How to learn mathematics in real situations of life and games

First, guide to go deep into life and feel the knowledge of mathematics.

A good beginning is half the battle. Teachers should be good at discovering mathematical problems in life. In teaching, teachers should introduce mathematics knowledge in combination with the things around students, so that students feel natural, friendly and easy to understand.

For example, in the teaching of "possibility", let students watch an animation first. On a sunny spring day, birds were flying around. Suddenly the sky was cloudy and the birds flew away. This change has aroused students' strong curiosity. At this time, the teacher immediately threw out a question: "It's cloudy, what may happen next?" Students will consciously contact their existing experience to answer this question. The students said, "It may rain", "It may thunder and lightning", "It may be windy", "It may be cloudy all the time, there will be no change", "It may be sunny for a while" and "It may snow" ... The teacher then demonstrated: "Everything the students just said can happen, some are likely to happen like rain, and some are likely to happen like rain. What can't happen? What could happen? " Through the introduction of this creative situation, students have a preliminary feeling of the meaning of "possibility". The key to learning "possibility" is to understand the uncertainty of things and the possibility of things, so that students can contact the weather changes in nature and lay the foundation for the concept teaching of "possibility".

Second, tap real life materials and consolidate new knowledge.

Mathematics knowledge needs to be consolidated, so that students can master it firmly and use it skillfully. In teaching, if we can practice or practice with specific practical problems in life, we can cultivate students' ability to solve practical problems, so that students' innovative consciousness and ability can be gradually cultivated in the process of applying mathematics to practice.

For example, after learning about meters and centimeters and how to measure them, let students use their own mathematical knowledge to solve practical problems in life, and deepen their understanding of meters and centimeters while solving problems. Such as measuring the length of the table, measuring the length of the bed, measuring the width of the classroom doors and windows, measuring the height and so on. Through these practical activities, the purpose of understanding and solving mathematical problems can be effectively achieved. At the same time, students have obtained some common sense data in daily life. In particular, students feel that they are growing up happily by measuring their length. In this activity, students' interest in learning and practical measurement ability were improved, and students were allowed to learn and use in life.

For example, when teaching "line segment", we can design such a problem: how to divide the curved road and how to take the shortest road. Students have mastered the axiom: "Between two points, the line segment is the shortest." On this basis, teachers can use what they have learned to solve this problem after guidance.

In this learning process, students can not only acquire mathematical knowledge and learn to use it to solve practical problems, but more importantly, they can realize that mathematics originally comes from the real world around us and is a powerful weapon to understand and solve problems in our life and work. At the same time, I also gained personal experience and ability to carry out mathematical inquiry.

Third, carry out life practice and let students experience the fun of research.

Friedenthal believes that the only correct way to learn mathematics is to let students create again. The task of teachers is to guide and help students to do this kind of re-creation work, rather than instilling ready-made things into students. In the classroom, we can organize teaching according to the reality of local rural primary schools and make use of the characteristics of primary school students' strong curiosity and rich imagination. Let the classroom become the stage of social life, and students boldly carry out innovative thinking activities in novel classrooms. So every time I finish a new class, I will make up some practical topics for students to practice and cultivate their ability to solve practical problems by using what they have learned. For example, after teaching "Surface area of cuboid and cube", I asked my students to go home and calculate the surface areas of water tanks (cuboids), wooden boxes and matchboxes, and compare them. After teaching simple statistics, ask students what problems statistics can solve in real life. And let the students make a statistical table of the number of students in all grades in our school, so that they can understand the connection between textbook examples and real life and apply what they have learned.

1. Everyone in the classroom began to enjoy wonderful math.

In classroom teaching, we should make full use of the resource advantages in rural teaching and students' cognitive laws, closely link students' existing life experience with the actual operation of mathematics, flexibly handle teaching materials, and optimize the combination of raw materials according to actual needs. Let students use their hands and brains to operate, communicate with each other, find laws and methods, realize the re-creation of knowledge, and taste the wonderful mathematics in exploration and communication.

2. Everyone on campus participates and feels the charm of mathematics.

Pupils love to play and do things. In teaching, I broke the previous teaching routine, used the unique teaching resources of life to let students participate in the campus, and used the method of scene reproduction to turn abstraction into concreteness, which reduced the teaching difficulty and made it easy for students to accept. Then exchange feelings in the group, so that students are in a state of active learning and thinking, realize that mathematics knowledge is around, and feel the charm of mathematics in our lives.

For example, in the teaching of practical problems of meeting problems, I take students to the campus, and use the methods of group cooperation and scene reproduction to make each student perform on stage in group cooperation, concretizing various related abstract mathematical terms, and making students quickly understand the concepts of "relative", "opposite", "same direction", "meeting" and "speed and harmony", which not only make them active,

Through such teaching activities, the enthusiasm of students has been greatly mobilized. Teachers can also design practical activities and math games close to life after classroom teaching, broaden students' horizons and enrich learning methods, thus enriching teachers' teaching resources.

In a word, mathematics teaching should be closely linked with life. Teachers should be good at applying materials in life, create vivid and interesting life problem situations for students to help them learn, encourage students to be good at discovering and solving mathematical problems in life, develop the idea of observing and analyzing things around them with mathematics, and learn to solve practical problems with the mathematical knowledge they have learned, so that mathematics can come from life and then be applied to life.