First, fun can change students' attitude towards learning mathematics.
Scientific research shows that when people are relaxed, neurons in the cerebral cortex can form an excitation center, which makes the channels for nerve cells to transmit information unimpeded and makes their thinking quick and agile. This can speed up the process of receiving, storing, processing, combining and extracting knowledge, and quickly consolidate knowledge and transform it into ability. As a result, he has a strong interest in what he has learned, and he will have unlimited love. Generate has amazing enthusiasm for learning. He went all out to explore and forge ahead, and even created miracles.
1 closely cooperate with the textbook, set suspense and make the math class lively and interesting.
Teachers should appropriately quote the knowledge closely related to the content of the textbook to set off the textbook, arouse students' thinking, make the classroom atmosphere active, make students concentrate or set suspense, arouse students' appetite and interest.
For example, when talking about the judgment of triangle congruence, I said to my classmates, "I have one thing I want to trouble my classmates to do for me." The students raised their hands one after another, and some naughty hands raised higher. I flashed a splint triangle I used before and said, "My triangle has a broken corner, so I need to make another one as it is, but I don't know where the broken corner is, and it may have been swept into the trash can." I want to ask everyone to help me find it so that I can make another one. " Some students want to find out at once, but some students say that it is not necessary to redraw the original triangle from this piece. At that time, the students talked about it one after another, so that they unconsciously learned the triangle congruence judgment theorem of "two corners sandwiched on one side". In this way, you can achieve ideal results in class.
2 Use formulas to improve memory and cultivate students' interest in learning.
Knowledge is acquired by memory, but forgetting is inevitable, so keep memory. Generally speaking, we put what we remember into a formula to remember, which will have a multiplier effect.
For example, when studying factorization in senior two, we can make a formula to help students remember easily. Namely: one lift, two sets, three groups and two triathlon attempts. So that students won't feel blind after they get the questions.
For another example, the operation of rational numbers is complicated, and there are many rules, which can be summarized as the following formula: the operation of rational numbers is not difficult, remember the symbols first; Addition must take the sign of large value, multiply the same positive but different negative addition, subtract the same negative number and multiply the same negative number; Mixed operations pay attention to order, and add and subtract after multiplication and division.
Use short stories to increase the interest of the class.
The story is attractive and plays a catalytic role in students' learning. After listening to the story, students can have many associations and many questions. Proper use will have unexpected effects on the classroom.
For example, we can quote this example before the power one class in the senior one math textbook. That is, a man in ancient India invented a game with 64 squares, and he presented this chess to the king. The king had a good time, so he ordered the players to be rewarded. I asked the chess player what he wanted. The chess player said, "He only needs food. If he asks the king to give him some food, he will be satisfied." Asked how much food he needed, he said he only asked for one grain of rice in the first grid, two grains of rice in the second grid and four grains of rice in the third grid ... In short, the rice in the back grid was twice as much as that in the front grid, and all 64 grids were filled.
Hearing this, the king readily agreed. Ministers also think that this rice is nothing, so they will lead chess players to get rice. Unexpectedly, this is not enough to pay for all the rice stored in the warehouse. Do you know why?
For example, when explaining calculation problems can encourage students to study more, we can use Gauss as an eight-year-old thing. That is, "from 1 plus 2 plus 3 to the sum of 100. Whoever can't figure it out will be punished for not going home for lunch. " The teacher said this, picked up a novel, sat in a chair and read it without saying a word. The children in the classroom picked up the slate and began to calculate: "1 plus 2 equals 3, 3 plus 3 equals 6, 6 plus 4 equals10 …" Some children added a number to the slate and then erased the result. After adding it, the number is getting bigger and bigger, which is difficult to calculate. Some children's little faces turned red, and some children's palms and foreheads oozed sweat. Less than half an hour later, little Gauss picked up the slate and stepped forward. "Teacher, is this the answer?" Without looking up, the teacher waved his thick hand and said, "Go, go back!"! Wrong. " He thought it impossible to have an answer so soon.
Second, the relationship between teachers and students directly affects students' learning of mathematics.
1 Teachers should pay attention to emotional input.
Teaching activities are emotional communication and thinking communication between teachers and students. The relationship between teachers and students directly restricts students' mood and will and affects students' learning activities. Teaching practice also proves that love is the guarantee of teaching success. Therefore, teachers should attach importance to emotional input, and take the close relationship between teachers and students and stimulate students' interest in learning as a breakthrough to correct students' fear of mathematics. Enlighten and ask more questions in class; After class, we should give appropriate math lectures, open up a "math corner", set up interest groups, guide them to swim in the ocean of mathematics, and let them see the infinite vastness of the mathematical world.
Math teachers should be sincere about their feelings.
"Kiss your teacher and trust his way." Teachers' love and expectation for students are the motivation for students to learn mathematics. When students feel the sincere care and love of teachers and positive expectations, they will have an inner emotional experience of being trusted, encouraged and motivated, and they will happily accept the teacher's teaching, and strive to turn such teaching into the motivation to study hard and master mathematics, thus effectively stimulating interest. As zankov said, if teachers "burn the desire for knowledge", students will be "obsessed" with acquiring knowledge. In this case, why worry about not being interested in learning? Therefore, starting with emotional factors, optimizing the relationship between teachers and students and establishing students' self-confidence can also effectively improve students' interest in learning mathematics.
Solve students' doubts, solve students' difficulties and enjoy students' happiness.
Psychology believes that people's emotions and cognitive processes are interrelated, and any cognitive process is accompanied by emotions. Junior high school students' interest in learning a subject is closely related to their learning emotions. They often don't think a subject is very important rationally, but often study it because they like a teacher. To make students like teachers, teachers must like and care about students and help and induce every student with full enthusiasm; Communicate with every student with a sincere attitude, so that students can feel the affability and approachability of the teacher from the heart. Educator Tolski said, "Whoever loves children will love them. Only those who love children can educate them. " As long as we pay attention to the students' words and deeds, bend down to communicate with them, talk to all the students in the class, understand the things around them, chat with students, enter their inner world and become friends with them, students will definitely like you!
Respect, understand and tolerate every student.
Teachers should respect students' personality, students' choices, students' personalities and care about every student. When students make mistakes, don't criticize them too much, but give them time and opportunities to correct them, so that students can feel that "the teacher is expecting me", and thus consciously participate in active learning and actively participate in learning activities.
Third, success is a helper in learning mathematics.
Students' sense of learning success has a very positive significance for stimulating self-development and learning. Because a student has achieved self-success and positive and successful emotional experience, there will be a positive internal driving force in learning, and the role of personal internal driving force is incomparable to any other external conditions. Therefore, giving students a sense of success in learning is the internal cause of continuously enhancing students' active learning and development, because only the internal cause is the basis for the development and change of things. Therefore, in the process of education, certain measures should be taken to make students feel successful in their studies.
For example, some students with poor grades usually solve a problem that others think is not difficult, but they shout excitedly: "I did the right thing!" " ""I did the right thing! "Then rekindle the enthusiasm to learn math well. In the teaching process, teachers should fully affirm students' achievements in time, so that students can have a unique sense of success, happiness, self-appreciation and intoxication of achievements. Only in this way can students stay active.
The essence of quality education lies in mobilizing every student's enthusiasm, tapping every student's potential and developing every student's personality. Suhomlinski also said: "When knowledge and active activities are closely linked, learning can become a part of children's spirit." Therefore, in the teaching process, our teachers should strive to make students really "move" and make them the masters of happy learning. Only the classroom teaching that allows students to learn mathematics independently and happily is a successful teaching.