Author: Feng Qingxiu

Primary school mathematics; Happy mathematics; classroom

Primary school mathematics is an essential subject to develop students' thinking in basic education, and it is particularly important for students to learn and master mathematics knowledge well. However, the thinking mode of primary school students mostly lacks abstract thinking, poor self-discipline and inattention, which hinders teachers from imparting mathematical knowledge. As a primary school math teacher, we should be good at changing boring and abstract math knowledge in form and way, making it playful, childlike, interesting, vivid and vivid, thus stimulating students' interest. Therefore, teachers need to explore "Happy Mathematics" deeply.

First, create a childlike classroom atmosphere to stimulate students' interest in learning

Interest is a primitive motivation to try to explore the unknown world, eager to acquire more knowledge, and a powerful catalyst to promote people to explore, dare to discover and study hard. At the same time, interest is the best teacher and leader for a person to succeed. Therefore, it is particularly important to attract students' attention and stimulate students' interest by creating a classroom atmosphere full of childlike interest in teaching. It can cultivate students' enthusiasm for boring and abstract mathematical knowledge, so that teaching can be carried out with students' enthusiasm. For example, in teaching mixed operation, in order to attract students' attention, teachers can ask students first: Have students seen the cartoon "Bears Come and Go"? The students' attention was attracted by the cartoon, and then the teacher said with great interest: Today, Xiong Er, Xiong Dahe, which the students like, went shopping. Do students want to know how they buy things? The student replied: Yes. Then, the teacher hung up the prepared picture of two little bears shopping. All the students' attention is focused on the picture of the situation. Teacher's question: Little Bear has 20 yuan money in his big hand and wants to buy five apples, but each apple costs 5 yuan money. Can bear buy five apples? At this time, the students showed puzzled expressions and began to itch to try. Then the teacher took the opportunity to ask: one apple costs 5 yuan, but how much are two apples? Student answer: 10 yuan. The teacher asked again: How much are the five apples that Xiong Da wants to buy? The students started snapping their fingers, and the teacher listed the multiplication formula: 1×5=5, 2×5= 10, so 5×5=? The students enthusiastically answered: 25. The teacher then asked: Did Can Xiong buy five apples? The student replied: No teacher expressed doubt: Why? So how much does it cost Xiong Da to buy five apples? One by one, the students raised their hands to know the answer. The teacher asked a student to answer: Because it takes 25 yuan money to buy five apples, Xiong Da only has 20 yuan money, 25-20=5, so Xiong Da needs 5 yuan money to buy five apples. The teacher praised the students, and finally summed up the teaching content, guiding the students to do multiplication, division, addition and subtraction (5×5-20=? ), multiply and divide first, then add and subtract. By introducing cartoon situations that students are interested in, let students stimulate their interest in mathematics in childlike situations and enjoy it.

Second, the game teaching mode to stimulate students' potential

Primary school students are at a fun and active age, and boring traditional teaching classes will only kill students' thirst for knowledge in mathematical exploration. Freud, a famous psychologist, found that games can satisfy students' fun and positive psychology, make their attention last and improve their tension. Therefore, games are the source of students' happiness. Therefore, under the new teaching mode, teachers should be good at introducing games into the classroom, so that students can stimulate their mathematical potential in a happy game atmosphere. For example, when reviewing multiplication formulas, in order to improve students' enthusiasm, teachers can play a "quick answer" game at the beginning of teaching and divide students into three groups according to their positions. Which group of students get more correct answers can get prizes as rewards. At the beginning of the game, the teacher asked quickly: 3×7=? The students rushed to answer. The teacher asked the student who raised his hand fastest to answer. After the students answered correctly, they drew a big red flower on the blackboard, indicating that the students won the prize. After seeing it, the students rushed to answer more enthusiastically. Doing this for 15 minutes can improve students' enthusiasm and stimulate their enthusiasm and potential for mathematics in a tense and happy atmosphere.

Third, connect with real life and guide students to apply what they have learned.

Mathematical knowledge is actually closely related to real life, and it is the experience and achievement that mathematicians have discovered in real life. Therefore, in mathematics teaching, teachers should teach students to discover and apply mathematics in real life. For example, when teaching Graphics, in order to make it easier for students to distinguish between three-dimensional graphics and plane graphics, teachers can arrange for students to go back and collect what they think is three-dimensional graphics or plane graphics in advance. In class, the teacher asked the students to show what they brought and asked them why they thought it was this number. Then ask the students to answer, this student brought a "soap box", and the answer is a three-dimensional figure, because it has six faces, so it is a six-sided three-dimensional figure. The teacher praised the students who answered correctly and rewarded them with a small prize, thus telling other students to learn to discover and use mathematics in life like this classmate.

In a word, mathematics is a boring and rigorous subject, which easily makes primary school students daunting and lose interest. Therefore, in terms of teaching methods, teachers should break the routine and make changes to make the class lively and interesting, arouse students' rise, let children learn and grow in happiness, and realize the goal of "happy mathematics".

refer to

[1] Chang Wei. How to create a happy primary school math class [J]. Academic research, 20 14 (07): 103.

[2] Wang Hengjie. Grasp the generation of thinking and achieve happy mathematics [J]. Times Education, 20 15 (04): 257.

[3] Li. On how to build a happy math classroom in primary schools [J]. After-school education in China (next issue), 2015 (04):121.

[4] Xue Chaojun. On Happy Mathematics in Primary School Mathematics Classroom [J]. Xingtan Salon, 20 13 (05): 63.