Keywords: happy teaching games, practice, cooperation, communication, encouragement and appreciation
Mathematics is a science that studies the quantitative relations and spatial forms in the real world. It has the characteristics of strong thinking, strict logical reasoning and abstract content. As a math teacher, I used to feel deeply guilty and distressed. I know that in primary school mathematics teaching, if teachers do not pay attention to the reform of teaching methods and strengthen the cultivation of students' interest in learning, students will often find learning mathematics not only monotonous and boring, but also abstract and difficult to learn. Confucius, a great educator, has long put forward that "the knower is not as good as the good, and the good is not as good as the knower" and that "education should make people happy and all education should be interesting", which is the theory of "happy education" put forward by Spencer, a modern educator. That is to say, in mathematics classroom, it is very important to change the traditional teaching methods and make students feel happy when learning mathematics, which is very important for optimizing mathematics classroom teaching and improving teaching quality. Here I will talk about my own experience based on my teaching experience of more than ten years:
First, introduce games into the classroom, so that students can enter mathematics happily.
Interest is an important driving force for actively acquiring and forming knowledge. Lu Xun, a great writer in China, once said: Learning without interest is tantamount to slavery. Where there is no interest, there is no wisdom and inspiration. This shows the importance of interest in teaching. According to students' age and physical and mental characteristics, create interesting teaching situations, ignite students' enthusiasm, attract students' intentional attention, and make students have emotional needs of "wanting to learn". In this way, they will feel happy at the early stage of approaching mathematics.
Psychological experiments show that children's concentration time is short, and the effective attention in a class can only be kept for more than ten minutes, and it is also unstable. Interesting things often attract their attention. It is almost impossible for them to sit for forty minutes honestly, so I try to introduce games into the classroom in my teaching. According to the content of the textbook, children's intentional attention and unintentional attention are constantly adjusted, and classroom teaching is organized to make students constantly change between excitement and inhibition, and classroom teaching is combined with static and dynamic. It is both rhythmic and fun. This effectively mobilized the enthusiasm of students' thinking. After learning axisymmetric graphics, I designed this game: the first step is to extend my left hand. Is it an axisymmetric figure? Step two, extend your right hand. How many numbers are there? Is it axisymmetric? Are related figures and axisymmetric figures independent of their positions? Change the position of the right hand, so that students can understand that the symmetry formed by the two figures has nothing to do with the position. By changing gestures back and forth, students learn mathematics knowledge in happy games, and also transform abstract and difficult knowledge into intuitive and easy-to-understand knowledge. Let students enjoy it, stimulate students' interest in learning, broaden their horizons and form a good classroom atmosphere.
Second, create a story situation, so that students can perceive mathematics in happiness.
Mathematics Curriculum Standard points out: "Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience" and "Mathematics should guide students to contact specific and interesting things around them for teaching". In primary school mathematics teaching, we should fully attract students' attention and stimulate students' interest in teaching content. We can combine students' real life, draw nutrition from familiar stories, fairy tales, animals, cartoons and other scenes, integrate mathematics classroom into interesting story situations, integrate students' perception with classroom atmosphere, and make students most likely to have cordial feelings and devote themselves to the most active emotions. Therefore, cartoon characters, real objects and lovely animals can be used as the protagonists when creating situations, and some characters and events around them can be used to set the scenes, so that students can be placed in vivid and interesting story situations. The scene created in this way gives students a sense of identity, substitution, familiarity, intimacy and trust. Make classroom teaching interesting. Especially in the mathematics teaching in the lower grades of primary schools, using stories to create situations can make students pay more attention to lectures, and can also use stories to educate students emotionally and morally. For example, in the addition teaching of senior one, boring figures can be added together to make up a short story about Kong Rong Rangli, so that students can learn math happily in the story. Students can also be emotionally educated. Improve the effectiveness of mathematics classroom teaching through stories.
Third, let students explore and experience mathematics happily in practice.
"Curriculum Standard" points out: "Effective mathematics activities can't rely solely on imitation and memory. Practice is the basis of cognition, and wisdom begins with action. In classroom teaching, we strive to give every student the opportunity to practice and explore independently, and let every student experience the fun of exploration in the activities. Through each student's personality experience, publicize personality and experience the joy of exploration. Children like this kind of classroom. Carefully arrange and design each activity, prepare rich activity materials, give students sufficient activity time, guide them to find problems, observe and think while operating, and finally discuss and exchange conclusions. In the process of teaching triangle trilateral relations, I carefully prepared two pieces of paper with different lengths and the same length for my classmates, and then asked them to cut one of them into three pieces of paper, and then surrounded the triangle with these three pieces of paper. Students will find that some can be surrounded by triangles, so they have doubts. If the shorter two pieces of paper have anything to do with the third piece of paper, you can enclose them with triangles, otherwise you can't enclose them with triangles. In this way, students have gained through continuous practice and exploration. Students not only remember the conclusion summed up in the hands-on operation, but also enjoy the happiness of exploring and getting the conclusion, thus stimulating students' interest in learning mathematics.
Fourthly, make use of multimedia courseware to make students feel mathematics happily.
Rogers, a humanistic educational psychologist, believes that real problem situations and activities are the best learning methods to arouse attitudes and personality emotions, and learning is always related to certain situations. It has long been recognized that creating problem situations for students to actively explore and discover. However, in traditional teaching, in order to obtain a certain concept, principle and some conclusions, a question is sometimes raised, but in most cases it can not arouse students' positive thinking. By studying in the realistic situation created by many coal bodies, we can use vivid and intuitive situations to effectively stimulate association, awaken the relevant knowledge, experience or representation in long-term memory to assimilate or index the new knowledge we have learned at present, and give new knowledge a certain meaning. Computers can show colorful ways of human-computer interaction and feedback, and lead students into colorful learning realm in a lively and interesting environment. When teaching a tree "front and back position and order", if students queue up to teach, the class will be very chaotic for first-year students, so I demonstrated an animal sports meeting with multimedia courseware. The courseware uses animal language, and sets up the running situation of small animals, so that students can intuitively see which small animals are in front and which small animals are behind, and further inspire who is in front and who is behind. In this way, the students are very happy, also participated in the small animal competition, but also cheered for their favorite small animals, learning enthusiasm is high, quickly learn and master new knowledge, and the learning effect is obvious.
Five, in the group cooperation and communication, let students share mathematics happily.
The goal of the new curriculum points out that students should be trained: "learn to cooperate with others and exchange the process and results of thinking with others." In cooperative classroom teaching, the interaction between teachers, students and students is multilateral, students have more opportunities to express their views, and students can make full use of their creative thinking to form different answers to the same question, which makes students' learning environment more relaxed and the space for self-development broader. In addition, in group cooperative learning, peers help each other and practice, which is found in the experiment of exploring scientific mysteries, which can improve their interest in learning.
Six, in the encouragement and appreciation, let students get math happily.
Everyone wants to be appreciated by others, especially primary school students. In class, we should treat students as friends equally, and pay attention to encouraging evaluation when students answer questions. Such as: "You are great; That's good; Your reaction is very quick ... These inspiring words can form a strong psychological driving force in the students' minds, and the students' subconscious mind will produce this kind of praise goal and strive to pursue it. Especially the underachievers, they said, "I believe you can do it!" "It will enable them to build self-confidence in their studies. When students feel that they are respected and trusted by teachers, their learning mood will be high, and they will feel that learning is a very happy thing, so they are willing to learn.
In short, in mathematics classroom teaching, students should not be locked in the process of mechanical training because of the abstraction and generalization of the subject. We should change the traditional teaching mode and let students learn by doing. This is the best learning environment that every math teacher should provide for students, so that students can change from receptive learning to autonomous learning and feel the fun of learning math.