Life is inseparable from mathematics, and mathematics is inseparable from life. Mathematical knowledge originates from life and ultimately serves life. Our current mathematics curriculum reform attaches great importance to the connection between mathematics and life, emphasizing "starting from students' existing experiences and allowing students to personally experience the process of abstracting practical problems into mathematical models and explaining and applying them." In line with the teaching philosophy that mathematics comes from life and is applied to life, teachers should establish the awareness of applying mathematics to real life, guide students to learn valuable mathematics, cultivate students' ability to use mathematical knowledge to solve practical problems, and integrate students' Combining life with mathematics learning, starting from the needs of mathematics teaching, allowing students to explore the life connotation of mathematical knowledge from life experience and life reality, capture mathematical phenomena in life, connect mathematics with life, and mathematize life experience. Mathematics Problems are brought to life, reflecting that "mathematics originates from life, resides in life, and is used in life", allowing students to realize that mathematics is around them, thereby realizing the charm of mathematics and feeling the fun of mathematics, and realizing that "everyone learns valuable mathematics" , everyone can obtain the necessary mathematics, and different people develop differently in mathematics." Let students learn to observe the objective world around them from a mathematical perspective, let students feel the richness and variety of life because of mathematics learning, and let students fully experience the close connection between mathematics and life. Therefore, mathematics teaching should aim at the best connection point with students’ life experience, build a bridge between mathematics and life, and make mathematical knowledge vivid and interesting because it is close to life. This will enhance students' internal drive to learn mathematics well, stimulate students' strong interest in learning mathematics, and improve their mathematical accomplishment and practical application abilities.

The life-oriented teaching of primary school mathematics is to create rich life situations, emphasize students’ life experience, highlight the practicality and openness of teaching, and enable students to creatively use the life skills they learn in life. . It should have the following characteristics: First, classroom teaching should be based on "children's living world" as the activity background, and children's original life experience as the growth point, so that children can actively participate, develop independently, change themselves in the activities and constantly propose The new requirements are to cultivate a kind of active, non-submissive, non-conservative and proactive person; secondly, the goal of mathematics classroom teaching should fully reflect the complete goal, including not only cognitive goals and emotional goals, but also The development of students' will, communication and cooperation ability, behavioral habits and innovative consciousness; third, classroom teaching should emphasize the joint participation, interaction and new experience of teachers and students, and the educational process of creatively achieving goals, so as to achieve learning and thinking. , the unity of thinking and action, action and creation.

1. The necessity of making mathematics teaching into daily life

1. Making mathematics teaching into daily life can cultivate students’ interest in learning mathematics. Life is realistic and rich, and one of the characteristics of mathematics is its high degree of abstraction. If mathematics is not connected with real life, connected with students' existing knowledge, and consistent with children's cognitive characteristics, students will find it boring and difficult to understand. If this continues, students will inevitably become tired of mathematics, so it is very necessary for mathematics teachers to enter life together with students. For example, the lesson "Calculation of the Area of ??Rectangles and Squares" was originally boring and difficult to understand. Many teachers could only teach students formulas and let them memorize them by rote. When I was teaching, I created an interesting tortoise and hare game as soon as the class started. The living situation of painting the walls suddenly aroused the students' interest in learning. The students actively participated in the learning. In order to determine the winner, the areas of the rectangle and the square must be calculated first, so the students devoted themselves to it independently. In the process of exploring the calculation method of area.

2. Mathematics teaching is adapted to daily life and can penetrate students’ awareness of applied mathematics. Instilling the awareness of applied mathematics into students should start from an early age. For example, in combination with the theme picture, students can be asked "What mathematical information can be discovered from this picture?" Or in the "Length and Shortness" lesson, in addition to the pencil comparison and palm comparison in the textbook, students can also let them think about it themselves, and can also use What kind of "resources" are around you to compare. Another example is the "location" lesson. In addition to the "location" in the classroom, you can also think of places where there are "location" issues. This can remind students of issues related to "location" in life such as theaters, trains, bookshelves, etc.

3. Mathematics teaching is adapted to daily life and can also cultivate students' ability to ask and solve problems from life.

It is necessary to continuously cultivate students' ability to learn to raise mathematical problems from life, and solve these problems by analyzing these problems, and finally promote the continuous improvement of mathematics level by reviewing the feasibility of these problems and conclusions. For example, when teaching the lesson "Interest and Interest Rate", you can use the activity class time to take students to visit a bank, and use their own New Year's money as an example to let students simulate depositing and withdrawing, and observe the bank's interest rate sign, "What is the interest rate?" "Why do banks have different interest rates?"...Students will have many questions, and students will take the questions to learn new courses to find ways to save that meet their needs. In this way, students develop the habit of paying attention to the things around them, consciously using mathematical perspectives to understand the things around them, and consciously connecting the mathematical knowledge they have learned with reality.

2. Ways to adapt mathematics teaching to daily life

(1) Connect with the reality of life and discover mathematical problems from around you

Teachers should connect with the reality of life and create life situations for them Provide students with opportunities to experience mathematics. Through mathematics activities, students can continuously enhance their self-confidence, use the knowledge they have learned to solve practical problems in life, enjoy the joy of success, and develop students' innovative thinking. Let students discover and ask questions in practice, understand and master knowledge in practical activities. The creation of life situations changes the "single mode" color of traditional teaching and makes the mathematics classroom full of life.

For example: When teaching "Grams and Kilograms", students were asked to observe the packaging of several items in daily life and write down their weights. During the communication, the students raised many practical questions, such as : The total amount printed on the instant noodle bag: 70g, noodle cake: 65g, so we know that the seasoning bag and packaging bag weigh 5g. Practical issues such as the net content printed on the edible salt packaging bag: 500 grams ± 10 grams.

For example, after teaching multiplication, I conducted a practical activity class with the students. I created the scene like this: On a sunny morning, the teacher wanted to enjoy the spring scenery with everyone. Do you want to go sightseeing and look for spring? You have to bring food during the spring outing. Here are the unit prices of some snacks: bread 2 yuan; drinks 3 yuan; pears 1 yuan; plums 2 yuan; biscuits 3 yuan; melon seeds 2 yuan... Let the students buy them with 30 yuan. By creating such a scenario, students can experience for themselves that mathematics is all around us, and they need to be thoughtful people to discover mathematics from life. This not only achieves the purpose of imparting mathematical knowledge, but also solves practical problems and feels the effects of mathematics in life.

During the experience process, teachers should guide students to find mathematical problems in life. This can not only accumulate mathematical knowledge, but also is the best way to cultivate students' interest in learning mathematics.

(2) Create a living teaching atmosphere

A living teaching atmosphere is the basis for students’ active and active development in educational and teaching activities. It is also a happy learning environment for students and improves the efficiency of classroom teaching. An important condition for realizing knowledge innovation.

1. Create a good interpersonal environment

Teachers in the classroom should strive to change the situation where top students and teachers dominate the world, so that all students can participate in the activities instead of just being spectators. the role of the author. Teachers can divide the questions into several levels. The more difficult questions can be answered by students with strong abilities, the general questions can be answered by ordinary students, and the easy questions can be answered by students with poor abilities. They can also be asked to repeat other people's answers. In this way, all students can improve while maintaining stability and reducing their original level.

2. Establish a democratic and equal teacher-student relationship

As the saying goes: "Become a new teacher and believe in his teaching." If students like a certain teacher, they will also like the class taught by this teacher. , forming a virtuous cycle in which the more the teacher likes me, the more I like the teacher’s class, and the more I learn, the more energetic I become. Therefore, teachers must love every student and be as approachable as the host so that students can become teacher-oriented. Every kind name, friendly look, expectant gaze, caring gesture and loving smile from the teacher can invisibly shorten the emotional gap between teachers and students. Teachers should become more and more consultants. A participant to exchange ideas, a learning partner to help identify contradictions.

3. Create a life-oriented classroom atmosphere

Overly uniform restrictions will inevitably distract students’ energy and are conducive to students’ positive thinking. There are no unnecessary restrictions on students in class. Students can stand and listen, or they can stand up directly to express their different opinions.

At the same time, we must also treat students who like to interrupt correctly, because students who follow the rules will not interrupt, timid students dare 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 class and sometimes embarrasses you, after all, the interrupting student is thinking that instead of discouraging the student's enthusiasm by disrupting classroom discipline, it is better to go with the flow and let him become a teacher. Maybe he will be updated. Ying's ideas made him a bright spot in the class.

(3) Create life situations to stimulate students’ interest in learning mathematics

Tolstoy once said: “Successful teaching requires not forcing, but stimulating students’ learning. Interest. "Although mathematical knowledge is monotonous and boring, it contains rich factors that can stimulate students' interest. Therefore, when teaching new courses, teachers should make full use of these factors, closely link mathematical knowledge with the actual life of students, introduce themes from social life into mathematics classroom teaching, arouse students' interest in learning, and make seeking knowledge a An internal drive. Teachers should be good at discovering mathematical problems in life, starting from children's psychological characteristics, designing life materials that children are interested in and presenting them to students in colorful forms.

Life is full of mathematics. In primary school mathematics teaching, teachers can create different living environments to immerse students in the atmosphere of life, develop a strong interest in mathematics learning and a strong desire for knowledge, and constantly learn to observe, discover, think and understand with a mathematical perspective. the world around you. Let them fully realize the close relationship between life and mathematics, feel the mathematics around them, develop a sense of intimacy with mathematics, and stimulate their enthusiasm for learning mathematics and discovering mathematics. At the same time, in the process of experiencing, analyzing, judging, and understanding life examples, we continue to learn to accumulate thinking methods and mathematical ideas. The method of creating life situations is generally to connect and simulate life through games, stories, environment creation, media assistance, etc.

1. Use games and stories to create life-like situations

It is children’s nature to love to play and be active. Mathematical knowledge is integrated into game activities and story situations. Students learn through play. Play while learning, students learn interestingly, learn happily, learn proactively, and learn profoundly. For example, when teaching the lesson "Finding how many times a number is another number", the teacher created a story situation of "Puppy Woof's birthday" and asked students to tell the story of Puppy Woof's birthday. By expanding the plot of the story, it is natural to This leads to many mathematical problems solved by division. Teachers ask students to ask and answer each other's questions, require students to answer questions completely, and cultivate students' mathematical awareness through interaction. Students have personally experienced the process of exploring knowledge in lively practice, always experiencing the success and fun of learning, and thus learning mathematical knowledge unconsciously.

Another example: When teaching the lesson "Understanding Perimeter", the teacher first asked the students to recall and tell the story of the tortoise and the hare, and then asked the students to continue the story and at the same time showed the tortoise and the hare racing again. At one venue, as the students told stories and demonstrated the process of the tortoise and hare competition, the students became very interested. At this time, the teacher introduced the new lesson "Understanding of Perimeter" in a timely manner, and then used the story situation of the Animal Games throughout the whole lesson. Class, students learned knowledge and mastered skills in a pleasant and relaxed classroom atmosphere.

As the saying goes: "You will forget what you have heard, remember what you have seen, and understand by doing." When teaching "Understanding RMB", in order to make the boring calculations closer to life, the classroom was set up as a toy supermarket. Put price tags on the toys that students usually like, let students choose two of their favorite toys, and calculate how much they will have to pay. This will naturally incorporate the mathematical knowledge in this lesson into the life of buying toys. in the scene. Let students play ring games, ask mathematical questions, and perform addition and subtraction calculations... These activities enable students to learn knowledge, invigorate the classroom atmosphere, and greatly stimulate students' interest in learning.

2. Create a living environment with the help of media

Psychology tells us that vivid, concrete, and vivid things and colorful objects can easily arouse children's interest. Since audio-visual media has vivid and image characteristics, it can make abstract content vivid and vivid. In mathematics teaching, if audio-visual media can be fully used to simulate or reproduce life situations and create an atmosphere, it can mobilize students' enthusiasm and enthusiasm for learning. initiative to deepen students' understanding and experience of the knowledge they have learned.

For example, when teaching the lesson "Understanding of 6 and 7", the teacher used the media to play the video animation of "Five Finger Song". The students were deeply attracted by the vivid and vivid pictures of life, and they further consolidated their understanding of 1- 5 understanding. At this time, the teacher introduced today's new content 6 and 7. Because students have "interest", their thinking becomes active immediately, they naturally ask many mathematical questions, and they learn more actively and proactively.

Another example: When teaching the second volume "Knowing Decimals" for third graders, I created the situation like this: On Sunday, Xiaofang and his mother went to the supermarket to go shopping, but Xiaofang did not recognize the numbers on the labels. Don’t know how much it costs? Can you help him? Then I showed a prepared video of visiting a supermarket, and asked the students to watch the video while helping Xiao Fang tell how many dollars, cents, and cents the numbers on the trademark represented. In this way, students will naturally enter the topic of understanding decimals, allowing students to feel that mathematics is around us.

Guiding students to apply the knowledge they have learned to life is not only the ultimate goal of students learning mathematics, but also a vivid embodiment of "everyone learns valuable mathematics". In teaching, teachers should reproduce life situations, bring the knowledge they have learned back to life, and give students the motivation to solve mathematical problems around them, thereby stimulating students' interest in learning mathematics.

(4) Use the reality of life to cultivate application awareness and apply what you have learned

The "Mathematics Curriculum Standards" points out: "Students can realize that mathematics exists in real life. Only by being widely used in the real world can we truly realize the application value of mathematics. "Learning mathematics knowledge is to facilitate better service in life." Apply what you have learned to your life. Therefore, after each new lesson is learned, I will compile some practical application questions for students to practice. After learning the knowledge of each chapter, I will ask students to find some similar problems to solve in their own lives. A certain number of life-oriented assignments can help cultivate students' ability to apply the knowledge they have learned to solve practical problems. For example: after teaching: "Surface Area of ??Cuboids and Cubes", I asked students to measure the length and width of the classroom, as well as the length and width of doors, windows, and blackboards, and then use the knowledge they learned to calculate the area to be painted in the classroom. Through students' specific search for information and analysis of multiple information to find solutions to problems, the whole process is a real experience for students to learn the surface area of ??a cuboid. It is conducive to students' understanding and digestion of mathematical knowledge.

Another example: When teaching the lesson "Statistics", let students investigate the consumption of school supplies among students in their class, collect, organize and process data in groups, and then compare and analyze the survey results. Students not only improved their application ability in the series of numbers, but also learned about the types of school supplies, the amount of consumption, and which school supplies consumed the most. They realized that students wasted a lot of school supplies, and proposed to use them sparingly. School supplies.

(5) Explore life issues and cultivate students’ comprehensive literacy in mathematics

“Let the podium become the stage, the classroom become the society, the students become actors, and the teachers become directors”, turning mathematics into It is organically combined with life, study, and activities to make students' use of mathematics interesting and life-like, making students feel that mathematics comes from life, thereby stimulating students' interest and desire to learn mathematics, and cultivating students' comprehensive mathematical literacy.

1. Write a "Mathematics Diary"

Students use language to express their new ideas and discoveries in mathematics learning, which can help students think about problems systematically, explore problems, and deepen their understanding of mathematics. Understand the problem, find the feeling and experience of success, and enhance the self-confidence in learning mathematics. In teaching, let students write the story of "I and mathematics" and write a "mathematics diary", which can cultivate the ability to feel mathematics and deepen their understanding of mathematics. The mathematical knowledge learned can guide students to feel that mathematics is around them and that mathematics is closely connected with life. For example, students are asked to write down what mathematical knowledge their parents used at home, what mathematical knowledge they used when going to the store to buy things... By keeping a "mathematical diary", students not only explore mathematics in life, but also understand that mathematical knowledge is not only It is useful and used everywhere in life, and it cultivates students' comprehensive literacy. By reading students' "mathematics diaries", teachers can also understand whether students have a strong awareness of "learning mathematics and using mathematics". Make future teaching more targeted.

2. Carry out mathematical practical activities

Applying mathematical knowledge to solve practical problems is the starting point and destination of mathematics teaching. The new textbooks communicate the "book world" with students' "living world" Let students feel that mathematics is around them, let students practice mathematics, let students feel, verify, and apply in actual life situations, and mobilize students' multiple senses to participate in learning activities, thereby gaining rich knowledge. Direct experience to achieve the purpose of cultivating students' comprehensive mathematical literacy. The theme of the activity can be based on the teaching materials, or it can be proposed by the teacher or the students themselves, but it must be close to the students' lives. For example: Investigate "how many pencils students use per week and how much does it cost per day"; "how much does the family pay to buy groceries every week"; "investigate the scores of classmates in recent math tests" and so on. Through a series of mathematical practice activities, it can not only mobilize students' enthusiasm and initiative in learning mathematics, but also cultivate students' practical ability and other comprehensive qualities.

Practice has fully proved that life is inseparable from mathematics, and mathematics is inseparable from life. As a mathematics teacher, we must find ways to actively create conditions in mathematics teaching, fully explore mathematics in life, create vivid and interesting situations of life problems for students, to help students learn, and encourage students to be good at discovering mathematics problems in life. , develop the habit of observing and analyzing things around you from a mathematical perspective. What is more important is to make students feel the connection between mathematics and life, to let students "find" mathematics from various aspects of life, "think" mathematics, "do" mathematics, and truly feel that "mathematics comes from life". Mathematics teaching should closely connect the classroom with life, make daily life into the classroom, and make classroom teaching into life, so that classroom teaching is full of challenges to wisdom and satisfaction of curiosity, so that the classroom is full of life and energizes teachers and students. vitality of life.

The mathematician Hua Luogeng once said: "The universe is huge, the particles are tiny, the speed of rockets, the ingenuity of chemical engineering, the changes of the earth, and the complexity of daily life. Mathematics is used everywhere." This is a reflection on mathematics. A wonderful description of life.