First, create a teaching situation to stimulate interest in learning. Creating situations is a common strategy in primary school mathematics classroom teaching, which helps to solve the contradiction between the high abstraction of mathematics and the concrete visualization of primary school students' thinking, and makes it easier for students to master mathematics knowledge and skills. Through the teaching situation, we can not only stimulate students' thirst for knowledge and curiosity, but also enhance students' interest in participating in and paying attention to activities, guide students to immerse themselves in the immersive realm of exploration, thinking and discovery, tap students' inherent potential, develop students' intelligence, ability and imagination, and also stimulate students' interest in learning. As a math teacher, I want to design a suitable learning situation for students, provide comprehensive and clear information, and guide students to use their brains, learn independently, master knowledge and stimulate their interest in learning in the designed teaching situation. For example, in the first class of teaching cognitive corner, I introduced it with vivid and interesting stories: in our graphic kingdom, there are a group of lovely graphic dolls who live happily and often sing, dance and play games together. Among them, the "horn doll" is the most naughty. No, when the graphic dolls are playing hide-and-seek games, the trumpet dolls are hidden in some objects in our lives. Can you find it? This kind of introduction not only conforms to the age characteristics of students, but also stimulates students' interest in learning and creates a relaxed learning atmosphere for the study of this course.
Second, cooperate and exchange to stimulate interest in learning. In teaching, we should advocate group cooperative learning and promote communication and interaction among students. Because this kind of communication and interaction can best reflect students' subjectivity and is more conducive to students' inquiry learning. Let students gain insights, increase skills and develop happily in cooperation, and let students really learn to listen, discuss and express in cooperative learning. Give full play to the advantages of cooperative learning, promote the coordinated development of students' cooperative consciousness, cooperative ability and communication quality, and stimulate their interest in learning. The more forms of cooperation and communication, the better. If you use it at will and use it too much, it will waste the time of classroom teaching and even produce side effects, which is not worth the loss. I think the following situations are more suitable for organizing cooperation and exchanges.
(1), when the teaching content is challenging and students have difficulties in solving independently, they can provide materials and organize cooperation and exchanges. For example, in places where teaching is difficult, students can be given the opportunity to operate and cooperate. Let students explore independently in operation, inspire each other in active communication, experience the formation of knowledge and skills, solve problems, and gain positive emotional experience of exploration and success. Compared with the direct teaching by teachers, it can be said that the effect is remarkable, and it is multifaceted.
(2) When the teaching content can be thought from multiple angles, or there are multiple thinking results, it is also necessary to adopt the teaching form of cooperation and communication. At this time, let students communicate freely, let them introduce their own methods, listen to others' unique methods and ideas, broaden their thinking, and also let students consciously learn from each other's strengths and optimize their algorithms. For example, Xiao Ming reads story books. He has read 80 pages in 4 days, which is just 25% of the book. How many days can he finish it? Students can find more than a dozen solutions by solving independently and then discussing in groups.
Third, hands-on operation, mobilizing learning interest Hands-on operation is an active learning activity, with concrete image and easy to mobilize students' learning interest. Use charts, teaching AIDS, learning tools and other materials to organize and guide students to carry out practical activities, so that students can participate in the whole learning process and do it themselves under the guidance of teachers, so that students can realize the significance of practical activities and learn the skills of thinking and doing at the same time, thus mobilizing students' learning enthusiasm, stimulating new learning needs and continuously developing students' interest in learning. In the teaching process, especially in students' operation experiments, teachers should create opportunities for students to express themselves and achieve success in many ways, and be good at discovering students' success and progress, and give them affirmation in time, so that students can enjoy success and enhance their interest in learning. For example, in order to let students have a deeper understanding of this problem, I asked four students to form a group, and each student drew a triangle (arbitrary triangle). Then, each student takes out a protractor, measures the sum of the three internal angles of the triangle he draws, and records the measurement results for comparison. You will find that the measurement results are all 180 degrees. Then, I asked the students to tear: tear off the three corners of the cut triangular piece of paper and put them together, and you will find that all three corners form a right angle, or 180 degrees. At this point, we are sure that the sum of the internal angles of the triangle is 180 degrees. Teaching practice has proved that students' hands-on participation in teaching is much stronger than the knowledge gained by watching the teacher spell, swing and listening to the teacher explain, which can not only improve students' interest in learning, but also develop their mathematical potential. In short, it is to let students master abstract mathematics knowledge in pleasant operation activities, which not only develops students' thinking, but also improves students' interest in learning.
Fourth, it is an important part of mathematics classroom teaching to design exercises skillfully and increase interest in learning exercises. Before teaching, we should fully explore the teaching materials, grasp the key points of the teaching content, base ourselves on the exercises in the teaching materials, talk about the exercises in the teaching materials, and understand the editors' intentions. At the same time, carefully summarize the places that students are difficult to understand and master, the places that are easily confused, and the contents that are closely related to the upper and lower knowledge points. Teachers should consciously and carefully design and arrange these exercises to help students understand the nature of knowledge, so that students can learn the most needed mathematics in the shortest time, which can achieve twice the result with half the effort. Through different forms and levels of practice, students can lay a solid foundation of knowledge and help them really digest, understand and master what they have learned. In the design of classroom exercises, we should not only pay attention to practical results, make scientific arrangements for the levels and methods of exercises, but also make use of the curiosity and enthusiasm of primary school students to arrange some game exercises in time. For example, watching who wins the red flag quickly, seeing whose flowers bloom first, treating sloppy diseases, finding friends, sending letters to the postman, finding homes for small animals and other game exercises will stimulate students' sense of competition and get opportunities for self-evaluation and self-expression. So as to increase interest, expand thinking and develop intelligence.
Interest is the best learning teacher. Only by stimulating students' interest in learning and their autonomous learning can students truly become the masters of learning. Mathematics teachers should closely connect with students' real life, so that students can learn, learn and enjoy learning in the atmosphere of perception and cognition, and complete teaching tasks easily and happily.