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现实需要是数学学习的源泉和动力现实需要是数学学习的源泉和动力
学习内容的选择只有从学生的生活实际出发，解决学生现实中需要解决的问题，才能激发起学生学习的深层愿望，形成给个人积极的学习心向。
以六上第一单元“百分数的应用”为例，选择生活中确实存在且与学生息息相关的“纳税问题”、“利息问题”和“折扣问题”展开学习，就符合学生的生活实际，有利于学生主动学习。
以其中的“利息问题”为例。春节刚过，不少学生都有数目不小的压岁钱，怎样处理这些暂时不用的压岁钱呢？方法之一就是把压岁钱存入银行，请银行保管并赢取储蓄利息。那么存款到期后能获得多少利息呢？这就牵涉到利息的计算方法问题。
因为利息的计算方法是规定知识，所以教学时，我选择以直接告知学生的方式进行，口述并板书利息的计算公式：利息=本金×利率×时间。再请学生根据公式进行计算。因为关系到钱的问题，所以学生们都算的很认真，很仔细。
甚至连利息问题的变式练习，学生也能独立完成列式解答的过程。例如练习二的第6题，题目如下：2007年9月，冯明家收入2000元，把收入的30%存入银行，定期一年，年利率是3.87%。到期后应得利息多少元？缴纳5%的利息税后，实得利息多少元？原以为学生会直接列式为：2000×3.87%×1，但巡视时发现，大部分学生都列式为：2000×30%×3.87%×1。进过交流，发现学生已能根据题目中“冯明家收入2000元，把收入的30%存入银行”得出存入银行的钱即本金是2000×30%，而不是2000元。学生自己小结：存入多少元并不等于本金多少元。理解得很是透彻和精辟。
有学生的练习情况来看，学生因有实际需要所以对利息问题很感兴趣，进过学习，学生基本能达到教学目标，能掌握利息的计算方法，并能正确计算所得利息应是多少元。
由此可见，现实需要才是学生学习的源泉和动力，只有从学生生活实际出发，选择生活中经常会遇到并且需要解决的问题为学习的材料，才能激发起学生的学习兴趣，从根本上改变学习中教师和学生的角色关系，为教师辅助学生学习，以切实提高所学知识的掌握程度，实现有效教学的高效。
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