A basic idea of mathematics learning emphasized in the new curriculum standard is that everyone can learn valuable mathematics, everyone can get the necessary mathematics, and different people have different development in mathematics. This educational concept of mathematics popularization requires us to strive to "mathematize life problems" in teaching design.
A good teacher is good at choosing people around students, things around students and things familiar to students for mathematical design.
In teaching design, if the teaching and learning of mathematics are always placed in various wonderful and thoughtful problem situations, this design is a good infiltration of the concept of problem-based design. Asking questions is the starting point of thinking activities.
For the study of mathematics knowledge, if teachers can be good at designing classroom teaching into one lively and interesting but thoughtful question after another, then students will really be in a positive thinking state. Our teaching design should embody the idea of solving problems everywhere. The fundamental purpose of problem-solving concept is to let students think about mathematics with their brains and actively think about mathematics or related problems with their brains.
[Case 1]:
When a teacher was teaching the content of "fractional division", there was such a fragment.
Teacher: Who can tell the teacher how many boys and girls there are in our class?
Student: There are 25 boys and 20 girls in our class.
Teacher: According to these two pieces of information, what do you think?
Student: The number of boys is 5/4 of that of girls.
Student: The number of girls is 4/5 of that of boys.
According to the above four pieces of information, can you choose two of them and ask a question?
There are 25 boys and 4/5 girls in our class. How many girls are there?
There are 20 girls in our class, and the number of boys is 5/4 of that of girls. How many boys are there?
There are 20 girls in our class, and the number of girls is 4/5 of that of boys. How many boys are there?
There are 25 boys in our class, and the number of boys is 5/4 of that of girls. How many girls are there?
Teacher: Can you answer these questions yourself? Give it a try.
We can see that before class, teachers use the number of boys and girls familiar with students to guide students to ask questions and write topics in combination with conditions, thus unconsciously mathematizing the problems in life, which not only stimulates students' learning enthusiasm and positive emotions, but also cultivates students' awareness of mathematical application and mathematization.
[Case 2]:
"Multiplication of three digits"
When teaching "Multiplier is a three-digit multiplication", the original content was that a grain store sold 674 bags of flour in March, each bag was 25 kilograms. How many kilograms of flour did a grain store sell? Such examples make students feel far away from their own lives and not very close to themselves, so they can't stimulate students' interest in learning. If we follow the original example, students will definitely find it boring.
So, we contact the students' life to extend it. At the beginning of the class, let the students guess how many kilograms of water a dripping faucet will drain away in vain every day. As soon as the students listened, they were very interested. Some guessed 5 kg, some guessed 10 kg, and some guessed 20 kg. The teacher then asked: If a dripping faucet loses 12 kilograms of water every day, how many kilograms of water will it lose a year according to this calculation?
The students quickly figured out that the average year is 4380 kilograms and the leap year is 4392 kilograms. With the appearance of the calculation results, the students were surprised: "Wow! So much! " Looking at the students' surprise, the teacher put forward a new requirement: "How many families are there in the building where your family lives (or in the village or community where your family lives)?" According to a faucet, how much water will run away a year? "
Although they are all applied problems of "three-digit multiplication", students are interested in the materials in life, so it is not difficult and interesting. At the same time, it embodies the requirements of curriculum integration and allows students to receive water-saving education. In this way, the subjects lacking life flavor in the teaching materials are adapted into lively topics that students are interested in, so that students can actively participate in their study and life, and let them find that mathematics is around them, thus improving their ability to look at practical problems with mathematical ideas.
Through the party, it can be linked with mathematics, division and remainder of mathematics. Who could have thought of this in advance? It is through this kind of real-life activities and the ingenious connection between activities and mathematics that students can feel and experience mathematicization, experience life full of mathematics, and life needs mathematics.