Life-oriented teaching is the need of mathematics activity itself, real life itself and the development of the times. The new curriculum standard of mathematics emphasizes: "Starting from students' existing experience, let students experience the process of abstracting practical problems into mathematical models and explaining and applying them. "However, the characteristics of mathematics and the teaching mode of some teachers lead to their lack of interest, and some students are tired of learning mathematics, which affects the quality of mathematics teaching. If we can closely link mathematics with life, we can solve this practical problem. Therefore, in mathematics teaching, we strive to start from the needs of mathematics teaching, let students explore the life connotation of mathematics knowledge from life experience and practice, capture the mathematical phenomena in life, embody "mathematics comes from life, exists in life and is used in life", and let students realize that mathematics is around, so as to realize the charm and pleasure of mathematics. Then how to make mathematics teaching come alive? You can start with the following points:
First, experience the life of mathematics teaching in the search for life materials
For example, in the teaching of "knowing litres and milliliters", students can be required to collect litres and milliliters on some labels at home or in supermarkets before class, such as packaging boxes, beverage bottles and labels. In class, let the students take out all kinds of beverage bottles, packaging boxes or labels prepared in advance, and introduce where the labels are cut, what is in them, what units are used, and how to express them in letters ... Through communication, the students have an intuitive understanding of new knowledge. They know that these items are containers, and liters and milliliters are units for measuring liquids. At the same time, students also feel that litres and milliliters are widely used in life, which enhances students' interest in learning mathematics and improves their initiative in learning mathematics.
Second, experience the life of mathematics teaching in creating life situations.
For example, in the teaching of finding simple matching rules, students can be asked: Did you have breakfast today? What did you eat? In the math class, the students discussed the problem of eating breakfast with great interest and spoke in succession.
Some said, "I ate steamed bread and milk."
Someone said, "I ate bread and milk."
Some said, "I ate steamed bread and soybean milk."
Some said, "I ate noodles." ?
Some said, "I ate porridge and milk.
"……
Through communication, it is concluded that students have milk, soybean milk, steamed bread, bread, noodles and porridge for breakfast. Then ask the students to choose a drink and a snack. How many collocation methods can there be? How to match? This creates a life situation, so that students can not only experience the process of matching several things, but also discover the law of simple matching phenomenon, so that everyone can understand the importance of nutritious breakfast.
Third, experience the life of mathematics teaching in hands-on operation?
For example, in the class of "Calculation of Trapezoidal Area", students will not start to calculate the trapezoidal area at first, but they are asking, "Can you change the trapezoid into the figure we have learned before?" Students began to operate boldly, cutting, moving and spelling out various shapes: some were made into rectangles, some into squares, some into triangles and some into parallelograms. Then, on the basis of the formulas for calculating the area of rectangle, square, triangle and parallelogram, the formula for calculating the trapezoidal area S= (a+b)h is derived, so that students can have a clear understanding and understanding of very abstract knowledge, and the experience gained through hands-on operation will be extremely profound.
Fourth, experience the life of mathematics teaching in mathematics homework.
After learning the calculation of rectangular area, there will be many problems in calculating rectangular area. We might as well turn these problems into measuring the area of objects around us. For example, let students go home to help their parents calculate how many tiles or floors they need to decorate their rooms and their money. So students must measure the area of the room, and then go to the market to find out the size of the floor tile or the size and unit price of the floor, and then calculate. For another example, after learning the distance problem, students can calculate how many minutes it takes to walk from home to school. Through this life-oriented teaching practice, students can not only improve their understanding of knowledge, but also realize the value of knowledge; It can also enhance students' confidence in learning and applying mathematical knowledge and cultivate students' ability to apply mathematical knowledge to solve practical problems.
Fifth, apply mathematics in daily life and experience the life of mathematics teaching.
For example, after teaching the "characteristics of triangles", students can explain: Why do some roofs of the houses we live in have to be triangular? Why did the carpenter nail a diagonal bar at the foot of the desk when he repaired it? Why is the bicycle frame triangular? Also, after teaching the characteristics of parallelogram, ask the students to explain: Why should the school gate be made into a parallelogram grid instead of a triangle? By explaining some life phenomena, let students feel that mathematics is close to life. In addition, after the teaching of Statistics, students can collect their own water and electricity consumption in recent months, judge whether their water and electricity consumption is reasonable through the process of collecting, sorting, analyzing and describing the data, and make decisions on future water and electricity consumption. This not only permeates environmental education, but also makes students feel that mathematics knowledge is closely related to life. It is necessary to make mathematics teaching full of life flavor and times color, really stimulate students' enthusiasm for learning mathematics, and cultivate students' independent innovation ability and problem-solving ability.
In a word, the life-oriented mathematics teaching is a new requirement of modern education. In mathematics education, we should always guide students to experience mathematics from life, let students independently apply mathematics knowledge to various specific life situations, and cultivate students' awareness of applying mathematics knowledge in life and their ability to solve mathematical problems throughout the whole teaching process, so that students can feel mathematics and life more deeply in the alternation and interaction between "life" and "mathematics", thus further improving students.