How to let students learn mathematics in life in primary school mathematics teaching

The new curriculum reform mathematics curriculum standard puts forward that "starting from students' existing life experience, let students experience the process of abstracting practical problems into mathematical models for explanation and application." "This requires the implementation of life-oriented teaching in primary school mathematics teaching.

First, the present situation and possibility of life-oriented mathematics teaching in primary schools

(A) the current situation of primary school mathematics life teaching

In practice, I found that the situation of mathematics teaching in rural primary schools is not optimistic, and many practices do not conform to the concept of new curriculum reform. Due to the existence of traditional teaching methods and exam-oriented education, in primary school teaching, priority should be given to imparting knowledge from books, or students should try to get standard and unique answers when solving math homework. Children are prematurely and excessively pressed by the teacher in the pile of mathematical symbols, doing mathematical problems all day, but they don't know what the relationship between mathematics and life is. Therefore, when encountering mathematical problems in reality, they will not be solved, but only learn some dead knowledge, which hinders the development of students' mathematical ability.

(B) the possibility of life-oriented mathematics teaching in primary schools

Nowadays, the new textbook of primary school mathematics is very different from the previous textbook, and it pays more attention to the connection with life and the students' personal experience. Mathematics Curriculum Standard also emphasizes the connection between mathematics and real life, and emphasizes that students should learn and understand mathematics from familiar life situations and things they are interested in, experience mathematics around them, and feel the interest and function of mathematics. In fact, mathematics originally comes from life and is used in life.

1, life-oriented primary school mathematics teaching is the requirement of the new curriculum reform.

Since ancient times, mathematics has been closely related to social life. There were some practical problems such as "chickens and rabbits in the same cage" in China's ancient Nine Chapters Arithmetic. Now, mathematics is more and more closely linked with real life, and its application is getting stronger and stronger. This feature is also reflected in the practice design of the new curriculum standard mathematics experiment textbook, which contains many exercises closely related to real life and other disciplines, such as marketing, bank loans, stock market, taxi fare, overall transportation, computer surfing and so on. The following examples reflect the characteristics that mathematics comes from and serves real life, and reflect the application of mathematics. Tao Xingzhi said: "Education can only play its role through life and truly become education". The success of mathematics teaching depends largely on whether students' mathematical ability is cultivated, and the strength of mathematical ability depends largely on whether students can use what they have learned to solve practical problems. Therefore, in mathematics teaching, how to make students "understand" that mathematics knowledge comes from and serves life, how to observe the reality of life from a mathematical perspective, and how to cultivate the ability to solve practical problems should become a problem that we should pay attention to in mathematics teaching.

For example, in the "Education Savings" section of the seventh volume of the new curriculum standard mathematics experiment textbook, the following exercises are designed after class: In order to enable poor students to successfully complete their college studies, the state has set up a student loan, which is divided into 0.5- 1 year, 1 year and 3 years. There are four kinds of loans for 3-5 years and 5-8 years. The loan interest rates are 5.85%, 5.95%, 6.03% and 6.2 1% respectively. 50% of the loan interest is subsidized by the government. A freshman in a university is going to borrow it for 6 years. He expects to pay off at most 20,000 yuan in one lump sum after six years. How much can he borrow now? This example is a common problem of bank loans in real life, which embodies the characteristics that knowledge is closely related to students' life and social production. Choosing similar exercises in teaching is helpful to stimulate students' interest in learning, broaden their horizons and cultivate their ability to apply knowledge to solve practical problems.

2. Life-oriented mathematics teaching in primary schools conforms to the characteristics of primary school students learning mathematics.

Students' mathematics learning is a symbolic mathematics knowledge combined with real life experience. Mathematics in children's minds is often recognized in life. Concepts are introduced from the reality of life, problems are introduced from reality, and finally return to reality. Children's learning mathematics is a process of constantly asking questions, exploring problems and solving problems. Problems come from the inside of mathematics knowledge or from life (outside mathematics), so we should create problem situations and put them in the nearest development area. Children's mathematics learning is a kind of thinking activity. The essence of mathematics learning is children's thinking activities of acquiring knowledge, forming skills and developing abilities. The development of thinking ability is from action thinking to image thinking and then to abstract thinking. Thinking in images has the function of "perspective", which complements and vibrates abstract thinking. Therefore, it is necessary to strengthen the life of mathematics and let students learn mathematics better.

For example, a teacher teaches the math "statistics" course in the second volume of the first grade of the national standard students. Originally, the knowledge of "statistics" was very abstract for primary school students, but this teacher started with the life experience of primary school students. At the beginning of the class, he first designed the number of familiar geometric figures for students to take pictures and record. You can write down the number of all kinds of numbers in the way you like. In the class, students are divided into four groups to count the number of stationery in the pencil box and the weather situation for one month. Students actively participate in various statistical activities and cooperate with each other to complete statistical tasks. In these activities, not only the students' practical ability is cultivated, but also the statistical thought is influenced imperceptibly. After the exchange of group reports, the idea of data sorting and classification in statistics was further strengthened. In the whole statistical process, students seem to be in a friendly and natural game environment and study easily and happily. This is in line with students' learning characteristics, so that they can study easily and happily.

Mathematician Hua once said: "The size of the universe, the tiny particles, the speed of rockets, the cleverness of chemical industry, the change of the earth, and the complexity of daily use are everywhere and inseparable from mathematics." This is a wonderful description of mathematics and life. Due to the characteristics of primary school students' cognitive level and thinking, primary school students mainly think in images, have great curiosity about things around them, are interested in life problems, want to know about life and be familiar with it. Therefore, combining mathematics teaching with life will make students like mathematics more and be willing to learn mathematics.

Second, the significance of primary school mathematics teaching in life

The purpose of learning mathematics is to cultivate students' logical thinking ability and transform our real life by using mathematical ideas and concepts, so it is an inevitable trend to make primary school mathematics alive. Establishing the close connection between mathematics knowledge in classroom teaching and real life has always been the direction of our primary school mathematics classroom teaching reform. The Mathematics Curriculum Standard (Experimental Draft) makes it clear that it is necessary to guide teaching materials and teaching evaluation by strengthening the process and experience objectives, and to guide students to actively participate, practice, think independently and explore cooperatively in teaching. So as to cultivate students' ability to acquire new knowledge, analyze and solve practical problems, and cooperate and communicate, and adopt various evaluation methods to promote students' development. All these statements reflect that mathematics teaching should be life-oriented. In mathematics teaching, we should start from students' life experience and existing knowledge background, connect with life, mathematize life experience, make mathematics problems live, and strive to embody the idea that mathematics comes from life, resides in life and is used for life, so that students can truly realize that mathematics is around, feel the infinite interest of mathematics and appreciate the charm of mathematics.

The significance of life-oriented mathematics teaching lies in finding the starting point of mathematics learning, supporting students' thinking with existing experience and helping students internalize the knowledge they need to master.

Third, the implementation of primary school mathematics teaching in life

(A) learning mathematics knowledge in the course of life.

Constructivist epistemology points out from a philosophical point of view: "In the real world, we can construct our learning through our feelings and experiences, that is, the process of human adaptation to experience, that is, the process of knowledge growth." That is to say, starting from students' life, we should learn what we can usually see and touch around us, so that students can really learn mathematics knowledge in concrete and vivid perception. For example, when learning some simple addition and subtraction operations, it can be summed up in four sentences: "If you have more, you will reduce it; if you have less, you will add it; if you have less, you will reduce it." This arithmetic summary seems very concise, but it is not. Some students often make mistakes in application, probably because the law is divorced from the students' experience structure. If we change the way, we can introduce shopping from students' familiar life. For example, Xiao Fang brought 195 yuan, bought a schoolbag and used 98 yuan. Q: How should Xiao Fang pay? How much money does he have left? All his classmates have had similar experiences. Most people say that Xiao Fang paid 100 first, and the clerk took it back to 2 yuan, and he still had (95+2) yuan left, and then he mathematicized the above life problems, which is 195- 100+2. So, for a simple operation like 65,438+095-98,

For another example, when teaching the operation sequence of mixed operations such as 5+9*2 for the first time, it is very different whether the teacher directly tells the students the operation sequence of "multiply first and then add" or let the students summarize it abstractly in real life. When teaching this content, we can do this: show the life situation, show a pen by 5 yuan and a book by 9 yuan, and ask for the total price. Then add 1 book, the price is also 9 yuan, and ask: "How much are these things now?" The student formula is 5+9+9 or 5+9*2. How to calculate "5+9*2"? Some students said to add first, while others said to take first. When students' opinions tend to be unified (a considerable part of them calculate the operation order according to the results). The teacher should immediately ask why the product of 9 and 2 is calculated first. Please explain according to specific examples. Let the students abstract the order of elementary arithmetic in concrete examples.

(B) capture the "life material" to stimulate interest in learning.

Mathematics knowledge is abstract, and mathematics learning is boring. Especially when learning to calculate, students' mood is lower. Therefore, it is an effective means and method to stimulate students' interest and thirst for knowledge by combining the characteristics of teaching materials, students' characteristics and students' living environment, so that students can learn and master in situations. For example, when I was studying Year Month Day, I introduced a riddle to create a situation. "It's really strange to have two babies. They wear more than 300 clothes and take off one every day until the end of the year. " What is this? Students' curiosity was aroused, and they tried to guess the answer (almanac) first. At this time, the teacher asked questions, and the students, driven by a strong thirst for knowledge, learned the new curriculum with great interest and realized the fun of learning mathematics.

Another example is the teaching of "multiplication and oral calculation". Before teaching, small enterprises outside the school gate are investigated and appropriate data are selected for teaching. In class, the teacher asked, "What kind of breakfast do you like? What to eat? " The students are very interested in discussing breakfast in math class. They spoke one after another, and some said, "I like to eat Li's biscuits." The teacher showed the survey data: "Yesterday morning, his family sold 54 pieces for 4 yuan each. Can you work out the income of his family? " The student not only listed the formulas and calculated the numbers, but also told everyone how he calculated them. In this way, students not only learned multiplication and oral calculation, but also evaluated various businesses in the process of joking, discussing, arguing and discussing, and put forward how to improve some foods to make them more popular. Finally, everyone agreed that eating at the stall was fast and convenient, but it was not hygienic. Some students discussed: "If their small businesses jointly build a big house and all cook in the big house, it would be nice if we ate in the big house. This is their idea today, and maybe it will be realized in their place tomorrow.

(3) Return to the "life world" and improve the ability of applying mathematics.

Teacher Ye Shengtao said that the purpose of teaching any homework is to achieve something that does not need to be taught, that is, to let children learn by themselves, learn to use it and solve practical problems. It's no use talking on paper. If mathematics teaching can be practiced in specific life situations, it will help to improve students' ability, let students find that mathematics is around and let them know that life is full of mathematics. Life is really interesting, and math is really interesting. The practical problems encountered in real life often synthesize all kinds of information. We can introduce it into the classroom, so that students can solve math problems in practical activities close to reality. For example, when teaching "Understanding RMB", we can simulate the life practice of supermarket shopping and let students learn "buying and selling things" in activities. Through activities such as identifying commodities, looking at the price tag, paying money and changing money, students can learn to identify counterfeit money, know how to care for RMB and save money, and thus master certain life skills. For another example, when teaching "Encountering Problems", teachers can lead students to the playground to simulate practical activities such as facing at the same time, reversing at the same time, meeting, facing in the same place, catching up and so on. Let students have a clear understanding of the commonly used terms in the problems they encounter, understand and master arithmetic, and the solution will naturally come. This kind of simulated life practice makes students feel the superiority of mathematics, realize the relationship between mathematics and society, understand the real value of mathematics, and improve their ability to truly participate in social life.

(D) Set up a "life background" to cultivate students' mathematical consciousness.

When students master some mathematical knowledge, they can play some roles, such as shop assistant, decorator, workshop worker, dispatcher and so on. When they use what they have learned to arrange their lives. For example, after learning to find the least common multiple of several numbers, let students be the directors of the air-conditioning parts assembly workshop, reasonably arrange the number of personnel in each group and optimize production efficiency. After learning the calculation of the combined graphic area, let the students arrange the land area of each farm house as land managers. Being a participant in such activities not only improves students' interest in using knowledge, but also cultivates students' practical calculation and measurement ability. In the process of experiencing the joy of using knowledge, their understanding of this part of knowledge has been consolidated. Only when teachers really bring students into life and closely combine the mathematics knowledge in class with the students' life reality can students experience the beauty of mathematics and creativity.

In addition, "making mathematics in life more linguistic and rejuvenating the language in mathematics" also plays an irreplaceable role in modern mathematics teaching in the 2 1 century. Language is both the shell of thinking and the result of thinking, and they are closely related. The concept of mathematics itself is highly abstract and does not conform to children's cognitive ability. Therefore, students should be encouraged to talk more and ask more questions in class, because mathematical symbols have children's language functions. If thinking has become daily, language is still based on the words in books, which is dogmatic and not conducive to the development of students' creative thinking. Life-oriented mathematical language is closer to children's life, after all, students are the main body of the classroom.

To sum up, I think the task of a math teacher is to introduce boring and abstract knowledge into the classroom with more childlike and dynamic designs. As Kang Pu, a master of mathematics, said, "The essence of mathematics lies in freedom." Mathematics knowledge comes from life, and life itself is a huge classroom for students. In our mathematics teaching, there is the truth of life everywhere. Mathematics classroom only reproduces the connection between mathematics knowledge and natural science and human life, which not only expands the information of mathematics teaching, but also cultivates students' awareness of using mathematics and practical ability in all aspects, laying a solid foundation for students' future life and work.