First, create a relaxed and harmonious learning environment and establish an equal and harmonious relationship between teachers and students.
As a math teacher, it is easy to form a rigid and serious impression among students because there are few teaching hours and few opportunities for communication between teachers and students. If students think the teacher is terrible, it is difficult for them to enjoy his class. Therefore, math teachers should talk to students more often to understand the students' ideological trends. If possible, they often carry out some collective activities with students, so that students can have affinity for teachers, make students like teachers, and then like mathematics. Especially in junior high school and junior high school, there are often some underachievers, so teachers should not reprimand them at will. They should be persuasive, pay special attention to their self-esteem, and often encourage students with praise and rewards, especially those with poor foundation and poor grades. As long as there is progress, even small progress, teachers should praise it in time, so that they have a strong interest in mathematics from fear to love.
Moreover, teachers should change their roles, step out of the shelf of "being a teacher by example" and become participants in students' learning. Teachers participate in students' learning activities in the following ways: observing, listening and communicating. By observing students' learning state, teachers can standardize teaching, take care of differences and find "sparks". Teachers' listening to students' voices is a sign of respecting their performance. The communication between teachers and students is not only cognitive communication, but also emotional communication, which can be realized through language, expression and action. For example, when teaching three-dimensional graphics, I asked the students to make a polyhedron expansion diagram in groups. When the students did it, I observed the production process of each group and participated in their production process. In the communication with them, I learned their ideas when making. Individual problems are solved individually. When talking about how to judge the expansion diagram of a cube, I first listen to the students' methods, and then let several representative students with good thinking methods explain. In this way, we have also learned a lot of knowledge in teaching and shortened the distance between students and teachers. Students regard me as a study partner and are willing to discuss and communicate with me.
Second, combine practice to stimulate interest in learning mathematics.
First of all, mathematics comes from practice and returns to practice. Students like to learn some math knowledge related to real life. If you are a familiar and amiable role model around you, it is easy to arouse students' interest in learning. So as to broaden our horizons, really improve students' quality and focus on the future. Through the practical problems that students are familiar with, mathematical concepts are abstracted and new knowledge is realized. For example, when learning the concept of point to straight line, you can use the familiar example of standing long jump to understand it; Explain the nature of equality and inequality with the scales that students are familiar with, and get the comparison method of line segment length by comparing the heights of two students; On the question of interest and interest tax in savings, I designed several real-life questions on the basis of teaching materials for students to ask and investigate in the bank before class. In class, students show their findings, and stimulate students' desire and interest in learning with examples. Secondly, in teaching, we should make good use of the charm of mathematics itself to stimulate students' enthusiasm for learning, and then enhance students' emotion in learning mathematics. For example, when each student goes to the store and buys 100 at 20% or 30%, he can learn to use his own brains, and how to buy it will be more economical. For another example, the school sports meeting is coming. Let the students choose a player to participate in the high jump competition of the school sports meeting according to the training records of the high jumpers with similar A and B performances in the last ten times, which will arouse the students' interest and they will focus on solving problems. Learn new knowledge from students' familiar life experience, on the other hand, cultivate their awareness of applying mathematical knowledge to practice. Make students really experience that there is mathematics around them, and use mathematics to solve practical problems in life, so as to have a sense of intimacy with mathematics and stimulate students' interest in learning.
Third, let students ask questions boldly in classroom teaching to improve their interest in learning mathematics.
"Learning begins with thinking, and thinking begins with doubt". Students' thinking often begins with questions, which arise from the exploration of unknown knowledge. Thinking begins with doubt and surprise. For example, when teaching the characteristics of numbers divisible by 3, I ask students to say any integer, and I can immediately judge whether this number can be divisible by 3. In this case, students' interest can come and they raise their hands. I made correct judgments one by one, and asked the students to calculate and verify them at once, all of which were correct and puzzled the students. Some students can't wait to say: teacher, tell us about it! What are your tricks! I follow the trend and let students enter the classroom teaching with ardent pursuit. Students study easily and happily, and have a firm grasp of knowledge.
In the teaching of the new curriculum reform, in addition to teachers' curiosity about classroom teaching, according to the characteristics of teaching materials, we put forward novel and attractive questions and create attractive learning situations. The key is to let students ask questions boldly in the process of learning, but now many senior students never ask their teachers. Why? Because he doesn't doubt at all, what we should do in classroom teaching is to cultivate students' questioning ability, dare to debate and question, and let students know what this is and why. For example, when I was teaching "Understanding the Circle", every student held a circle in his hand, and I said, "What do you want to know about the circle, students?" So the students raised their hands and put forward many questions they wanted to learn. I listed them one by one on the blackboard and asked the students to solve their own problems in groups. The students were full of enthusiasm, quickly solved the knowledge they wanted to learn, and put forward the problem of change on the basis of what they had learned. In classroom teaching, teachers must not stifle children's bright spots, and don't ignore children's doubts and doubts because of completing teaching tasks. The specific methods are: strengthening the accumulation of students' life knowledge, making students good at thinking and making them suspicious; Only when students dare to think and do can they ask questions; Let students and students, students and teachers trust each other and be good at communication and cooperation, so as to analyze doubts.
Fourth, give full play to students' imagination in classroom teaching and enhance students' interest in learning mathematics. .
The new curriculum standard clearly points out in the position of mathematics that "mathematics plays a unique role in improving people's reasoning ability, abstract ability, imagination and creativity." In terms of learning content, it is pointed out that "the content of students' mathematics learning should be realistic, meaningful and challenging, which should be conducive to students' active observation, experiment, guess, …". However, students' imagination is not rich enough for the following reasons: (1) Students are seriously lazy. (2) Students lack interest in mathematics. (3) Teachers do not provide opportunities for students in teaching contents and methods. (4) Students are unwilling, unable and afraid to think. Imagine, a classmate doesn't even have imagination, how can he be interested in learning mathematics? In teaching, let students have imagination and guess, find problems by themselves, and then solve problems through their own efforts, so that students can really gain experience and stimulate students' interest. For example, after teaching cuboid, cube and cylinder volume formulas (all of which can be v=sh), I asked the students to guess: Can the cone volume formula also be v=sh? Let students use analogy, generalization and abstraction to discover, imagine and guess on the basis of existing knowledge and experience. Sometimes we don't ask for results, but mainly teach students how to think. Let them think about it.
Fifth, make full use of modern teaching methods and teaching AIDS to make students "move" in class.
Teaching activities must be based on students' cognitive development level and existing knowledge and experience, which shows that the learning process of students is a process of self-construction and self-generation under the guidance of teachers. Students do not simply passively accept information, but actively select, process and process external information, thus gaining the meaning of knowledge. The process of learning is a self-generating process, which is irreplaceable by others. It grows from the inside out, not from the outside in, and is based on students' original knowledge and experience. In teaching, I always pay attention to starting from students' existing knowledge and experience, understanding what they know, analyzing what they don't know, and designing teaching objectives and teaching methods in a targeted manner. For example, when teaching three-dimensional graphics, this section is close to real life. On the basis of understanding the knowledge students have mastered, I asked them to summarize and exchange their feelings about three-dimensional graphics, make familiar three-dimensional graphics by themselves, and build real life scenes with rich graphics according to their own imagination. This avoids my blind explanation and students' blind recitation. The classroom atmosphere is very active, and students have mastered knowledge in a relaxed learning atmosphere.
Let students really move, and let more children participate in math experiments. The traditional teaching method is generally that teachers demonstrate teaching AIDS and students observe them. Students did not discover and summarize definitions, theorems and conclusions through their own experiments, and they did not have a firm grasp of these knowledge. When I was teaching "the change of cuboid surface area", I asked each student to make several identical cuboids. Just after class, I asked the students to play with the finished cuboid in groups. Five minutes later, I sent a note to each group, which said, "What problems did your group find through playing? Please start the discussion? " At first, some students didn't know what to do. After discussion, the students found that the splicing and cutting of cuboids caused more and more surface area changes. Finally, in the students' report, the students summed up these changes themselves. In this way, the students in the class mastered the knowledge through their own hands-on operation, broke through the difficulties and made the students learn happily and easily.
In a word, middle school students' interest in mathematics learning is very important to middle school students' mathematics learning and an important prerequisite for learning this course well. Under the new situation of curriculum reform, we math teachers should pay attention to using various means and methods to cultivate and stimulate students' interest in learning through various channels, so as to mobilize students' enthusiasm and initiative to the maximum extent. Only in this way can students learn mathematics well with strong interest, study actively and vividly in class, and realize "I want to learn" and "I learn" to "I will learn".