1.从生活中引出数学。社会生活包罗万象,蕴含着丰富的数学资源。教学中如果我们从学生周围或者从学生感兴趣的生活现象入手,贴近学生的生活找数学,让数学问题看得见、摸得着,学生会更有亲切感,更易产生共鸣,更易接受。比如我在讲授百分数的意义时,我这样问学生:“村里的黑板报经常向农民朋友推荐稻谷种子,如汕尤成活率98.5%;杂尤成活率99.1%,这里的98.5%、99.1% Derive math from life All-inclusive social life, contains a wealth of mathematical resources. Teaching, if we start from the students or from the students interested in life phenomenon, close to the student’s life looking for math, so that mathematical problems can be seen and felt, the students will be more intimacy, easier to resonate and more acceptable. For example, when I was teaching the significance of percentage, I asked the students: ”The blackboard newspaper in the village often recommends rice seeds to farmers and friends, for example, the survival rate is 98.5%; the survival rate is 99.1%, where 98.5% and 99.1%