Mathematics and Chinese education are essentially different, so the teaching methods of mathematics teachers and Chinese teachers are also very different. Chinese belongs to the kind that needs to be accumulated at ordinary times, and the results can't catch up at once, but mathematics is different. What mathematics needs is a kind of mathematical thinking and the ability to improvise. Therefore, when teaching underachievers, math teachers can also say, "No matter how bad you are now, it doesn't mean that you are not suitable for learning math. You can make a qualitative improvement in mathematics in a relatively short period of time. " Mathematics doesn't need as much emotional thinking as Chinese. Mathematics is a very rigorous subject, and it doesn't need a wild imagination. But because of this, most students prefer Chinese to math. Even in the minds of many students, Chinese is their paradise and mathematics is the devil's purgatory. For them, one more second is a kind of torture. Therefore, it is difficult for a math teacher to make students fall in love with math, but this does not mean that a math teacher can give up or not work hard.
2 Clever use of life examples
In the process of teaching, every teacher will more or less use some examples from life to integrate into the teaching classroom. However, in mathematics teaching, especially in primary school, before students are imprisoned by the consistent way of thinking, using life practice will make students think that mathematics occupies a large proportion in daily life, which is enough to make students understand the importance of mathematics. Because of this, students will study hard even if they hate math. For example, when teaching students the chapter "Discount", students can be shown the mascots "Fuwa" of Beijing Olympic Games and "Haibao" of Shanghai World Expo. Let the students guess the price first, and then show the different prices of the two mascots in two stores. The "Fuwa" in the first store needs 120 yuan, and "Haibao" needs 200 yuan, but all the goods are 20% off. "Haibao" 195 yuan, but all goods are not discounted. Ask students which store to buy and why they choose it. You can also ask students to calculate which is more favorable, the first store or the second store. What does a 20% discount mean? The essence of this case is to let students know the meaning of discount and how to calculate the percentage of commodity price. In addition, for example, when teaching students chapter probability, you can choose to find an empty box, and then put eight red balls and seven yellow balls in the box, so that students can come up and experience whether there are more people touching the red ball or the yellow ball, and then ask students to calculate the probability of touching the two balls respectively. Through this practical way, let students understand the algorithm of probability. There are many teaching cases like this. But all these cases show the same thing, that is, the teacher in the case is good at discovering the characteristics of students' interests and combining life examples to successfully find a teaching method that students like.
Turn decay into magic, turn rigidity into softness.
Because of the rigor of mathematics, mathematics textbooks are relatively rigid and rigid compared with other disciplines, so classes are boring. How to make rigid mathematics textbooks gentle is one of the breakthroughs for teachers to teach mathematics successfully. The flexibility of knowledge in textbooks is the best way for junior primary school students to make textbooks flexible, giving those mathematical concepts fairy-tale life; It may be a good way for senior primary school students to link the knowledge in textbooks with their idols. Let the knowledge lying quietly in the math textbook start to jump, and then the students will dance with it. In this way, students gradually changed from the audience on the edge of the classroom to the host of the classroom. Such a subtle influence will make students gradually move towards the center of the classroom and truly realize the student-centered mathematics classroom teaching method.
4 solve problems in groups and use high technology wisely.
In the process of learning mathematics, a solid foundation is on the one hand, and discussion and communication are on the other, so teachers might as well use group discussion to improve students' mathematical ability. There is a lot of knowledge that students need to learn and communicate independently in primary school mathematics textbooks, but students don't know how to learn this kind of knowledge at first. In view of this situation, teachers need to take the lead, divide students into several groups in person, let each group discuss different problems, and then set a time for each group to send representatives to speak on the problems and solutions discussed in their own groups, and let other groups put forward different opinions. In the process of discussion and communication, increasing students' ability to solve problems independently can also enhance their ability of unity and cooperation. This way will also enable students to take the podium invisibly, become the center of mathematics classroom, change from passive teaching method to students' active learning, and improve learning efficiency. Now is the era of rapid development of information. If you don't know how to apply high technology to the teaching class, teachers will be less successful than other teachers. Students' curiosity about new things will make them focus most of their energy on learning new things and lack the energy to learn knowledge. Therefore, for teachers, how to successfully draw students' attention back to study is a very big problem. Teachers can choose to use multimedia and other scientific and technological supplies to enrich the classroom in this way. They can also use some new robots to let students use their mathematical knowledge to calculate all the data needed to make such a robot. In this way, students' interest in learning mathematics can be aroused bit by bit, so that they can not only study in class, but also learn mathematics while learning what students like.
Lack of a pair of observing eyes
From primary school, students are used to watching the teacher's figure to study. However, teachers really hope not. Teachers hope that after teachers teach students various learning skills, students can learn automatically and actively, instead of watching teachers drift away. Therefore, students nowadays, whether in mathematics study or other aspects, lack a pair of eyes for discovery. Teachers should guide students to discover some knowledge hidden in the depths of textbooks on this issue. Only in this way can we make sure that students are really studying, come to the classroom center and learn to show themselves in front of everyone. Taking students as the center does not mean that teachers are not important. On the contrary, teachers are very important.