First, capture the "life phenomenon" and cultivate the ability to solve practical problems.
First of all, let students feel that mathematics everywhere in life has infinite mystery, stimulate students' curiosity and passion, make them have a strong desire to learn and form a good psychological motivation. The key is whether teachers can be good at capturing "life phenomena" in combination with classroom teaching content, collecting examples of life mathematics, making them closely linked with real life, shortening the distance between mathematics knowledge and real life, and turning static problems into dynamic personal feelings. For example, before teaching the basic nature of grades, I first created a situation where my mother knew about moon cakes: on the night of Mid-Autumn Festival, my mother took out three moon cakes of the same size and gave them to three babies respectively. Mom takes out a piece first. Divide it into two pieces on average and give baby A one piece. Baby B quickly said, "One piece is not enough. I want two. " Mother divided the second piece into four pieces on average and gave it to baby B 2. Baby C saw that her mother had satisfied baby B and shouted, "I want three dollars." The mother divided the third piece into six pieces on average and gave it to baby C. The three babies thought that the mother was satisfied. I am very happy to eat it. Next. Students, which baby do you think gets more? The students are discussing with great interest and actively expressing their views. Some people say baby c, some people say baby b, and some people say there are as many as three babies. I also asked the students to take out their school tools (three round pieces of paper of the same size instead of moon cakes) and work in groups. After observation and exploration, I have come to the conclusion that there are as many as three babies. At this time, I asked again: How did the clever mother meet the baby's requirements and get such a fair share? Do you want to know? Basic properties of learning scores. This reveals the topic and leads people to a new lesson. The creation of this problem situation not only makes students throw themselves into the new lesson learning interestingly, but also makes students feel that mathematics is no longer abstract and boring, but full of strength and is closely related to life, thus stimulating students' interest and motivation in learning mathematics.
Second, contact the "life picture" to cultivate the ability to solve practical problems
The content of primary school mathematics textbooks comes from life, and once these vivid contents are included in the textbooks, they become abstract concepts. If teachers can creatively restore and recreate the teaching content, integrate mathematics knowledge into life and outline a "life picture", they can help students learn mathematics well. Another example is that when teaching "Seeking General Application Problems", according to the characteristics of primary school students' interests, teachers consciously design the teaching content to be rich and colorful; A vivid picture; There are seven white sheep grazing on the grass, and four black sheep are coming; There are six flowers (four yellow flowers and eight red flowers) flying among the flowers, and there are five white butterflies on the red flowers ... ① The teacher imagines taking the students for a spring outing in this beautiful suburb, observing the surrounding beautiful scenery and thinking about it. What can he say from a mathematical point of view? (2) four people are free to combine, exchange what you have observed, and freely compile application questions. (3) Classroom reflection, the teacher flashes pictures and local contents dynamically according to the students' narratives, so that students can compile various application problems in a relaxed and pleasant atmosphere ... Because the pictures are vivid and rich in content, mathematics knowledge becomes a reality that students can see, touch and hear, and students' intellectual and non-intellectual factors are activated. They can explore on the basis of existing knowledge, combine conditions and problems, and solve the application problem of "seeking the total". Through teachers' timely guidance and arrangement, students can not only understand and master the structural characteristics of the application problems of "finding the total number" and "finding the other part number by knowing the total number and part number", but also grasp the relationship between the total number and part number from the overall perspective, and at the same time, they can breed the content of the application problems of "difference relationship" to prepare for the subsequent knowledge learning.
Third, close to "life experience" and cultivate the ability to solve practical problems.
"Standard" emphasizes the connection between mathematics and real life, which requires not only that the selection of materials must be closely related to students' real life, but also that mathematics teaching must start from the familiar life situations and interesting things, so that students can have more opportunities to learn and understand mathematics from the familiar things around them, realize that mathematics is around them, feel the interest and function of mathematics, and experience the power of mathematics. For example, in the teaching of "three-step calculation of decimal application problems", in view of the fact that the content of traditional application problems is closed, the problem situation is artificially fabricated and divorced from the actual life of students, the teacher creatively links mathematics problems with the life experiences of students, and designs "Zhang, a big vegetable grower, goes to the canteen to sell 40 kg of cabbage and 34 kg of 0.8 yuan, each kg 1.4 yuan, please give Uncle Zhang an invoice." It is provided for students to cultivate their ability to solve practical problems in the process of solving life problems. Another example is teaching "Year Month Day", and students have accumulated a lot of experience about the year month day. In teaching, I ask students to observe their own almanac cards in different years in groups, and then communicate their own problems in groups. At the time of declaration, there are twelve months in a year, which are divided into big month and small month. The big moon has 3 1 day, the small moon has 30 days, and February 28 or 29. On this basis, I will show the number of days from 1990 to 2000 for students to learn the law of four-year leap and the judgment method of peace year and leap year.
Fourth, reproduce life painting: cultivate the ability to solve practical problems.
The National Mathematics Curriculum Standard points out in the "overall goal" of the curriculum that students should learn to observe and analyze real social problems by using mathematical thinking mode through mathematics learning in compulsory education, solve problems in daily life and other disciplines, and enhance their awareness of applied mathematics. The practical problems encountered in real life often combine all kinds of information, so we should be good at reappearing the situation of life problems in teaching, let students learn to observe the world around them with mathematical eyes, apply mathematical knowledge to real life practice, and solve real life problems, so as to cultivate students' awareness of applying mathematics. For example, after teaching "solving application problems in various ways", I put forward a practical problem in life, "How to measure the length of a bunch of wires." Let students use what they have learned to design solutions and put them into practice. After discussion, communication and trial, the students put forward the following methods: (1) Straighten the iron wire, fold it in half several times, measure the length of each section and find out the total length; (2) measuring the length of a circle of wires, counting the total turns of the wires, and finding out the total length of the bundle of wires; (3) Cut a section of electric wire, measure the length of this section of electric wire, weigh the weight of this section of electric wire and the whole bundle of electric wire respectively, and then calculate the total length of electric wire according to "the weight per unit length is constant, and the total length is proportional to the total weight"; (4) Weigh the conductor of this phase and compare it with the same conductor with the indicated length to find out the total length. In this way, by creating life situations, students can exert their personal potential in practical activities, solve life problems, realize the real value of mathematics, and cultivate their application consciousness and practical ability. In a word, mathematics comes from life. Will serve life again. Mathematics teaching should be based on the reality of life, from a closed book knowledge accumulation process to an open and vivid self-development process closely related to life practice, so as to make mathematics knowledge live, mathematize life problems, cultivate the ability to solve practical problems and promote students' all-round, sustained and harmonious development.