First, strengthen the tempering of mathematics teachers' classroom language.
(1) Language should be childlike. For the first-grade children, the affinity formed by the teacher's language has a great influence on their interest in class. If the teacher's language is blunt, then the child's attention will not be too concentrated. In the classes of many famous teachers, they know children's hearts very well, and the language is childlike. They feel that kind words seem to fly into the children's hearts, and the students are so happy that they forget the time and place and have a good time. That happy scene is really enviable. For example, call juniors "children" and "children" ... so that they will feel very comfortable.
(2) The language should be accurate and standardized. Mathematics is highly scientific and rigorous, and every concept and theorem has exact meaning and conditions. Therefore, when teachers are teaching, the teaching language must be clear, standardized, accurate, rigorous and complete. Try not to appear vague languages such as "probably", "probably" and "almost", so as not to make students unable to correctly grasp concepts and application theorems and inhibit the development of students' thinking ability.
(3) the language should be concise and refined
Teachers are the organizers, guides and collaborators of students' learning activities, and teachers' words and deeds will become the imitation objects of students, which requires teachers to be concise and to the point, not to repeat too many languages, to talk less nonsense, and to express richer content in the simplest language as far as possible. Don't keep asking students "right", "yes" and "do you understand", and don't take "ah" in every sentence, so that students can avoid fatigue in subtle ways, keep their thinking clear and get language expression training.
Secondly, we should innovate methods and cultivate students to develop good study habits.
Good habits benefit people for life. The first-year students are in the enlightenment stage. The quality of their study habits directly determines their study efficiency and their lifelong development. Cultivating students' study habits is just like teaching them to use chopsticks correctly to get delicious dishes. Cultivating students' good study habits seems to be a cliche, but it is not easy to do it. Children's nature is laissez-faire, and it is impossible to lead them to the normative track one by one without patience. "Listen attentively, raise your hand actively, pay attention to reading and writing posture, and do your homework carefully ..." These are the contents that teachers often emphasize in class. However, when these habitual routines are repeatedly reminded too much in class, students are indifferent after listening to them. In this regard, we should have enough patience and constantly innovate methods to make it easier for students to accept. For example, when students don't pay attention to the class, they can play a small game, make a brain teaser and tell a joke to stimulate them. Give a thumbs-up to the students who actively speak, give a little applause, a compliment, give an encouraging look to the students who don't actively think about speaking, and so on. Although these methods are simple, they have magical effects. If distracted children realize something, they will immediately raise their heads, and timid and shy children will raise their confident hands again because of encouragement.
Third, we should adopt accurate teaching methods to cultivate students' interest in learning.
(1) Hands-on operation. First-year students' thinking in images is dominant. According to the curious and active characteristics of junior students, I attach great importance to students' hands-on operation in class, and often organize students to use their own school tools to fight, pose and compare, so that students can use a variety of senses in operation and gain knowledge through positive thinking. This not only helps students to understand and master knowledge, but also helps students to develop their thinking. Every time students are asked to do an operation, they should first see the meaning of the question and then think. According to the requirements of the topic, what do you do first, what do you do next and how do you do it? Resolutely overcome the problem of doing things blindly without thinking. For example, when teaching "the size of the ratio of 4 to 6", let students put a pendulum with 4 χ in the first row and 6 χ in the second row, and then guide students to observe and compare "4 < 6, 6 > 4".
(2) Game activities. Game activities are conducive to cultivating students' interest and enthusiasm in learning, in line with the psychological characteristics of primary school students' strong curiosity, hyperactivity and short concentration time, and can effectively prevent students from being distracted, thus mobilizing students' enthusiasm for learning. For example, game teaching provides students with hands, mouths and brains ... Let multiple senses participate in learning activities and create the best environment. Give full play to students' physical and mental potential, save time and complete learning tasks efficiently, and exercise their hands, mouth and brain. Let children master and consolidate what they have learned in the environment created by games and activities. At the same time, we should infiltrate ideological education and cultivate good study habits.
(3) Create a life situation. Students learn knowledge in order to use it. Therefore, in teaching, I aim at students' age characteristics and psychological characteristics, closely connect with students' real life, carefully create situations, let students apply mathematics knowledge in real life, and effectively improve students' ability to solve practical problems. For example, in the teaching of "knowing the clock face", I first ask students how to arrange their own time in the day, and then ask students how you know what time you get up. In this way, the students will answer that when they see the long needle on the clock face pointing to "12" and the short needle pointing to "7", they will know that it is the bed at 7 o'clock. Then I show "8 o'clock", "10 o'clock", "5 o'clock" and "12 o'clock" respectively, so that students can correctly say the above time according to their previous experience of knowing "7 o'clock". In this way, the mathematical knowledge learned in class will be applied to real life. Regular training in this way will help students deeply understand the importance and value of mathematics learning, and change "learning mathematics" into "using mathematics", thus stimulating their strong desire to learn mathematics well.
(4) Adopting multimedia teaching. Integrating multimedia information technology into classroom teaching, using the characteristics of multimedia illustrated, synchronized audio and video, dynamic and visual, can mobilize the participation of students' various senses and stimulate students' strong desire for learning and interest in inquiry. At the same time, the visualization of multimedia courseware can break through the limitation of vision, observe objects from multiple angles, highlight key points, and help to understand concepts and master methods.
"Rome wasn't built in a day", and it was not built in a day to improve the teaching quality of first-grade mathematics class. Let's make unremitting efforts in teaching practice, actively explore, experience and enjoy the joy of success brought by classroom teaching.