First,' love' to protect students' interest in learning mathematics
Psychologists point out that timidity and excessive self-criticism are the most dangerous enemies that hinder creativity, while courage and self-confidence are the most important characteristics of creative personality. In teaching, teachers should first change their ideas and participate in students' learning activities in the roles of organizer, guide and participant, thus creating a relaxed and harmonious classroom atmosphere and giving students a sense of psychological security. Teachers should fully respect and trust students, regard them as active explorers of knowledge, create a harmonious atmosphere, help students build up self-confidence and promote their active learning. I think caring for students means improving their interest, confidence and efficiency. Therefore, in teaching, I try to respect students' different opinions, tolerate students' wrong ideas and encourage students' creativity. Encourage them to think independently, be good at evaluating students correctly with appreciation, give priority to praise and encouragement, and let students sit in the spring breeze like a spring rain. "Teaching is no small matter", a casual remark and a casual look in the classroom will directly affect students' psychology. Give praise and encouragement to students who can successfully complete the training. The joy of success makes students more confident. For those students who encounter difficulties in training, we should not choose to criticize, not to discourage them, but to inspire them. I remember once, when I was teaching street squares, I guided students to observe the relationship between the length and width of three rectangles on the map. What is the relationship between their regions? After a period of classmates' communication, I found that my grades in class were not good. Yang Hang, who never raised his hand to speak in class, raised his hand. I called her cheerfully, but she stood there for a long time without saying a word. At this time, other students couldn't sit still: some naughty children began to laugh at her, and the well-studied children complained impatiently that she was wasting time. Look at Yang Hang. His face is flushed, his head is lowered, and he looks at his teachers and classmates from time to time. I can feel from her timid eyes that even she has lost confidence and wants to retreat. But I went over to touch her head and said kindly, "It doesn't matter, the teacher is very happy when you raise your hand in class, which proves that you want to study hard with everyone." Take it easy. Even if you are wrong, the teacher should praise your courage! " At that time, she stammered out her opinion, which was actually right! I said happily, "Applause." The classroom immediately burst into warm applause. I think: We should give more care and encouragement to students. What difficulties can deter students? Giving students love and confidence is the emotional basis for cultivating students' interest in learning.
Second, create a competitive situation to stimulate interest in learning
Educator Comenius once said that "children's desire for knowledge and learning should be stimulated by all possible means". Since we are in a big competitive environment, it is better to set up a competitive situation in our small classroom. Teachers should introduce competition mechanism in the classroom, and do it in teaching: low starting point, highlight key points, disperse difficulties, emphasize the process, slow down and encourage more. Create opportunities for students to show themselves and express themselves, and promote all students to compete, learn and catch up. For example, when I was teaching the article "Mixed Operation of Decimal Addition and Subtraction", combined with the specific situation of the singer contest in the article, I designated one student in my class as the No.5 player and the other as the No.9 player, and taught the method of mixed operation of decimal addition and subtraction by calculating their competition results, and the students' learning enthusiasm was mobilized at once. When teaching "try" and "practice one after another", I divided the students into two groups, led by player No.5 and player No.9 respectively, to see which group of students did well and quickly and which group won, and let the winning students post stars to congratulate them. After this announcement, the students' enthusiasm for learning was unprecedented, and even several students who didn't like learning at ordinary times made a careful calculation for fear that their team would lose. In this way, competition is introduced in the classroom, and all students' interest in learning is mobilized at once.
Thirdly, mathematics teaching in primary schools is closely linked with students' real life, which can improve students' interest in learning.
1, combined with the actual life of students, learning mathematics.
In classroom teaching, I try to create life scenes related to the teaching content. Introduce students into real life, through observation and practice, let students understand mathematical concepts, master mathematical methods, and gradually cultivate students' ability of abstraction, generalization, comparison, analysis and synthesis. For example, when there are problems in teaching, there are three kinds of problems: moving in opposite directions (or moving in opposite directions), moving in opposite directions and moving in the same direction. In order to enable students to find out the connections and differences between the three problem-solving laws, I organized students to make a small performance: I first asked two students to make a demonstration of three situations in the class, so that other students could watch, analyze and judge what they were doing. If they judged correctly, they could also make the same demonstration in pairs, thus deepening their understanding. The students were in high spirits, all smiling and performing their own performances. Through this practical exercise, students have deepened their understanding of three situations when they encounter problems.
In addition, for some practical mathematics knowledge in the textbook, I try my best to provide students with a stage of life, extend the knowledge of classroom teaching to the outside, and let students learn new knowledge in the actual environment. For example, when learning decimals, I ask students to go to the store to know the prices of various commodities, observe the labels of commodities, understand the application of decimals in daily life, collect shopping receipts printed by computers, and learn to add and subtract decimals by checking whether the total amount is correct; When studying actual measurement, take students to the playground with measuring tools to measure the distance between two points, and organize students to calculate the knowledge of operation surface by step measurement; When learning positive numbers and negative numbers, I take students to watch the weather forecast of CCTV and record the temperatures in cities, so that students can understand that positive numbers represent temperatures above zero, which is warmer, and negative numbers represent temperatures below zero, which is colder. Practice has proved that learning new knowledge combined with students' real life can get twice the result with half the effort.
2. Feel the mathematics of life and make it come alive.
Mathematics comes from life, which is more reflected in the new textbook. In mathematics classroom teaching, teachers should consciously and necessarily restore the life background of mathematics knowledge, put the knowledge in books into life to learn, and make mathematics problems alive. When teaching "line segment", we can design such a problem: how to divert the curved road and how to get the shortest road. Inspire students' interest in exploring problems with the problems they often encounter in their daily life, and thus sum up an axiom: between two points, the line segment is the shortest.
Fourth, improve learning interest through practical activities.
Hands-on activity is an active learning activity, which has the characteristics of concrete image, easy to stimulate interest, easy to establish representation and easy to understand knowledge. It requires students to participate in activities with a variety of senses, think with their brains, express with their mouths, and use knowledge to solve problems independently and consciously. In short, it is to let students master abstract mathematics knowledge in pleasant operation activities, which not only develops students' thinking, but also improves students' interest in learning. For example, when teaching the section "Sum of Interior Angles of Triangle", in order to let students have a deeper understanding of this problem, I asked four students to form a group, and each student drew a triangle (arbitrary triangle). Then, each student takes out a protractor, measures the sum of the three internal angles of the triangle he draws, and records the measurement results for comparison. You will find that the measurement results are all 180 degrees. Then, I asked the students to tear: tear off the three corners of the cut triangular piece of paper and put them together, and you will find that all three corners form a right angle, or 180 degrees. At this point, we are sure that the sum of the internal angles of the triangle is 180 degrees. Teaching practice has proved that students' hands-on participation in teaching is much stronger than the knowledge gained by watching the teacher spell, swing and listening to the teacher explain, which can not only improve students' interest in learning, but also develop their mathematical potential.
Fifth, correct homework and introduce comments to stimulate students' interest in learning.
Usually, when correcting math homework, people are used to using simple "√" and "×" to evaluate learning thinking and academic performance, which affects the ideological and emotional communication between teachers and students and directly affects students' learning mood. Therefore, I will introduce comments into the correction of math homework, point out its shortcomings, affirm its achievements, mobilize students' enthusiasm for learning and improve their interest in learning.
Some students often make mistakes because of carelessness. I always affirm my own advantages and enhance my self-confidence, and then put forward my own hopes and correct my own shortcomings, such as: "Remove the stumbling block of your progress-carelessness, go forward bravely!" "Make friends with your heart!" "It's my pleasure for the teacher to see your handwriting. It would be best if the accuracy can be improved! " Or "The teacher believes that you can write neatly, come on!" When students with learning difficulties make progress in their homework, I will write: "You have made progress, son." "Keep trying, son." And draw a smiling face beside it. Or write: "I am very happy to see your progress." I want you to walk up a flight of stairs. " If he makes further progress, I will write: "well done, son, I am happy for you!" " "This kind of emotional comment makes students feel the teacher's care for him and full of hope. In this way, students will gradually have a strong interest in learning.
In short, in the practice of new curriculum mathematics teaching, "mathematics living" and "mathematics interesting" are closely related. Mathematics teaching is not a simple cultivation of knowledge and skills, but an activity of students' cooperative inquiry learning under the organized guidance of teachers. However, to cultivate students' interest and skills in learning still needs a lot of work and further exploration and practice. Only by combining practical activities with students' inner feelings and emotional experiences in "teaching activities", giving full play to their group functions and improving students' individual motivation, can we cultivate and develop students' interest in learning in mathematics teaching, promote their healthy growth, and enable students to acquire more mathematics literacy in a relaxed and happy learning atmosphere, thus continuously improving the quality of classroom teaching.