First, pay attention to creating situations to stimulate students' interest in learning.
Situation is not only a teacher's teaching, but also a carrier for students to learn knowledge. When creating a teaching situation, we should not only pay attention to connecting with students' real life, mobilize students' existing knowledge and experience, stimulate students' interest in learning mathematics, experience the close relationship between mathematics and life, and feel the wide application of mathematics; We should also be "in place and not offside". According to the needs of teaching, around the key and difficult points of teaching, create a situation with "mathematical charm" and reflect the new culture of social development, so as to arouse students' positive thinking, carry out positive mathematical activities and promote the construction of mathematical knowledge. Only in this way can we really play the role of situation in mathematics teaching and promote the development of students.
1, the first is excitation and protection. Teachers should be good at stimulating all potential positive factors of students and giving them enthusiastic care and protection, including their curiosity, thirst for knowledge, spirit of exploration and creative quality. For example, when teaching the first volume of Observing Objects in grade two, arrange a mysterious study partner (Mickey Mouse toy covered with cloth) in each group of students, so that students will feel fresh as soon as they enter the classroom, thus generating curiosity and concentrating on their studies.
2. Respect and support again. In teaching, we should respect students' personalities, recognize people's interests and diversity of personalities, implement hierarchical teaching mode, create different situations and problems for students with different foundations, and let each student get different degrees of development under the guidance of teachers. A harmonious and warm teaching atmosphere should be established between teachers and students, so that every child has the same opportunity to participate in learning and improve his skills. For example, in the first volume of the third grade teaching, after the students learned to solve problems by multiplication, the teacher created the following life problem situations: "June 1" Children's Day arrived, and the monitor took 30 yuan's activity fee to the supermarket to buy goods and prepare to hold a celebration party. 3 yuan per kilogram of bananas, 5 yuan per kilogram of candy, 3 yuan per kilogram of colored paper, 2 yuan per kilogram of melon seeds, balloon 0. 1 yuan and ribbon 0.5 yuan in the supermarket. Question 1: If the monitor buys 2 kilograms of bananas, 5 pieces of colored paper, 1 kilogram of melon seeds, 20 balloons and 8 ribbons, will the monitor bring enough money? How much money is left? Question 2: What do you think is the best thing to buy without surpassing 30 yuan? Question 3: If the monitor wants to buy as many things as possible, do you have any reasonable suggestions? For the first question, the teacher can boldly let the students solve it themselves; The second problem is openness. In order to reflect students' personalized learning and cultivate innovative spirit, groups can cooperate, freely discuss and choose, and get a reasonable shopping plan. Question 3: Explain appropriately what "buy as many things as possible" means. Let students understand its meaning and create freely.
Second, learn while playing and enjoy the learning process.
Situational creation is only an introduction to the new curriculum, and the road to success is only half at most. It is also necessary to stimulate students' interest in teaching new courses in time, appropriately induce them, fully tap the inherent charm of knowledge, and guide students to have a strong thirst for knowledge with curiosity as the guide.
At present, an important idea of mathematics education is to let students "play" in middle school, which reflects the activity of learning process. This requires teachers to create activity situations according to students' psychological characteristics in teaching, and games just provide a broad "stage" for the creation of this kind of mathematics activity situation, which adds vitality to the classroom.
In the practice class of elementary computing teaching, games are widely used, such as frogs crossing the river, clever gestures, intellectual breakthroughs, learning to sing nursery rhymes, etc., which are all loved by students. In the practice class of "addition and subtraction within 10", I boldly put aside some exercise questions prepared in the textbook, let my deskmates work out questions for each other, and showed the game mode of getting several questions by gestures, so that students can participate in the practice. Students are enthusiastic, show great interest, create many different gestures, and promote personalized learning. Another example is the game mode of learning to sing children's songs in a practice class, which has also achieved satisfactory teaching results. In the game, let the deskmates cooperate, and the two of them play the role of bees, show digital cards (such as 45 and 9), and sing nursery rhymes: "Two bees fly to the math palace, fly, calculate, and the sum is (54), and the difference is (36)." At the same time, students can re-create children's songs according to their own interests, such as "Two Xiaohua Mall, running to the Math Palace, running and counting ...". In this way, fun games are introduced into the classroom, which avoids the boring practice of re-frying old rice and makes students feel very fresh. Moreover, in this practical way, students have more autonomy, interest and creativity in mathematics learning. In a relaxed game atmosphere, students not only consolidated their knowledge, but also gained a pleasant emotional experience. Students' sense of cooperation has also been enhanced, which makes students feel the fun of computing class, killing two birds with one stone.
Third, cultivate creative thinking and experience the interesting process of inquiry.
The so-called creative thinking refers to the thinking of creatively discovering and solving problems in creative activities. The characteristics of this kind of thinking are: finding problems where most people think there is no problem; Think deeply about problems that ordinary people can't solve, and solve practical problems with unique opinions through speculation, hypothesis and verification. In order to really improve students' innovative ability in mathematics teaching, we must pay attention to cultivating students' creative thinking.
1. In terms of teaching objectives, setting reasonable teaching objectives so that students can confidently complete the establishment of teaching objectives is the full embodiment of teachers' teaching ideas and the premise of cultivating students' creative ability. What kind of students can be cultivated with what kind of teaching objectives. First, according to the requirements of the syllabus, the teaching of basic knowledge and skills should be completed in a down-to-earth manner, so as to meet the requirements of "understanding", "mastering", "preliminary" and "proficiency" stipulated in the syllabus. Second, while completing the above teaching objectives, we should pay attention to cultivating students' spirit of daring to break through textbooks and self. Encourage students to think as vividly as possible, think as widely as possible, question as much as possible, use strange methods as much as possible, demonstrate as quickly as possible, and observe as carefully as possible. The establishment of this teaching goal is not only conducive to the completion of the teaching goal of basic knowledge and basic skills, but also lays a good foundation for cultivating students' innovative consciousness.
2. In the teaching process, encourage students to explore how to learn.
Innovation consciousness, exactly speaking, is not formed in "learning", but on the basis of "learning". "Learning" means that students pay attention to accepting knowledge, accumulating knowledge and improving their ability to solve problems. And "learning to learn" means that students actively explore knowledge with mastering learning methods as the center, with the aim of discovering new knowledge, putting forward new problems and solving new problems. Learning is the premise of learning, and learning is the creation of learning. Therefore, in classroom teaching practice, we should persist in turning teachers' teaching into teachers' guidance and students' passive learning into active learning. The introduction of teachers is the premise, and the learning of students is sublimation and innovation. Therefore, we should pay great attention to the design of "lead-in" in classroom teaching: first, lead-in should be strange, so that students are interested in learning content, thus stimulating students' interest in creative learning. The second is to be close to students' real life, so that students are not profound about the learning content, thus mobilizing students' enthusiasm and initiative in learning. Third, the introduction should be in line with the students' actual knowledge level, so that students can be easily inspired; Create a diligent and imaginative atmosphere for students. Fourth, the depth, breadth and gradient of the introduction should be appropriate, so that students like to think positively from all aspects related to the problem and trace back to the source.
Fourth, use scientific evaluation mechanism to make the classroom more interesting.
As a means to test the quality of classroom teaching, evaluation plays an inspiring and guiding role. The purpose of evaluation is to stimulate students' desire to learn, cultivate their motivation to learn new knowledge and enhance their sense of competition. Humor, as a classroom teaching language, can not only make people laugh and have a sense of pleasure, but also give people ingenious enlightenment in laughter and produce meaningful aesthetic effects. Therefore, inspirational and humorous language is also the first choice for evaluation. Encourage students through appropriate artistic evaluation and let them feel the charm of mathematics learning. Establishing a democratic, harmonious and equal relationship between teachers and students can make students active in thinking, eager for knowledge, dare to think, dare to say and dare to ask, be willing to express their opinions, dare to question and dare to explore. Teaching in such a situation can stimulate students' subjective consciousness and give full play to their subjective role. At the same time, teachers should also give emotional input to students, respect them, encourage and appreciate them. However, in the classroom, the evaluation that students hear the most is the teacher's "You are great! Great! " Even if the students did a simple calculation correctly, the teacher lost no time in praising "You are great!" Will such general praise and excessive praise also make students feel the depreciation of teachers' praise? What we should see is that some students look around in class and stop listening carefully because they are called "great" by teachers.
To sum up, in order to make students interested in mathematics, really like mathematics, and let students acquire knowledge, develop their thinking and improve their ability in a good and relaxed environment, it is necessary to strengthen the interest of mathematics classroom. Only in this way can we truly achieve quality education, teach students well and turn hard study into happy study; Dredge students and turn learning from death into living learning; Guide students to change difficult learning into easy learning; Instruct students to change learning into learning. Let's take active actions, explore more, observe more, practice more and sum up more.