To make students learn mathematics happily, teachers should pay attention to: creating colorful life situations; Let students explore mathematics knowledge actively and happily through hands-on operation; Improve students' interest in learning; Timely evaluation to awaken students' self-confidence in learning mathematics.
First, create colorful life situations.
There is a lot of mathematics knowledge in a colorful life. As long as we are good at letting students discover this knowledge and use it to solve practical problems, students will taste the fun of mathematics and feel the close connection between mathematics and real life. For example, when teaching objects, I choose many objects that students are familiar with in life, such as Rubik's cube, moon cake box, tea box, table tennis, building blocks and toothpaste box, put them in a bag, tie the mouth of the bag tightly, and then ask the students: Do you want to know what's in the bag? Faced with the teacher's question, all the students are eager to try. At this time, I asked the students to guess what might be in the bag first, then asked a classmate to come up and touch it with his hand, and finally asked the students to pour out the things in the bag to see if they guessed correctly. This design is to catch students' curiosity and let them quickly enter the best learning state. When the students emptied their bags and witnessed it with their own eyes, I once again took advantage of children's playful nature to take out the things prepared for them and let them work in groups. A classmate touched this object, and then described its characteristics for other children to guess. This further mobilizes the enthusiasm of students to participate in the operation, so as to achieve the purpose of letting students really participate in the learning activities and let them experience the fun of learning mathematics.
Second, hands-on operation, so that students can actively and happily explore mathematical knowledge.
In classroom teaching, it is difficult to attract students' attention only by teachers' mouths, especially junior students, who mainly think in images. If they only rely on teachers, they will lose interest, and it will be difficult to concentrate on a class, so the classroom effect will be very unsatisfactory. So in class, I attach great importance to students' practical operation, and give full play to students' active characteristics and advantages through hands-on and mouth-opening senses. Let them build their knowledge on the basis of intuitive perception through practical activities such as posing, piling up, dividing up and drawing by themselves, which will interest students and stimulate their thinking. For example, when I was teaching about 6-9, I asked students to choose sticks from 6-9 and put pictures first. I found that their interests are particularly high, such as putting small trees, houses, robots and stars. For another example, in the 2-5 division and integration teaching, I asked students to study and explore the division and integration by themselves through the activities of taking and putting. They are very interested in these activities and their enthusiasm is very high. They experienced the joy of discovery and exploration, and at the same time let students feel the close connection between mathematics and real life.
Third, improve students' interest in learning.
Educator ushinski said: Compulsory learning without the slightest interest will stifle students' desire to explore the truth. Interest is an important driving force for learning and innovation, and innovation needs interest to maintain. It can be seen that teachers should make students think that learning mathematics is a kind of enjoyment, and learning happy mathematics should first make students interested in mathematics. Interest in mathematics comes from specific classroom teaching. For example, in the first class, I asked: Do you like playing? The students all said excitedly: I like it! Let me ask you one more question: Where do you all like or want to go to play? Students are free to express their ideas. Then I said: Today, the teacher takes the children to the children's playground, ok? The students all replied cheerfully: good! Then I use courseware to show the theme map for students to observe carefully. What's on the map? The students scrambled to answer: there are trees, slides, wooden horses, butterflies, birds, balloons and so on. Then I told the students that there are dozens of 1- 10 hidden in this beautiful children's paradise. The students enthusiastically found the numbers inside and counted them carefully. In this way, not only children are interested in learning new lessons, but also students feel that there is mathematics everywhere in their lives, which stimulates their interest and motivation in learning mathematics, and at the same time, their observation ability has been exercised and cultivated.
Fourth, timely evaluation to awaken students' self-confidence in learning mathematics.
Stilwell said: The art of teaching lies not in the ability to impart, but in inspiring, awakening and encouraging. Teachers' timely evaluation and encouragement can make students participate in learning more boldly and independently, and provide motivation for students' independent learning. For example, when teaching unknown addend, some children think with points and combinations, some think directly according to addition, and some calculate according to subtraction. I encourage students to have different ideas and algorithms, provide opportunities for students to communicate, and let students inspire each other, learn from each other and learn from each other's strengths, so as to constantly improve their own methods and highlight the basic ideas that different people have different developments in mathematics. According to the psychological characteristics of the first-grade primary school students, in teaching, as long as I find that the students have made little progress, I will give affirmation and praise, and rewarding them with smiling faces, five-pointed stars or small red flowers will help mobilize the enthusiasm of students, especially those with learning difficulties. After being praised, their learning motivation will be greater. From some children in the class, I found that the effect was not bad.
It is a long-term and arduous task for students to learn mathematics in happiness. Entering the new curriculum has brought many new challenges to our teachers. Our students can grow up freely and happily in the grand view garden of mathematics only by constantly exploring in practice and constantly adjusting and updating their concepts.
In short, if students want to learn mathematics well, they must like mathematics, and the way to make students like mathematics is to stimulate students' interest and let them learn in happiness. According to students' initiative and fun, our teachers should be good at using games, operation activities, cooperative interaction and competitions in teaching, organically combine boring mathematics knowledge learning with activities that students are familiar with and love, so that students can play while learning, thus stimulating students' passion for learning mathematics, making them feel the fun of learning and gain a sense of success and self-confidence. In this way, students will study mathematics consciously and actively, so as to achieve the realm of being eager to learn and happy to learn.
Kong Ziyun: Knowing is not as good as being kind, and being kind is not as good as being happy. This sentence illustrates the significance of music learning. If we can think more about students and make more efforts to guide them to enjoy learning, then our mathematics teaching will surely usher in a new world. It will be my eternal pursuit to let students study mathematics easily and happily.