First, improve students' dominant position in the classroom, optimize classroom teaching and stimulate students' interest in learning mathematics.
Students' participation in classroom activities can be divided into three types: passive acceptance, that is, a passive behavior under the influence of the outside world, and the subject is not the student. Students passively complete the tasks assigned by the teacher. Natural adaptation, students occupy the main position, accept and understand the tasks, requirements and significance of activities, so as to participate in activities with a natural and positive attitude. For example, turn some abstract math problems into small games that students are interested in, or familiar things in life. This can improve the interest in learning, help to understand and activate thinking, and make students become the main body of learning. Active creation, the process of activity is the subject's own, and the subject's attitude is not only conscious, but also proactive, actively seeking solutions to problems, designing their own action steps, experiencing emotional experiences, always in active pursuit, and paying attention to the realization of behaviors and goals. This is the most developmental activity, and it can also be said to be the "highest realm" of autonomous learning.
Second, create a life situation to stimulate curiosity
The new curriculum advocates guiding students to carry out mathematical activities with concrete, interesting and challenging materials. In order to let children feel the practical significance of mathematics knowledge more intuitively, teachers should pay attention to creating life scenes in mathematics teaching. Putting real-life examples into real teaching is conducive to stimulating children's thirst for knowledge, thus improving students' interest in learning mathematics. Therefore, in the teaching process, we should attach importance to the connection between knowledge and students' real life, so that students can experience mathematics by themselves according to their own life experience.
Third, introduce new knowledge by using practical problems in students' lives.
In the teaching process, if teachers can make full use of the life phenomena around students to introduce new knowledge, students will feel close to mathematics and feel that mathematics is not mysterious when they live together. Moreover, it will arouse students' strong desire to explore new knowledge. For example, when teaching the average score, I took out six apples and gave them to two students. First, student A has five apples and student B has 65,438+0 apples. Students say it's unfair, one more and one less. I took one from my classmate A to my classmate B, but the classmates still felt it was unfair, with one more and one less. I take one from classmate A to classmate B. At this time, each classmate will get three. Students think this is fair, because everyone gets the same amount, and then introduces the new lesson "average score". At the same time, in the process of dividing apples, students can realize that the average score means that each share gets the same amount. Students can introduce new knowledge and stimulate their interest in learning through these questions with real life background.
Fourth, go deep into students' real life and apply new knowledge.
At present, our mathematics teaching should focus on students' knowledge in class and the mathematical concepts they have mastered, but we have not paid enough attention to the practical application of mathematical knowledge. Due to the defects of the exam, in order to obtain better teaching effect, the practical application of mathematics is not defined within the teaching scope of teachers. Teachers pay more attention to mechanical training and problem-based teaching divorced from reality. In students' practice, there are a large number of artificially fabricated themes that are far from the reality of students' lives. Therefore, every time you learn a new knowledge in teaching, as a teacher, you should encourage your children to apply it in real life. Through practical application, let children truly feel the value and wide application of mathematics in life, let students understand that there are many things closely related to mathematics around them, let students realize that there are mathematical problems in some things around them, form the habit of consciously observing and understanding things from the perspective of mathematics, and gradually learn to express simple practical problems as mathematical problems. Therefore, in primary school mathematics teaching, we should pay attention to students' real life, teachers should pay attention to observing life, talk about mathematics in life, integrate mathematics into life, and let students feel the connection between mathematics and life all the time.
Fifth, design life exercises and experience the value of mathematics.
The new curriculum especially emphasizes that students actively use mathematical knowledge to solve problems, and emphasizes that students capture mathematical problems from life with mathematical eyes. Exercises are different from other subjects in mathematics learning. Even in today's teaching, many teachers regard exercises as an important means to improve students' math scores. Therefore, designing life exercises and setting exercises for children according to students' real life is an effective way to enhance students' interest in learning mathematics and feel the value of mathematics. Of course, this puts forward new tasks for teachers. We say that letting students use what they have learned to solve practical problems in life not only gives students room to fully develop their thinking with new knowledge, but also promotes the formation of students' awareness of exploration and innovation, thus improving their practical ability and applying what they have learned.
Sixth, study life examples and carry out teaching exploration.
The new mathematics curriculum not only pays attention to students mastering the necessary basic knowledge and skills, but also pays attention to cultivating students' high-level mathematical thinking ability and innovative spirit. For example, the textbook "Determining Location" has designed such a link: a four-story animal dormitory with three rooms on each floor. The little monkey who lives in the third room on the second floor first introduces his position, and then asks the children to determine the arrangement rules according to the information given, and tell which floor and room other small animals live in. In the teaching of this class, the author first fully asks the students to talk about the specific location of their favorite small animals, then asks the students to introduce each other where they live, and then the teacher launches an article around "decades". Teacher: Just now, a classmate said that his family lives in Room 40 1 Building 26. What does this mean? Health 1: 4 means that his family lives on the fourth floor. Health 2: 1 means his home is 1. S3: Living in a house on the fourth floor 1, it is easier to say 40 1. Health 4: 0 The first few indicate which floor to live on, and the last few indicate which floor to live on. Teacher: This summary is very good. Can you give the small animals a house number? In this case, because teachers are good at grasping the connection point between mathematical knowledge and real life and looking for the prototype of mathematical knowledge from the real life that students are familiar with, students are willing to participate in it and solve practical problems.
Constructing life-oriented classroom is the essential requirement of mathematics teaching. Educator Tao Xingzhi said: we want to live books, not dead books; Real books, not fake books; Books that need to be moved are not static books; Use books, don't read them. Therefore, in daily teaching, no matter which subject classroom, it should be linked with real life, especially in primary school, the knowledge in mathematics classroom is the most abstract and difficult to understand. Therefore, primary school mathematics classroom teaching should always pay attention to the connection with life situation and integrate mathematics knowledge into real life.