"Let students learn mathematics in vivid and concrete situations" is an important concept of the new curriculum standard. If teachers can reasonably choose materials and create teaching situations according to the needs of teaching and students' reality, they will certainly stimulate students' interest in learning and get twice the result with half the effort. For example, in the teaching of the meaning of fractions, I designed an activity situation of guessing and drawing pictures: first, the exposed part is a whole 1/4 picture (a triangle is exposed and the rest is covered by shadows), so that students can draw the whole. The students are very interested. Their paintings are colorful and full of individual thinking. However, to the students' surprise, the teacher showed them four disconnected triangles and asked the students, if these four triangles are regarded as a whole and divided into four parts on average, is one of them a quarter of the whole? Of course, the students suddenly realized. Here, the design from "connection" to "disconnection" accurately locates the starting point of cognition, which just plays the role of connecting and promoting students' cognitive expansion of fractional meaning. Students feel the wonder and creativity of mathematics ... Next, does the teacher need to go into too many details? Naturally, the students are very happy to participate in what they have learned today.
Second, get happiness in novel and interesting learning activities.
One of the important ways to implement "happy education" in primary school mathematics teaching is to encourage students to actively participate in learning activities and guide them to "learn", so that students can obtain the source of knowledge from "learning" and thus achieve the teaching purpose. However, the novel teaching method, dynamic teaching process and participatory teaching link make students have a strong interest in learning content and a positive tendency to explore mathematical knowledge.
1. Produce happiness in suspense
People's cognitive activities are always closely related to people's emotions. I use unique language charm to set suspense corresponding to the teaching content, stimulate students' interest in learning, firmly grasp students' heartstrings, and let students actively participate in mathematics activities and participate in mathematics activities happily. For example, when teaching the sum of triangles, I said to my students, "Today, we have a special exam-students test their teachers. As long as you tell the degree of any two angles in a triangle, the teacher can tell you the degree of the third angle in this triangle immediately. " I heard that students can test their teachers, and all of them are eager to try. They draw triangles one after another and quote the degrees of two angles in their triangles. I immediately answered the degree of the third angle, and asked the students to measure the degree of the third angle and verify that it was accurate. In a happy atmosphere, every student shows surprise, anxious to know what the teacher has, and a strong desire for knowledge arises, so that students can participate in the teaching process with great enthusiasm.
Step 2 get fun from guessing
Paulia once had a wonderful discussion on "guessing": "I want to make a small suggestion. Can students guess the result or part of the result of the question before doing it? Once a child shows a certain guess, he will associate himself with the problem. He will be anxious to know whether his guess is correct, so he will take the initiative to care about the problem and the progress of the class, so that he will not nap or make small moves. " It is not difficult to see that guessing can make students happy, is a good preparation for students to study effectively, and is an effective means of learning. When I was teaching to understand triangles, I showed a covered triangle with an acute angle and asked the students, "What triangle do you think is drawn here?" The students were in high spirits and expressed their opinions. At this time, a student couldn't help shouting, "Not necessarily." I followed suit: "What do you mean?" The student said, "I think right triangle, acute triangle and obtuse triangle are all possible." "Why do you think so?" I asked. The student said, "There is an acute angle here. These triangles all have acute angles, so they are uncertain." "At this time, other students are completely convinced. More importantly, it activates students' thinking, makes the classroom atmosphere extremely active, and students are very happy to learn.
3. Experience happiness in hands-on operation
An important feature of mathematical knowledge is abstraction, and the thinking of primary school students is mainly in the stage of thinking in images. If students want to understand mathematical concepts, it will not be much better if they only explain them in the teacher's language. Therefore, teachers should try their best to create conditions for students to operate and feel, and make abstract concepts concrete. For example, when learning "knowledge of cuboids", take potatoes as a learning tool, so that students can observe, feel and think about the characteristics of cuboids in the process of cutting potatoes, and fill in the observation records carefully. After the operation is completed, the knowledge about cuboids is learned unconsciously. With this kind of teaching, students are immersed in happiness from beginning to end and have a strong interest in learning.
Third, happy life mathematics.
Mathematics comes from life, and there is mathematics everywhere in life. Mathematics knowledge and activities are inseparable from students' life practice. Teachers should combine students' life with mathematics learning, let students' familiar life mathematics enter students' vision and mathematics classroom, make mathematics teaching materials concrete, visual and intuitive, let students feel and discover the role and significance of mathematics, learn to observe the objective world around them with mathematical eyes, and enhance the consciousness of mathematics function. If mathematics can be closely combined with children's real life, mathematics will be active and full of life breath, so that students can understand why they want to learn mathematics and how to use it, thus sprouting the consciousness of mathematics application, and then truly loving mathematics and gaining a happy learning experience. For example, in the activity of "Finding Friends-Rectangles" close to life, students found that blackboards, doors, desktops and math books were all rectangles. Only then did they realize that there are "rectangular" friends hidden around each of our children. As long as you can be a conscientious person, pay attention to finding problems and thinking about them, you will certainly find more math friends! Through a series of activities, not only students' enthusiasm and strong interest in mathematics are stimulated, but also students are allowed to learn knowledge in happiness.
Fourth, be happy in experiencing success.
Mathematics classroom should make students have successful experience and happiness. For example, in the fifth and sixth grades of primary school, we usually don't need ready-made unit questions after each unit test, but tell students the weight and difficulty requirements of the questions, and spend two classes to let them work out the questions themselves. Every time you evaluate excellent papers, encourage extra points, and print out the best ones to take the exam. Everyone participates in setting questions and answering questions, and students will naturally review and check what they have learned, which greatly improves their enthusiasm and self-confidence in learning mathematics and enjoys a successful experience in happiness.
Fifth, be happy in a democratic and harmonious relationship between teachers and students.
The democratic and harmonious relationship between teachers and students is the basis of creating a harmonious and happy classroom atmosphere. Our students, pure as a blank sheet of paper, have a lofty position in their hearts, and teachers' words and deeds will have a far-reaching impact on their emotions. Therefore, in class, whether the students' answers satisfy the teachers or not, the teachers should give the students an evaluation according to the actual needs, such as a positive word, a knowing smile, an encouraging look, a gesture of praise, etc., which will have a positive impact on the students. At the same time, praise is also multifaceted. For example, excellent answering questions, good teamwork and strong hands-on ability ... this is not only a promotion for the commended, but also a heart-to-heart collision between teachers and students. In daily life, teachers should care about every student, let students get close to the teacher and trust the teacher's way.
Harmonious relationship between teachers and students, students' good mood, high mood, high enthusiasm for class, sensitive feelings, strong reaction ability, active thinking, rich emotions and in-depth understanding of knowledge. Students who study happily will get twice the result with half the effort.
In a word, let students learn in happiness, which can improve the learning quality of students in an all-round way, effectively improve the classroom teaching effect, give students a happy childhood and promote their healthy development.