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Mr. Tao Xingzhi said: "Education can only be achieved through Only life can play a role and truly become education." The new curriculum standards clearly point out: "We should pay attention to learning mathematics and understanding mathematics from students' practical life experience, emphasizing starting from students' existing life experience, allowing students to personally experience practical problems. The process of abstracting into a mathematical model and interpreting and applying it. The life-oriented mathematics classroom is a necessary way to strengthen students' practical ability and promote quality education. Therefore, in teaching, teachers must find the "fitting point" between mathematics teaching and the actual life of students. , it should not only induce students' desire to solve real-life problems, but also cultivate students' understanding of life and experience the success and happiness of applying mathematics to solve practical problems.

Mr. Tao Xingzhi pointed out: "Life education is life-centered education. Life and education are one thing, not two things. They are two names for one phenomenon, just like a person's little Name and scientific name. Life is education; life is education. "So what kind of mathematics teaching can realize life education, so that our students can truly experience the relationship between mathematics and life, and let them feel that mathematics knowledge is everywhere in real life. .

1. Creation of a life-oriented education atmosphere

American educator Dewey has a wise saying: "Education itself is life, not preparation for life. Classroom teaching is like living in a family, life In the neighborhood, it is like sports in the playground. Life is the origin of education, and life is the "source of living water" for classroom teaching.

The living teaching atmosphere is the key to the lively and active development of students in education and teaching activities. It is also an important condition for students to learn happily, improve classroom teaching efficiency and achieve knowledge innovation. Tao Xingzhi said: "Those who are unwilling to learn from children are not worthy of being their teachers." He further proposed that all teachers should become children. "If you become a child, amazing miracles will happen: Teacher The students immediately become friends, and the school immediately becomes a paradise; you immediately feel as big as a child, playing together and working together, no one thinks you are a teacher, and you become a real teacher. "The new curriculum advocates teachers and students. Interaction and dialogue, in which teachers and students experience changes in identity. Therefore, teachers should love every student. Teachers should have the same "affinity" as the host, so that students can have "teacher-orientedness." A caring smile can virtually shorten the emotional gap between teachers and students. Teachers should become a consultant, a participant in exchanging opinions, and a learning partner who helps discover conflicts. At the same time, we must treat students who like to interrupt correctly, because students who follow the rules will not interrupt, and students who do not use their brains cannot interrupt. Only students who are focused in class and have quick thinking can. Although interrupting sometimes disrupts the order of the classroom and sometimes embarrasses you, the interrupting student is thinking that instead of disrupting classroom discipline and discouraging the student's enthusiasm, it is better to go with the flow and let him become a teacher. Maybe he will be more innovative. The idea makes him a bright spot in the class.

2. Adapting the teaching content to daily life

1. Practical life and learning interest

Interest is the best teacher. People always learn about people they are familiar with. Interested in peace. "Society is school" is the second basic principle of Tao Xingzhi's life education theory. He pointed out: "Life is everywhere, that is, education is everywhere; the entire society is the place of life, that is, the place of education. Therefore, we can also say that "society is school." In teaching, if teachers use the life that students are familiar with as a Materials and creating a situation that simulates life can not only make students feel that mathematics is approachable, but also allow them to explore mathematical problems unconsciously and gradually develop a desire for knowledge.

Mathematics teaching activities should become a source of students' enjoyment and curiosity.

Such teaching activities should start from students' existing experience and existing knowledge, start from intuitive and problems that can easily arouse students' association and imagination, let the mathematical background be included in students' familiar things and specific situations, and be related to What students already know is connected with the knowledge they have learned, especially with those existing, but untrained and less rigorous mathematical knowledge experiences accumulated by students in their study life. In this way, when students solve problems, they can think about problems from multiple angles based on their own life experiences, and form basic ideas and strategies for solving problems. Students' existing good mathematical awareness will be highlighted. Students can better train their divergent thinking ability by relying on their life experiences.

For example, when teaching multiplication word problems, I designed such a word problem: Dad, mother and daughter went to the park for an outing together. Each ticket was 4 yuan. How much did it cost per day?

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Raw armor: 4×3=12 (yuan) One *** cost 12 yuan.

Student B: Teacher, can 4×2=8 (yuan)?

Teacher: Why?

Student B: If my daughter’s height is not You don’t need to buy a ticket for 1 meter, so don’t you have to buy 2 tickets? When I was young, I only bought 2 tickets when I went to play with my parents.

At this time, the classroom was boiling, and many students raised their hands.

Student C: 4×2+2=10 (yuan) because my daughter may also buy half the ticket.

Centine: There may be three situations.

Therefore, in teaching, in addition to choosing things that students are interested in and asking questions, teachers should also pay attention to finding support for students to solve problems in life, so that students can use their existing knowledge and knowledge to solve problems. Use life experience to think about and solve problems, so that students can enjoy the joy of success.

2. Life objects and problem discovery

"Teaching and doing in one" is the teaching methodology of Mr. Tao Xingzhi's life education theory. He believes: "The method of teaching is based on the method of learning, and the method of learning is based on the method of doing. How to do something is learned, and how to learn is taught. Teaching and learning are centered on doing, and it is the teacher who teaches in doing. "Students learn by doing". In mathematics, students are the main body of learning, and teachers are students' guides and collaborators. The role of teachers is more to provide guidance and "moisten things silently" to guide students to independently explore and acquire knowledge. For example, when I was teaching "Area and Area Units", the beginning part was handled like this:

The surface of an object has size. (Teacher holds up the chalk box) Where is its surface? Can you point to it? The teacher and students simultaneously pointed out the 6 sides of the chalk box. What about book covers? Do you feel their size? Please touch the surface of the objects on the desk. (Group of four prepares oranges, leaves, pencil boxes, etc.) Group members compare with each other and talk about the surface of which object Large, which object has a smaller surface. (Student Report)

Students, have you seen the oranges on the table? How do you compare the size of the surface of the oranges? Let's start a "peeling an orange" competition to see who has the most skillful hands and can peel the most. quick. (Choose the two students who can peel the fastest, real-life projection)

Now let’s compare the surfaces of these two oranges, which one is bigger and which one is smaller? (Student answer)

Just now, by observing the surfaces of various objects, we learned that their surfaces are large or small. (Write on the blackboard: Size of the surface of an object)

This class is the starting class of "area" teaching. Students have a very vague concept of surface and body. In order to get students out of this ambiguity as early as possible, in teaching I did not use fancy courseware, but asked students to find, touch, compare, and talk through intuitive feelings. There are sizes of experiences. In terms of preparation of learning tools, both flat and curved learning tools are provided, which broadens students' cognitive fields. Let students feel that everything in life can be found on its surface and has size. Only when students fully perceive and establish an intuitive image of "noodles" can teachers naturally introduce the concept of "noodles" on this basis.

3. Life experience and inquiry methods

In teaching, we should pay attention to guiding students to be good at thinking about mathematics in life, strengthen the connection between knowledge and practice, and according to different teaching content and goals , using different teaching methods based on students' existing life experience and cognitive foundation, giving students opportunities to explore independently, cooperate and communicate, and operate hands-on, so that students can fully express their opinions.

When teaching "Area and Area Units" to compare the sizes of areas, I first show two picture frames that are relatively close in size (the areas are 9 square decimeters and 8 square decimeters respectively) and ask students to observe Compare the size of areas. At first, the students had different opinions and found that it was difficult to solve the problem solely by relying on the observation method learned previously. The teacher gave timely guidance: "Do you have any better ideas?" With one stone, the students' desire to explore was stimulated. Some said: "You can use a ruler to measure, because I found that my father was calculating the room." The size is measured with a ruler." Some said, "I can compare the size by overlapping the two books. I can also compare the two picture frames by overlapping them." Some said, "You can use the same size. Place the small pieces of paper to see how many can be placed." The teacher seizes the opportunity of the students' answers and turns the frame over to show the side with small squares. On the basis of observation method, measurement method and overlapping method, the counting grid method came into being. At the same time, students' thinking can flourish and their inspiration can be inspired.

After going through the above learning process, students gain not only knowledge, but also methods of learning mathematics.

4. Life situations and application awareness

Mr. Tao Xingzhi advocates "life is education". There are many educational resources in life, some have already existed, some are happening, and Some are fleeting. If we leave these life resources alone and go to great lengths to "make up" virtual scenarios. Maybe you can "bluff" students at first, which is a bit novel, but smart students will soon discover your fakeness, and their enthusiasm for learning may fade away due to these virtual situations, and their desire for independent learning will no longer be urgent. Then your hard work will be in vain. The mathematics curriculum standards also point out: "Only when students can realize that mathematics exists in real life and is widely used in the real world can they truly appreciate the application value of mathematics." Teachers should let students use the mathematics knowledge they have learned to analyze and solve some problems. Simple practical problems enable students to feel the close connection between mathematical knowledge and real life, and form the awareness of learning mathematics and using mathematics, thereby cultivating a correct view of mathematics.

For example: When teaching the lesson "Understanding RMB", during the practice, I captured a life situation that happened that day: A student brought seventy cents today. He wanted to buy a piece of eraser and an eraser triangle. Please help, what are the payment methods? The classroom immediately became excited. Some people moved their little hands to fiddle with the banknotes on the table. Some people at the same table had a heated discussion. Some people simply raised their little hands and thought. When I want to speak, the classroom is very lively. After a while, everyone couldn't help but waved their little hands to me. Some said, "Teacher, he can pay three 1-cent bills." Some said, "Pay one 2-cent bill and one 1-cent bill." Others said, "Pay two 2-cent bills." Immediately someone came I stood up and objected: "This won't work, I have to give him money." It was great, I couldn't help but admire it secretly. "I have it. I'll pay a five-cent bill and my aunt will give him two cents." A chubby little boy said happily...

Today is the information age, and a lot of mathematical knowledge is difficult for students. It is not unfamiliar. If teachers simply reproduce this knowledge or tell students ready-made conclusions, the knowledge constructed in this way will be static and limited. For example, when teaching the lesson "Volume of a Cylinder", if the teacher derives the calculation formula according to the design of the textbook, such a learning experience will make the students' thinking rigid and the space for development will be very narrow. After students learn cuboids, cubes, and cylinders, they have accumulated a lot of experience with the volume of three-dimensional figures. Therefore, teachers should use students' existing knowledge and ideas to try to let students experience the development process of knowledge and let students understand the true face of constructing mathematical models. .

3. Bringing homework into daily life

Mathematics comes from life and ultimately serves life, especially primary school mathematics knowledge, whose prototypes can be found in life. However, due to the short class time, homework has become a useful extension of classroom teaching and a vast world for innovation. In real-life practice, students realize that mathematical knowledge is visible, tangible, and useful in life. It is also a confirmation, a supplement, and an experience of book knowledge.

Teachers can flexibly introduce some practical assignments in daily learning. For example, after teaching "Knowing RMB", let the students go back to the store to buy things with their parents, and help their parents and the salesperson calculate the accounts, how much money should be paid, how much actual payment, how much money they got back, and how much money they got back after returning to school. Communicate with other children.

Another example is to arrange for students to draw a "room floor plan" and go to the decoration market to understand the price of ceramic tiles and design a plan for their own room floor decoration. This concreteization of abstract knowledge helps students understand, and at the same time, they can use the knowledge they have learned to explain phenomena in life. It also cultivates students' ability to collect and process information and their practical ability.

In short, life is inseparable from mathematics, and mathematics is inseparable from life. Mathematical knowledge comes from life and ultimately serves life. Mr. Tao Xingzhi pointed out: Education without life is dead education, and books without life are dead books. Education cannot be divorced from life. Education must serve to transform social life. The purpose, content and methods of education cannot be divorced from reality. and the needs of social life. Teachers should be a thoughtful person, based on students' real life, and timely collect mathematical problems closely related to students' lives. Through the effective integration and rational use of current teaching material resources, the content of mathematics teaching is derived from the actual life of students, the methods and means in the teaching process are close to the actual life of students, the students' learning activities are applied and verified in daily life, and the application of mathematics is continuously penetrated into students awareness; if things go on like this and deepened, students can gradually learn to see the world around them from a mathematical perspective, thereby promoting the formation of students' emotions, attitudes, and values, as well as the coordinated development of students' mathematical learning abilities, life abilities, and psychological qualities. Ultimately, the goal is to improve and improve students' mathematical literacy, thereby cultivating a group of talents who truly meet the needs of future society.