關(guān)注生活提升數(shù)學(xué)能力

1、關(guān)注生活提升數(shù)學(xué)能力數(shù)學(xué)是一門研究現(xiàn)實(shí)世界的空間形式和數(shù)量關(guān)系的科學(xué)，它源于生活，又應(yīng)用于生活。數(shù)學(xué)課程標(biāo)準(zhǔn)十分強(qiáng)調(diào)數(shù)學(xué)與現(xiàn)實(shí)生活的聯(lián)系，并明確指出：“通過數(shù)學(xué)學(xué)習(xí)，使學(xué)生體會(huì)數(shù)學(xué)與自然及人類社會(huì)的密切聯(lián)系，初步學(xué)會(huì)運(yùn)用數(shù)學(xué)的思維方式去觀察，分析現(xiàn)實(shí)社會(huì)、去解決日常生活中和其它學(xué)科學(xué)習(xí)中的問題，增強(qiáng)應(yīng)用數(shù)學(xué)的意識(shí)?！比欢诋?dāng)前課堂上，仍普遍存在只重視知識(shí)和技巧的傳授，淡薄知識(shí)的來源與運(yùn)用的狀況。學(xué)與用相分離，致使許多學(xué)生無法用所學(xué)的數(shù)學(xué)知識(shí)解決實(shí)際問題。那么，如何加強(qiáng)數(shù)學(xué)與生活的聯(lián)系，提高學(xué)生的應(yīng)用意識(shí)與應(yīng)用能力呢？筆者的做法是：一、選擇生活素材，感受數(shù)學(xué)“源頭”在教學(xué)中教師要找到數(shù)學(xué)與生活的

2、切合點(diǎn)，使抽象的數(shù)學(xué)知識(shí)變得具體、形象，易于理解和掌握。教師可以根據(jù)學(xué)生的實(shí)際，從學(xué)生熟悉的生活背景出發(fā)，對(duì)數(shù)學(xué)內(nèi)容精心開發(fā)設(shè)計(jì)，激發(fā)其學(xué)習(xí)探索新知識(shí)的積極性，營造良好的課堂學(xué)習(xí)氣氛。例如：我在教多位數(shù)的進(jìn)位加法時(shí)，先創(chuàng)設(shè)下表：教師問：從表中你知道了什么？如果請(qǐng)你計(jì)算某兩個(gè)年級(jí)的人數(shù)。你會(huì)算嗎？由于呈現(xiàn)的材料是比較豐富的，因此，小朋友列出許多的加法算式：如：238 228=466（人）207 244=451（人）225 290=515（人）從學(xué)生的計(jì)算中，得出連續(xù)進(jìn)位加法的方法。當(dāng)學(xué)生感受到自己所學(xué)習(xí)的內(nèi)容就是自己身邊熟悉的事物，數(shù)學(xué)學(xué)習(xí)活動(dòng)立刻會(huì)變得生動(dòng)活潑、富有靈性。二、實(shí)踐生活題材，提升

3、應(yīng)用意識(shí)在當(dāng)前的課堂教學(xué)中，數(shù)學(xué)知識(shí)僅僅是一種傳遞、一種機(jī)械的技能訓(xùn)練，學(xué)生的頭腦中雖然儲(chǔ)存著大量的數(shù)學(xué)知識(shí)，但是一遇到實(shí)際問題就顯得不知所措。學(xué)生在反復(fù)的“類化”訓(xùn)練中，習(xí)得機(jī)械的解題技能，但不能將知識(shí)和技能遷移到真實(shí)的生活中解決實(shí)際問題。那么，該如何解決這個(gè)問題呢？我們可以通過計(jì)算內(nèi)容與實(shí)際生活的有機(jī)結(jié)合，將學(xué)生的數(shù)學(xué)學(xué)習(xí)置于真實(shí)的生活情境中，促使學(xué)生在生活中感受數(shù)學(xué)，激發(fā)學(xué)習(xí)數(shù)學(xué)的興趣，增強(qiáng)對(duì)數(shù)學(xué)的深層理解。例如：有余數(shù)的除法，我先設(shè)計(jì)了一個(gè)小朋友過生日的情境，要給班里小朋友分食品。有30顆話梅，平均分給6位小朋友，打算怎么分？并用算式表示出來。學(xué)生列出的算式有：306=5（顆）（剛好分

4、完）。如果有34顆話梅，還是平均分給6個(gè)小朋友，你會(huì)分嗎？請(qǐng)同桌動(dòng)手一起來分一分，并把分的結(jié)果用算式來表示。346=5還多4（顆）然后讓學(xué)生觀察這兩題，得出結(jié)果：一、正好分完。二、還有剩余，讓學(xué)生知道剩余的是余數(shù)。學(xué)生會(huì)感到這樣的課有趣，沒有覺得學(xué)習(xí)數(shù)學(xué)是一種負(fù)擔(dān)，學(xué)生在自己的動(dòng)手操作和動(dòng)腦中探索出了新的知識(shí)，鞏固了知識(shí)，提高了能力，又促進(jìn)了學(xué)生之間的情感交流。我們選擇這樣的素材，激活了學(xué)生身邊的課程資源，讓數(shù)學(xué)走向生活，讓生活走進(jìn)課堂，將知識(shí)與學(xué)生的生活經(jīng)驗(yàn)和情感體驗(yàn)聯(lián)系起來。三、指導(dǎo)開放練習(xí)，培養(yǎng)實(shí)踐能力在小學(xué)生的日常生活中，有許多豐富的資源可用于數(shù)學(xué)知識(shí)的實(shí)踐運(yùn)用，如上超市購買學(xué)習(xí)用品、

5、計(jì)算每天的家庭開支、壓歲錢存在銀行的利息計(jì)算等都是學(xué)生熟悉的生活情境。但學(xué)生很少用數(shù)學(xué)的眼光去分析、判斷、規(guī)劃這些數(shù)學(xué)問題，因此，就必須發(fā)揮教師的引導(dǎo)作用。當(dāng)學(xué)生學(xué)習(xí)某一類數(shù)學(xué)知識(shí)后，教師要及時(shí)尋找相聯(lián)系的生活資源，指導(dǎo)學(xué)生走進(jìn)生活，用所學(xué)的知識(shí)來分析、解釋日常生活中的數(shù)學(xué)現(xiàn)象。例如：學(xué)習(xí)了“長(zhǎng)方形的面積”，我就讓學(xué)生解決這樣一個(gè)問題：夏天快要到了，蚊子要多起來了，假如你家里要為大門安裝一道紗門，你認(rèn)為應(yīng)買多少紗網(wǎng)？請(qǐng)你回家算一算。因?yàn)楦骷业拇箝T是不同的，反饋上來的方案也是五花八門。這樣的練習(xí)每個(gè)學(xué)生都能來參與其中，在解決生活中的問題時(shí)，增加學(xué)生的生活經(jīng)驗(yàn)，讓他們的智慧、能力、情感等不斷的得到

6、提升和超越，心理得到滿足，加強(qiáng)了學(xué)生應(yīng)用數(shù)學(xué)知識(shí)的能力?！皵?shù)學(xué)是現(xiàn)實(shí)的，學(xué)生從現(xiàn)實(shí)生活中學(xué)習(xí)數(shù)學(xué)，再把學(xué)到的數(shù)學(xué)應(yīng)用到實(shí)踐中去”，這是一位數(shù)學(xué)家所言。的確，我們的數(shù)學(xué)教育應(yīng)該把數(shù)學(xué)與生活聯(lián)系起來，解決實(shí)際生活問題，才能讓學(xué)生真正獲得富有生命力的數(shù)學(xué)知識(shí)。這時(shí)，我們的學(xué)習(xí)才具備了真正的價(jià)值和意義。參考資料1新課程理念與小學(xué)數(shù)學(xué)課堂教學(xué)實(shí)施m.首都師范大學(xué)出版社，2003,5.2小學(xué)數(shù)學(xué)教師m.上海教育出版社，2010.2chhi92tgkqcwa3ptgshls50clmtwn60eo8wgqv7xav2ohum32wgeauwydiawgmer4i30ka1dkaghn3xtkknbycudx

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