The Meaning, Practice And Self-examination Of The Math Teaching In Daily Life

Back-to-life mathematics teaching is a trend of the internationalmathematics reform. It has become a key step of mathematics reform tostrengthenthe contact of mathematic teaching with student’s daily life atpresent for The compulsory education in our country. Math curriculumstandards points out that mathematics teaching should be: based on thestudents’ life experience and present knowledge background, to providestudents with adequate math activities and opportunities to exchange witheach other, and help them to understand and grasp the basic knowledge ofmath as well as skills, so that everyone will learn the valuable math andeveryone will learn the necessary math. Its basic aim is to promotestudents to develop comprehensively, continuously and harmoniously.This paper will, firstly, extract the research on back-to-life teaching,starting from three aspects: the standard of the new course’s “Create aneducation which is conductive to child’s development”, classroomteaching and teachers. Secondly, it will describe the history and currentsituation of the research on back-to-life mathematic teaching. Finally, itwill define the connotation of back-to-life mathematics teaching andanalyze it theoretically.Based on practice and activities, back-to-life teaching is ascenario-based, problem-oriented teaching situation. It can promote the development of the teaching subject—students, through the cooperationand association between teachers and students as well as among students,and the voluntary participating of students. The author of“creating for thedevelopment of children education” under the guidance of newcurriculum proposed junior high school geometry teaching life teachingstrategies. Include: a junior high school geometry education teachingrequirements order of our daily life. Second, the implementation of juniorhigh school geometry teaching life’s teaching. Respectively, from thegeometrical concept of the author’s teaching, teaching46geometrytheorems and geometric reasoning are three aspects of the teaching of thetheory of auditing and teaching life exploration.In the end, Author put the above strategies into field research whichare respectively carried out in two parallel classes. The results, which arebased on attainment test and questionnaire survey, show that thosestrategies are reasonable and effective. The interest and initiative ofstudents’ learning geometry have been gradually increased, and theirproblem-solving ability has been improved, resulting in the enhancementof their integrative quality on math. Consequently, the teacher’s teachingskills and professional standards has been promoted.