First, starting from life experience, create situations and mobilize the classroom atmosphere.
Mathematical knowledge is closely related to real life. The textbook of People's Education Edition gives many examples in life. As long as the teacher tries his best to introduce the learning content with the familiar life situation or life experience of the students, the students are willing to accept it and are very active. Students will be more curious and interested if they are allowed to illustrate the application of mathematics knowledge in their lives. Mathematics teachers should give full play to the role of pupils' non-intelligence factors in learning, and create a teaching method of learning and playing in class, so that students can "play" in middle school and "play" in learning. For example, when I was doing an application problem, I introduced it by telling a story: On a hot summer day, eight dragonflies flew around the grass to catch insects to eat, and suddenly nine beautiful butterflies flew in, and they had a good time together. How many dragonflies and butterflies are there on the grass now? This introduction stimulates students' interest in learning, and makes them interested, focused and active in exploration.
Second, hands-on practice makes students' perceptual knowledge rise to rational knowledge.
The core of quality education is to cultivate students' innovative spirit and practical ability. Because only through their own re-creation activities can we truly master knowledge and use it flexibly. According to Friedenthal's view, teachers should pay attention to cultivating students' practical spirit and independent exploration spirit in mathematics teaching. Pupils are young and weak in abstract thinking. Teachers should guide students to make full use of and create all kinds of figures or objects, mobilize all kinds of senses to participate in practice, and at the same time teach students how to operate, so that students can stimulate their thinking and thinking through observation, measurement, spelling, drawing and experiment, and discover and master mathematical knowledge from them. Let students practice, which can stimulate their interest in learning. For example, "Understanding Graphics" is a boring concept course. I asked students to draw squares, rectangles and triangles with colored strokes, and asked them to mark four lines, so that students could observe the rules of these four lines. From perceptual knowledge to rational knowledge. Strengthening operation activities and letting students participate in learning with multiple senses can not only stimulate students' interest in learning, but also enrich their perceptual knowledge and help them learn mathematics knowledge, thus cultivating their creative spirit.
Third, implement democratic teaching and build a relaxed and harmonious bilateral activity between teachers and students.
In the classroom, the bilateral activities between teachers and students are relaxed and harmonious, and teachers and students show their true selves. In class, students sometimes whisper, sometimes discuss in a low voice, and sometimes argue loudly about the questions raised by the teacher. The students rushed to speak, some condescending and outlined; Some quote classics and are meticulous. In response to the students' unique speeches, the teacher nodded in agreement from time to time. For students with poor expressive ability, teachers activate students' thinking with trusting and encouraging eyes and words. Students naturally dare to tell the truth, tell the truth, and their personality is fully publicized. For example, after teaching students the classification knowledge in the first volume of a class of mathematics, I consciously asked students to practice and find out the solution to the problem: more than 30 pencils of different colors, different lengths, with or without rubber heads were scrambled and put together, so that students could classify and see who got a reasonable share. Students are scrambling to classify: some are classified by color; Some are classified by length; Some are classified according to the presence or absence of rubber heads; And be random. Then ask students to explain the reasons for this division, guide students who don't know the reasons, and let students learn independently and practice actively in independent activities. Teachers also pay attention to the guidance of students' learning methods, cultivate students' comprehensive ability, develop good study habits, and make students have the attitude of wanting to learn, being happy to learn and being able to learn.
Fourth, help students build up their self-confidence in learning mathematics.
Learning is a very hard thing. Mathematics itself contains many boring things, especially the study of calculation problems. Students have different comprehension abilities. Some students may learn the same calculation problem in a few minutes, and some students may not learn it for a class or even longer. If teachers don't pay attention to such students in time, then these students will lose their confidence in learning and the classroom will become very boring for them. In class, they will divert their attention and do other things. For example, a girl in my class is proud of her poor math foundation and unclear learning attitude. She doesn't want others to help her study. She feels she has no face. Ask her if she understands, she always understands, and she often makes mistakes in her homework, which shows that she has no patience in doing her homework. From the beginning, I asked her to write correctly, allowed less homework, asked to do one question for another, and would not do it again, and continued to do it right, so that she realized that she could do it right, gradually established her confidence in learning, praised her in time when she found advantages, and let her taste the joy of success, realizing that learning needs to be down-to-earth step by step, and there can be no false behavior. Gradually, she gained some confidence in mathematics, wrote correctly and improved her grades. A math teacher should pay attention to every student. When students encounter difficulties in their studies, they should enthusiastically reach out and help them in time to restore their confidence.
5. Appropriate praise and reward is a plus item for a good math class.
Teachers should give every student a chance to succeed, especially those who have learning difficulties. Teachers should be good at trying to eliminate students' nervousness and fear, and take encouraging evaluation and appropriate praise for students' performance in class. Encouraging evaluation and praise can make students dare to think, ask, say and do like spring breeze. Only in this way can classroom teaching be full of vitality, students' personality can be fully displayed, and students' creativity and innovation sparks can be generated and flashed. For example, in practice, students finish the homework assigned by the teacher within the specified time, and the teacher will reward students with learning difficulties with a "little red flag" and sometimes take the initiative to whisper to them. When students are rewarded by teachers, their enthusiasm for participating in learning will be higher. They will further discover problems and exert their unprecedented imagination, so as to get rid of the troubles of studying hard, enter the realm of happy learning and greatly develop their innovative ability. In short, in my primary school mathematics teaching, I should start from my own life experience and, in layman's terms, practice more. Practice several forms of representative questions until you understand and practice them thoroughly. The forms should be diversified, and meaningful, challenging and enlightening problem scenarios should be created to stimulate students' internal motivation to learn to the maximum extent. In hands-on practice, students can experience the fun of "learning mathematics". In democratic teaching, students can not only acquire knowledge, form skills and master mathematical methods, but also gain positive emotional experience and establish confidence in learning mathematics well.