First, the creation of life scenes, so that mathematical problems in life
The research shows that "there is an inevitable connection between teaching environment and students' learning". In classroom teaching, creating life scenes has become an important part of mathematics teaching. Mathematics is everywhere in life, and the key is whether teachers are good at capturing "life phenomena" and collecting examples of life mathematics to serve classroom teaching. Of course, some scenes can't be shown in class, but students have experienced them in their daily life. Therefore, when creating scenes, teachers can choose materials close to students' real life through creative activities, simulate life scenes, let students experience them personally, and let students learn mathematics in activities and real life, which can help students understand difficult and confusing contents and make them feel cordial, easy to understand and natural.
For example, when I was talking about "axisymmetric graphics", in order to let students feel the relationship between mathematics and life, I designed a courseware of "Butterfly Flying". In the beautiful music, the author asked the first question: What did you observe from it? I specially designed the opening and closing process of butterfly wings as a repeated demonstration, and then asked the second question: What mathematical concepts are involved? This leads to the concept of time-axis symmetry graphics, which naturally leads to the study of new courses. By using the real scenes that students are familiar with, students can truly feel that mathematics knowledge comes from the reality of life, and learning mathematics is no longer boring, but has become a very meaningful and enjoyable thing.
Second, introduce mathematics from real life into life
The new curriculum pays attention to students' existing life experience, mathematics around students and the connection between mathematics and real life. "Mathematics Life" emphasizes the integration of mathematics teaching and social life. In the process of imparting mathematical knowledge and cultivating mathematical ability, teachers naturally inject life content, and in the process of caring for students' lives, they guide students to learn to use what they have learned to serve their lives. This design is not only close to students' living standards, but also meets students' psychological needs, so that they can connect their mathematics knowledge with real life more closely.
Mathematics is everywhere in real life. The key is whether teachers can be good at digging up the contents of teaching materials, combining with the contents of classroom teaching, capturing "life phenomena" and collecting examples of life mathematics to serve classroom teaching. When students understand the process of knowledge generation, teachers should guide students to be good at capturing book information. Capture the mathematical phenomena in life, excavate the life connotation of mathematical knowledge, make mathematics more integrated with reality and close to life, make mathematics in students' eyes not simple mathematics, but something full of emotion, close to life and vitality, thus guiding students to explore new knowledge and solve new problems by using existing experience. So as to achieve the goal of mathematization of living materials and life-oriented mathematics education.
For example, learning "the rotation of graphics" can show students clocks, electric fan blades, windmills, bicycle wheels, etc. in life, stimulate students' interest in learning mathematics and make mathematics "life-oriented"; After this class, students are required to design an advertising pattern by applying the rotation they have learned and write instructions for the design, which makes life "mathematical" again.
Third, improve the ability of inquiry in combination with real life.
Students' mathematics learning, to some extent, if the exercises are attached to the life background, is more conducive to the formation of students' mathematics application consciousness. Teachers should fully tap life resources, design mathematics activities, uncover the mysteries of mathematics, let students feel the endless fun of mathematics, explore each student's learning potential, and strive to cultivate students' innovative spirit and practical ability. The specific method is changed from "closed question" to "open question"; Pay attention to the change of application and introduce interesting math problems and math games that students like; Pay attention to the integration with other disciplines.
For example, when designing the activity of "measuring the height of flagpoles and trees on campus", students are first required to independently design one or more feasible measurement schemes according to their own measurement tools; Then let the students discuss in groups, further optimize the design scheme, select the design scheme with unique design and strong application and promotion value to communicate with the whole class, and then the designer will explain and demonstrate the design idea and feasibility of his scheme. This process has played a very good role in cultivating students' independent exploration ability, cooperative communication ability and analytical induction ability.
For example, in polygon teaching, let students observe the outside of the building after class. What kind of graphics are there? Then visit the tile and pattern design of the newly-built teaching building in the school, and learn what kind of graphics can spell out the plane by combining the pattern design in the teaching materials, so as to carry out cooperation and exchange discussions and realize the significance of plane splicing.
In short, teachers will naturally pay attention to people's life in the process of imparting mathematical knowledge and cultivating mathematical ability. In the process of participating in and caring for students' lives, teachers guide students to learn to use what they have learned to serve their own lives, narrow the distance between mathematics and life, strive to make mathematics teaching close to life, turn the imprisoned and closed junior high school mathematics classroom into an open mathematics classroom that is integrated with social life, make mathematics teaching full of life flavor and times color, and really stimulate students' enthusiasm for learning mathematics and cultivate them.