Life-oriented mathematics teaching refers to returning the acquisition process of mathematics knowledge to the life world in teaching, linking knowledge with students' existing life experience and life growth, so that students can explore independently, cooperate and communicate, innovate their consciousness and practical ability and improve their mathematics literacy in a pleasant atmosphere. Life-oriented teaching of mathematics in primary schools is a dynamic process towards life. It is necessary to capture the mathematical phenomena and changes in life and integrate the teaching content. We should design mathematical practice activities in combination with mathematical problems in life; We should explore the life connotation of mathematics knowledge, combine students' cognitive characteristics and learning psychology, and actively implement the teaching strategy of life-oriented mathematics in primary schools.
First, preview before class, capture life phenomena and collect learning materials.
Most primary school mathematics knowledge is abstracted from practical things and serves to solve practical problems. Before teaching, purposefully and consciously combine the teaching content, guide students to return to life, arrange some simple social practice activities for students, guide students to understand the reality of life, and collect accumulated materials, which can stimulate students' interest in learning materials and enhance their purpose of learning mathematics.
For example, application problems in teaching? Quantitative relationship? At that time, I asked the students to investigate the price of school supplies in a nearby shop before class. In class, I sort out according to the data provided by students:? It costs 3 yuan to buy a pen, and how much is it to buy five? ? The students were very excited and soon got a 3? 5= 15 (yuan), and get the quantitative relationship: unit price? Quantity = total price. Under the guidance of the teacher, the students quickly sorted out two other division application problems and came to the conclusion: total price? Unit price = quantity, total price? Quantity = unit price. In practice, the correct rate of students has reached 100%. Why did you get such a good teaching effect? Because teachers lead students' eyes to familiar life, arouse their personal experience, change passive acceptance into active inquiry, and let students feel that mathematics is around. So, it was shortened? Book world? With students? Life world? The distance between them.
Second, classroom inquiry, contact with real life, and acquire new knowledge.
Some concepts and sexual things in mathematics teaching are abstract and difficult to understand, which leads to students' learning difficulties. Therefore, in classroom teaching, we should make use of students' familiar life cases to create vivid and interesting learning situations to make students' thinking active.
1. Feel life and create an atmosphere. Mathematics is everywhere in life. Only by grasping the connection point of students' existing life experience can the classroom be full of vitality and vitality. Teachers should carefully create life situations, build a bridge between mathematics and real life, stimulate students' interest in learning and stimulate their inner feelings. ?
Teaching? Understanding of the circle? When can I design one? Two little monkeys riding a bicycle with round tires? In the competition (monkey A's axle is at the center of the circle, and monkey B's axle is not at the center of the circle), let the students guess first: What bike does the monkey ride faster? Why? Then let two little monkeys compete on the multimedia screen. As a result, although Monkey B tried his best, he still fell behind and even fell down several times. Monkey A won easily. The design of this situation greatly stimulates students' interest in learning and helps them understand the characteristics of the circle. Is the distance from the center of the circle to any point on the circle equal? Laid a good foundation.
2. Pay attention to life and take the initiative to explore. Starting from students' existing life background, we should stimulate students to explore actively, cultivate students' interest in paying attention to and discovering the laws in real life, learn to think about problems, and improve their ability of observation, analysis and generalization. Teaching? Is addition and subtraction simple? To help students break through? How much should I reduce or increase? I give an example of this difficulty: On Sunday, my mother took 2 15 yuan to the supermarket and bought a tape recorder, which cost 198 yuan. 100 Yuan How many pieces did my mother give to the shop assistant? How much should the shop assistant tip her mother? Mom, how much money is left at this time? Students practice their feelings in pairs and list several formulas: (1) 215-198; (2) 15+2; (3)2 15-200+2。 Students not only find the latter two algorithms simple, but also understand them through observation and comparison. How much should I reduce or increase? The truth. Through the open teaching process, students can think and innovate in life, and their innovative thinking ability has been exercised and improved. 3, contact life, timely evaluation. Like teaching? A preliminary understanding of kilograms? At that time, in order to enable students to establish a correct concept of quality, pay attention to strengthening students' hands-on practical activities and pay attention to students' perceptual experience in learning activities, I made full use of the platform scale popular in the market in teaching and arranged students' practical activities of understanding and weighing things. Let the students bring some common things before class, and use the prepared balance and platform scale in class to let the students weigh the quality. In addition, students are also arranged to simulate shopping activities, such as buying rice or flour. The class is divided into eight groups, one student in each group is a shop assistant and the rest are customers. When a customer wants to buy 500g, 1kg, 2kg, etc. For rice or flour, the student of the shop assistant should weigh the corresponding quantity and state the unit price, and the student of the customer should also calculate the amount of money to be paid and carry it out? Who can weigh fast and accurately, and who can calculate fast and well? Competition. In this way, the mastery of knowledge and skills, the exploration of processes and methods, and the cultivation of emotional attitudes and values are all included in the activities.
Third, practice after class, return to life and use mathematics.
Life-oriented mathematics teaching should not only study the classroom, but also extend to extracurricular activities. Students should look at, analyze and solve problems with mathematical knowledge and thinking mode, cultivate their feelings of loving, learning and using mathematics, and consciously apply what they have learned to real life. On the one hand, we should arrange extracurricular practical homework according to the teaching content, such as measurement, statistics and simulated shopping. On the other hand, we can set up mathematical practice activities, improve the application consciousness through thematic and targeted mathematical practice activities, realize the role and value of mathematics in real life, and improve students' mathematical literacy level through life practice.
Like teaching? The volume of a cuboid? After that, I asked the students to calculate the volume of an apple, and the students contacted their real life and competed to speak. Some people say: I can cut this apple into a cuboid, patch it, and then measure the length, width and height of this cuboid, and then I can find out the volume of this apple; Some said: I can put the apple in the water tank without changing the shape of the apple (the apple is submerged by water), and the volume of water rising is the volume of the apple. What great insight! Students' innovation sparks are constantly emerging.
Teaching? Area calculation of rectangle? Later, it happened that a cement road was to be built near our home, so I told my classmates that this road was 4 meters wide and 2 kilometers long. If I want to contract, please help me calculate a * * *, how many square meters is it? If I need money per square meter, 50 yuan, how much money should I prepare? Students have a strong interest. A hundred schools of thought contend? , soon solved the problem. ?
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