Regression Of Life Of High School Mathematics Teaching Under The New Curriculum Standard

Mathematics originates from the reality, resides in the reality and is going to be utilized in the reality. Putting the knowledge into practice is the destination of learning mathematics."To develop the consciousness of applying mathematics to practice"is the basic value of the new course. Putting mathematics into life and putting life into mathematics are the important approaches to grasp the concept. Based on the overall analysis and understanding of the new standard mathematical courses in high schools, this paper establishes the relationship between mathematics and life. It mainly involves mathematical culture, the relationship between mathematics and other subjects and mathematical modeling. The essence of this paper is to analyze the theory and explore the practices from the aspects of emotion, knowledge and ability. The educational basis of the paper is Constructivism and Multiple Intelligence. So the students change the way of learning greatly and mainly conduct some researches. With the development of the modern society, the return of putting teaching into life is always merged with information technology in order to step onto mathematical experiments. In conclusion, by exploring the theories and practices, mathematics is closely related to the life of the students. Let's put the mathematics into daily life and put daily life into the mathematics.In chapter one, the introduction, the paper observes the connection between mathematics and life as well as the way to establish their relationship. We should make the students realize: mathematics is related to us and to our daily lives; mathematics is useful; I want to apply mathematics to the practice; I am able to utilize mathematics. Different students can obtain different improvements by learning mathematics. According to this basic idea, we should relate the knowledge to the students'daily life, as well as complete the task of imparting mathematics. Let's put the mathematics into daily life and put daily life into the mathematics.In Chapter 2, in order to lead mathematics into life and also make life come into mathematics, we generally apply the way of mathematical culture, relationship between mathematics and other fields, and mathematical modeling teaching. In essence we conduct theatrical considering and practical discovering in the light of emotion, knowledge and ability. The teaching contents of all the three folds are basically mixed in our ordinary teaching, which to a large extent is the expansion and enlargement of our ordinary teaching.Chapter 3 makes comments on the guiding theories of the enlivening teaching method, which are mainly constructivism and multiple intelligence theory. Constructivism thinks that"Instead of being regarded as students'passive receiving from teachers, mathematics learning should be an active constructive process based on the knowledge and experience already known to students."This kind of already-known knowledge and experience often have the setting of real life, so that it can construct relation between mathematical knowledge and real life. Multiple intelligence theory insists that human beings have at least eight kinds of intelligence, and different collocations and performance of intelligence constitute different intelligence structure between people, which makes everyone in some degree have one or some kinds of intelligence better than others. This in fact provides theatrical support for our mathematical enlivening teaching such as individuality research and diversity expansion and so on, and therefore makes more expansion and interaction between the two fields of mathematics and life. These two instructional theories are not isolated or separate. They can be organically combined and utilized in our mathematics enlivening or life mathematicalizing teaching.Chapter 4 introduces the basic studying method of mathematics enlivening and life mathematicalizing, namely inquiry learning and mathematical experiments. The former is comparatively more popular, with the latter a deepening and intensive process. Both of the two methods are our supplement and extension of traditional learning methods, which facilitate the interaction and communication of the two different worlds of life and mathematics and stimulate students'interests and potential. This is also the necessary tendency of mathematical teaching developing to application.All in all, we insist on the basic principle of new courses to"develop students'awareness to applied mathematics", and closely relate mathematical knowledge to students'everyday life, with a view to cultivate students'quality and stimulate their potentialities. Lead mathematics into our life and make our life come into mathematics.