to show that different objects occupy different sizes of space, which leads to the concept of volume.
Based on children's life experience and existing knowledge background, design mathematics teaching activities that students are interested in, so that students have more opportunities to know, learn and understand mathematics from familiar things around them, and experience the close relationship between mathematics and nature and human society, and appreciate the value and fun of mathematics.
(2) Test mathematics learning with life experience-I think mathematics makes sense.
Mathematics comes from practice. After gaining a mathematical understanding of reality and summarizing mathematical principles or laws, we should go back to real life and test it to some extent. This is not only the process of testing the reliability of principles and laws, but also the process of mathematical application, and it is a necessary condition to keep mathematics alive and effective. For example, after learning "greater than less than greater than application problem", I asked a question: "Dad is 33 years old, 26 years older than his son. How old is his son?" A student said: 33+26=59 years old. The teacher asked: Why do you answer like this? Student: Because you are 26 years older, plus 26 years old, it is 59 years old. ) Most students replied: Not realistic.
The teacher is sure that most students use the method of life verification. It is pointed out that it is necessary to form a conclusion of consciously testing mathematics learning from the perspective of life experience, so that students can feel the rationality of mathematics.
(3) Applying mathematical knowledge to solve practical problems-feeling the usefulness of mathematics.
1, set up mathematics practice class and create application environment.
Combining subject activities in classroom teaching, emphasizing the connection between mathematics and real life, and offering practical courses of life mathematics are important guarantees and effective ways to cultivate the ability to solve practical problems with mathematical knowledge. For example, after teaching "area and area unit", arrange students to measure the area of books, desks, classrooms and their living rooms with area units, so that students can apply what they have learned in school to practice in time, so that students can feel that learning mathematics knowledge is really beneficial, and at the same time, they can be induced to explore more knowledge and feel that many practical problems around them need to be solved, thus enhancing their initiative and enthusiasm for continuing their studies. For example, in the teaching process of interest and interest rate, students can be taken to visit the bank during the activity class. Taking our lucky money as an example, students can simulate saving and withdrawing money and observe the surrounding environment of the bank, especially the interest rate of the bank. Students will have a question when they remember: "What's the interest rate?" Why are the interest rates of different banks different? Then let them preview the new lesson with questions. By the time of class, students can find problems and solve them themselves, so as to find a way to save money that meets the actual needs. In this way, students can form the habit of paying attention to things around them, consciously understand things around them from the perspective of mathematics, and consciously connect what they have learned with things in reality.
2. Carry out mathematical exchange activities and create an application atmosphere.
Through carefully organized mathematical exchange activities, the knowledge learned in class is put into practice and applied to life. For example, after teaching "knowing pictures", carry out the activity of "seeing who is the most skilled at puzzles"; After teaching "Simple Data Processing and Statistics", carry out the activity of "Excellent Student Statistician"; After teaching "Understanding of Yuan, Jiao and Fen", the activity of "Learning to be a Salesman" was launched. After teaching the knowledge of "plane figure area calculation" and "land area unit", we will carry out activities such as "cultivated land calculator". Through these activities, students can realize that mathematics permeates every corner of life and is applied in every industry of life, and realize the practicality of mathematics. At the same time, I realized that only with solid mathematical knowledge and the ability to solve problems with applied knowledge can we better serve the society. . So when I design, I closely connect with real life, create conditions for applying mathematical knowledge, give them opportunities to participate in practical activities, and let them deeply appreciate the great application value of mathematics. We can look at life from a mathematical perspective, learn mathematics in combination with life, apply what we have learned and solve some simple problems in life. For example, when calculating the rectangular area, the teacher gives each student a small square of 1 square decimeter and 1 square centimeter and some white papers with different sizes, so that they can measure how many square decimeters or square centimeters are in their hands with the square and ruler in their hands. When operating, let the students discuss how to measure the most conveniently, and then let the students do it. In this way, after practical operation, the calculation method of rectangular area comes from students' practice completely. This is the knowledge that students have mastered, which is more valuable and meaningful.
3. Design open questions to cultivate students' application and innovation ability.
In practice design, we should pay attention to the design of open questions, leaving students with a broad space, allowing students to supplement questions, collect conditions, explore different answers, and gradually cultivate students' originality in solving practical problems by using mathematics.
For example: a rectangular board, sawing off one corner, how many corners are left? Students are eager to try and come up with countless answers (1, 2, 3, 4, 5, 6 ...)
In order to really let students walk into life and understand mathematics, we teachers need to do:
1, teachers should constantly update the teaching form.
Mathematics teaching under the new curriculum standard needs teachers to organize a lot of mathematics activities, so that students can experience the process of knowledge generation and development. The state has a unified guiding ideology for activity classes: combine the characteristics of students, give full play to their initiative and creativity, enable students to receive political, ideological and moral education, broaden their horizons, use their brains, increase their talents, give play to their interests and specialties, enrich their spiritual life and improve their physical and mental health.
2. Teachers should constantly update the teaching language and teaching materials.
Vivid materials can leave eternal memories in students' minds, while vivid language is a good way to stimulate students' thirst for knowledge. Students of different ages have their own way of thinking and habits. Teachers should choose appropriate materials and use appropriate language according to the characteristics of students in order to achieve the expected results.
3. Teachers should constantly update teaching methods and master math skills.
Mathematics teaching under the new curriculum standard can not meet the requirements only by traditional chalk and blackboard. There are many pictures and images that need multimedia display, and many processes of knowledge generation and development need computer demonstration. In teaching, we often encounter some phenomena, such as concepts, arithmetic and formulas, which are often the focus and difficulty of teaching. With the help of multimedia-assisted teaching, these phenomena can be activated, and they are particularly intuitive and vivid, and students can feel their own mathematical knowledge without teachers' multi-languages. In order to provide students with rich knowledge and materials, teachers must master modern teaching methods.
These are some examples I have explored. My idea and practice are: "life experience (solution) → mathematical problems (acquisition) → mathematical knowledge (solution) → practical problems". It aims to make mathematics teaching closer to students' life, make learning interesting, vivid and easy to understand, apply mathematics to practice and make mathematics more dynamic.
Mathematics Curriculum Standard suggests that teachers "let students experience and understand mathematics in real situations", which shows that understanding mathematics knowledge through experience is an important way for students to master mathematics knowledge and skills. As math teachers in the 2 1 century, we should not only let students learn to do all kinds of "exercises", but also create a harmonious scene for students to understand mathematics, touch students' life accumulation, and let students realize a social value of mathematics and experience a mathematical idea from life. Let me talk about my own practice: 1. For example, when I was teaching 1 1-20, I created such a life situation, "Did you help mom and dad buy things?" If dad wants to buy a book with a price tag of 1 1 yuan, how are you going to pay for it? "Remind students that the method of paying money is quick and clear, and there is no need for a salesperson to change money. Arouse students' interest and have a heated discussion and exchange. In this way, with the help of students' life experience, the daily shopping methods are reproduced, and they are allowed to discuss and talk, and the decimal system is initially established. It is recognized that the combination of 1 ten digits and 1 is1. In this way, teaching with students' life examples will make students feel that there is mathematics everywhere in their lives, so they like mathematics.
2. For example, when teaching "Understanding of Rice and Kilogram", I first ask students to measure skipping rope, blackboard, tables and chairs with the meter ruler in their hands. And weigh the light items you carry, such as salt, monosodium glutamate, apples, etc. And then sum up, I am impatient to speak, students are busy enough to practice, and many students have no way to start, such as () eggs per kilogram, and so on. From this, I think that there are too few opportunities for students to operate in teaching, and many things in life can't be felt by students in class, so I have the idea of moving the classroom outside the classroom. In the second class, I asked the students to measure anything in the school with their own tape measure. Everyone is busy with enthusiasm. Some go to measure the length and width of the platform, desk and blackboard, some go out of the classroom to measure the flower beds, and some students go to measure the basketball court. After coming home from school, the students are still measuring at home. In order to deepen students' perceptual knowledge of one kilogram, I arranged an extracurricular assignment, asking students and their parents to go to the market to buy food together. By buying vegetables and feeling the weight of objects, the students reported their real experiences in class, saying that the number of items in one kilogram is different because the sizes of things are different. For example, there are about 15 eggs in one kilogram, but a duck has 2 kilograms. When doing exercises again, all the problems can be solved, because the concepts of "1 m" and "1 kg" have been formed in students' minds and are quite solid.
3. For example, when teaching "Calculation of Trapezoidal Area", I first asked students to draw two identical trapezoids and cut them off, and then put the two identical trapezoids together into a parallelogram through rotation and translation. In the process of splicing, students will also have many questions in their minds. "What is the base of this parallelogram? Higher than what? What is the relationship between the area of each trapezoid and the area of parallelogram? Students review the scene of "rotation and translation" through hands-on operation, so as to find the relationship between the product of trapezoid and the area of parallelogram, and deduce the area formula of trapezoid.
Area of parallelogram = base × height
Trapezoidal area = (upper bottom+lower bottom) × height ÷2
In this way, students learn mathematics knowledge from life experience and practice, which not only cultivates students' hands-on operation ability, but also makes students impressed with what they have learned and remember it for a long time.
Mathematics classroom is often regarded as boring, boring and lacking in passion. Therefore, it is particularly important to create a relaxed, humanized classroom environment that is convenient for students to be good at thinking and willing to explore. Only when students realize the fun of mathematics can they learn and feel mathematics actively and mathematics teaching can serve their future development. In order to give all our students a pair of eyes that can observe the world with mathematical eyes; A pair of minds that can think about the world with mathematical thinking;