A Case Study Of Life Oriented Mathematics Teaching In Junior Middle School

With the continuous development of today’s world,we all find that mathematics comes from life.t the same time,its application in various fields has also made great changes in our life.In the documents related to mathematics courses in the compulsory stage,it is mentioned: "classroom teaching should take students as the main object,start from the actual situation of students,and carry out constructive learning on the basis of students’ existing knowledge and experience.The creation of content should adapt to the actual situation of students,so it is helpful for students to experience,fully understand and think." This requires teachers to connect junior middle school students who are still in concrete image thinking to a large extent in the face of cognitive thinking,and gradually bstract Mathematics in junior middle school with the students’ routine life.Through the creation level of life scene,they can better start from their current life experience and cognition,effectively arouse the students’ interest in active learning,and realize learning mathematics in life in junior middle school,Better life in mathematics learning.This paper selects the mathematics teachers and students of the second middle school in Bayingolin Mongol utonomous Prefecture of Xinjiang as the sample object to carry out a realistic investigation on the life of mathematics teaching in middle school.Through the investigation and research,we know that the teachers are very recognized and have high expectations for the life-oriented mathematics teaching,and the students are also very interested in the life-oriented mathematics learning.Teachers can actively carry out certain exploration and Research on the life of mathematics teaching in classroom teaching.However,with the continuous increase of the depth of mathematics learning content in junior middle school,the abstraction and theory of mathematics knowledge are also increasing.In the process of implementing the life of mathematics teaching,they still generally feel that there are difficulties and misunderstandings about the life of mathematics teaching,It is mainly manifested in that it is difficult to find suitable life materials and create scenes in addition to the life materials in the teaching materials;In order to achieve the goal of life-oriented mathematics teaching,the teaching situation is too far fetched,ignoring mathematics itself and other problems.Therefore,for the teachers’ understanding level of life-oriented mathematics teaching is relatively low,they just pursue the combination with life reality in form and ignore the related problems such as mathematics practicality,this paper will also combine the current situation of teachers and students,point out scientific and appropriate life-oriented mathematics teaching opinions by analyzing teaching materials and studying classroom teaching examples,and strive to provide help for life-oriented mathematics teaching in junior middle school.The living of mathematics teaching can be regarded as a conventional carrier for students to accumulate experience in mathematical activities.It can not only help students accumulate more life experience,but also cultivate students’ mathematical thinking,improve their problem-solving ability,and let students fully understand the practical value of mathematics.For the living of mathematics teaching in the early and middle stage,we should further study the life materials in the teaching materials,and at the same time,from the students’ actual life experience,Starting from cognitive experience,select appropriate life elements,enrich the application of mathematical knowledge in teaching materials with mathematical problems in life,reasonably create life-oriented scenes,and combine the design of life-oriented problems in the classroom to further strengthen the students’ ability to accumulate mathematical knowledge and deeply analyze mathematical knowledge,so as to form a certain mathematical thinking,so that students can connect mathematics with life and continue to learn in this inheritance,nd to verify the necessity and scientificity of life oriented mathematics teaching in junior middle school.