The Present Situation And Countermeasures Of Life-oriented Mathematics Teaching In Primary School

Mathematics comes from life and serves life,and is closely related to daily life.According to the basic requirements of the compulsory education mathematics curriculum standards,teachers should make full use of the students' existing life experiences and guide students to apply the mathematics knowledge they have learned to real life.Mathematical life-based teaching breaks traditional concepts and teaching modes,closely links mathematics teaching with student life,stimulates students' interest in learning,helps students understand mathematics knowledge,enhances students' awareness of mathematics application,application ability,and cultivation of students' mathematical literacy and students.Comprehensive development plays an important role.In order to understand the implementation of mathematics life-oriented teaching in primary schools,this study takes the case of J Elementary School in Tianshui City as an example.This study firstly uses the questionnaire survey method to obtain the basic status of mathematics life-oriented teaching in J primary school through the distribution,recovery,statistics and analysis of the teacher-student questionnaire.Further,through classroom observation,the real situation of mathematics life-oriented teaching in J primary school is mastered;Re-use the interviews of some teachers to deeply understand the "behind story" of J primary school mathematics life teaching.Finally,through the integration and analysis of the survey results,we can understand the current situation of mathematics life teaching in J primary school.Through the analysis of the status quo,the author finds that there are the following problems in the mathematics life-oriented teaching of J primary school: the material content is far away from the student life,the situation creation lacks the color of life,the new knowledge explains the neglect of life examples and the post-class consolidation and neglect of life-oriented work.The reason is that the teacher's understanding of life-oriented teaching is obvious;the teacher's attention to the students is not enough;the students' own mathematics application consciousness is not strong.Combine the problems and causes,and then propose countermeasures: pay attention to the students' actual situation,understand life-oriented teaching;connect with the classroom and rationally implement the teaching;students actively participate in life-oriented teaching,and improve the application of mathematics in many ways.Finally,through the summary of this study,we try to provide reference examples for schools and teachers with similar conditions.