First, with the help of multimedia-assisted teaching, create rich teaching situations and stimulate students' enthusiasm for learning.
Friedenthal, a Dutch mathematics educator, said: "The only correct way to learn mathematics is to carry out' re-creation', that is, students discover or create what they want to learn; The task of teachers is to guide and help students to do this kind of re-creation work, rather than instilling ready-made knowledge into students. " Multimedia teaching can easily create, change and explore a certain mathematical situation, enrich the classroom and attract students. In the multimedia mathematics classroom, boring mathematical concepts and conclusions are demonstrated by words, sounds, graphics and animations, which makes the classroom visualized and fully mobilizes students' enthusiasm. At the same time, teachers should give students full trust, believe that students can do it, let students believe that they can do it, and truly make students the most active color in classroom learning. For example, in the teaching of "Axisymmetry in Life", the second volume of the seventh grade of China Normal University Edition, I first show pictures of buildings, maple leaves, butterflies and window flowers through multimedia courseware, so that students can feel a lot of axisymmetric examples in real life and have interest in learning. Then let students practice, make axisymmetric graphics, and show and explain them through multimedia platform to experience the fun of mathematics teaching activities. In this way, students get answers by watching, operating, thinking, which not only stimulates their interest in learning, improves their attention, but also fully stimulates their enthusiasm for independent inquiry learning, which truly reflects their initiative in learning and has received good teaching results.
For students, interest is the best teacher and one of the driving forces of learning. The use of multimedia computer-aided teaching, the introduction of modern teaching technology into the classroom, so that students have a strong psychological demand of "I want to learn", thus forming a learning enthusiasm, which is conducive to efficient teaching.
Second, be good at discovering students' bright spots, pay attention to praise and encouragement, and stimulate students' interest in learning.
Good students are praised and their interest in learning is encouraged. It is up to the teacher to find the bright spot. Treat students with praise, and teachers should not be stingy with praise for students' good performance and good grades. Because praise plays a great role in encouraging students. When a student in my class was in the first grade, I found that he loved to sleep in class and never listened carefully, which had a lot to do with the formation of his usual habits. I talked to him many times and found that children are actually very smart, but parents work outside all the year round, and children are brought up by grandparents, which has formed many bad habits. I publicly encouraged him in class and said, "You are very talented in mathematics. I want to train you to be a top student in mathematics! " "In normal times, give him more opportunities to show and give encouraging comments on his homework, such as" It's really good ","Yes, be more careful next time ","Your attitude towards homework is correct "and" You are really smart ". As a result, the child has changed a lot, likes learning math very much, and his grades have soared. It seems that praise and encouragement can not be underestimated in improving students' interest in learning. How much teachers love students, how much students have enthusiasm for learning this subject. Teachers' encouragement, expectation and concern will stimulate students' interest in learning, establish their self-confidence and promote their success. Therefore, in teaching, teachers should not be stingy to give your students more praise and encouragement; Don't criticize students' mistakes too much, because too much criticism will affect students' emotions, make them feel bored, produce psychological shadows, and make more mistakes.
Third, pay attention to cultivating students' awareness of active thinking in practical activities and stimulate students' interest in learning and exploring new knowledge.
"People have two treasures, hands and brains. Hands can work, brains can think, and hands and brains can create. " This sentence embodies the importance of participating in mathematical practice. Teachers should let students fully participate in the actual operation in the teaching process, so that students can experience and discover the fun of learning. "Mathematics Curriculum Standards" points out that teachers should stimulate students' enthusiasm for learning, provide students with opportunities to fully engage in mathematics activities, and help them truly understand and master basic mathematics knowledge and skills in the process of independent exploration and cooperative communication. For example, when I was talking about "tiling", I gave the students regular triangle, regular quadrangle and regular octagon paper-cuts prepared in advance for everyone to spell out. Who can cover the ground? Some students fight in their seats, others study together, and their enthusiasm is high. I patrol and guide in the classroom. After a few minutes, the students expressed their practical experience: regular triangles and squares can cover a plane, but regular pentagons and octagons can't. Through students' hands-on operation, the initiative of classroom teaching is well given to students, which not only enlivens the classroom atmosphere, but also gives full play to students' interest in autonomous learning, making classroom teaching lively and interesting. It has changed the previous classroom teaching, greatly developed students' thinking ability, and thus improved the teaching effect.
Therefore, teachers should consciously create conditions for students, let students actively participate in practical activities, promote students to actively think and explore, and independently improve their ability to discover, solve and apply problems; At the same time, students can really feel the fun of learning through hands-on practice, change passive learning into active learning, and really use their hands and brains, effectively improving their innovative thinking ability and cultivating their sense of cooperation.
Fourthly, integrating the history of mathematics into classroom teaching can stimulate students' interest in learning, deepen students' thinking structure and improve teaching effect.
As the saying goes, reading history makes people wise. Integrating the history of mathematics into classroom teaching, we can reproduce the original knowledge through the history of mathematics, so that students can have a deeper understanding of mathematical concepts, broaden their horizons, fully understand and understand mathematics, and stimulate students' interest in learning. Therefore, some stories about the history of mathematics and anecdotes of mathematicians are interspersed in classroom teaching to stimulate students' curiosity, make students better understand what they have learned, stimulate students' enthusiasm for learning, activate classroom atmosphere and improve teaching effect. "A wonderful story can always arouse students' infinite reverie and guide them into the hall of mathematics. "For example, when I was teaching the seventh grade book" Into the Mathematical World ",I told the students at the beginning of the class that the prince of mathematics-Gauss skillfully calculated the history of the sum of 100 natural numbers, that is, Gauss, who was only ten years old, used his intelligence to calculate 1+2+3+…+ 100, and the result was The sum of each group is 10 1, 10 1× 50 = 5050. The students were attracted by Gauss's ingenious calculation, became interested in this talented mathematician and became interested in learning mathematics. They practice 1+2+...+6550. In addition, China, as one of the four ancient civilizations, has a long history of mathematical development and amazing outstanding achievements. We can infiltrate the history of mathematics in a planned way in combination with the teaching content to make the teaching more vivid and attractive. For example, when teaching rational numbers, students can be introduced to China's concept of "plus and minus" two thousand years ago. The algorithm of positive and negative numbers has been mastered, and negative numbers were first recognized and used to solve geometric problems abroad until17th century Dutch Jural (1629); When teaching circle calculation, students can be introduced to the story of Zu Chongzhi getting pi in China, while in foreign countries, westerners got this result more than 1000 years after Zu Chongzhi's death ... Therefore, teachers should dig deep into teaching materials, master and be familiar with the knowledge of mathematical history, infiltrate the viewpoint of historical development in class, and organically combine the knowledge of mathematical history with the usual teaching practice to give full play to its maximum value.
In a word, interest is the best teacher and the motivation to learn math well. In classroom teaching, as a math teacher, we should strive to cultivate students' interest in learning, pay attention to using various means and methods, and let students learn math, experience math, practice math and use math with strong interest through various channels, so as to change passive learning into active learning, and finally achieve the goal of improving the quality of math teaching and students' quality.