The development of primary school children's personality psychology has its own characteristics and laws, which is the scientific basis for doing a good job in primary school education and teaching. Combining with my own teaching practice, I talk about some superficial understandings:
First, pay attention to interest cultivation and stimulate mathematics learning motivation;
Psychological research shows that interest is the most active and realistic psychological component and a tendentious psychological feature. When students are interested in something, they will actively and persistently explore it. Tolstoy said: "Successful teaching needs not coercion, but arousing students' interest. "Interest is the driving force of learning and a shortcut to help students acquire knowledge. In the traditional primary school mathematics teaching, teachers pay too much attention to the teaching of mathematics knowledge, adopt the methods of "spoon-feeding" and "full-hall irrigation", only pay attention to the completion of teaching tasks, and pay little attention to the relationship between these mathematical knowledge and students' reality. Students learn mathematics knowledge, but they can't solve the practical problems related to it, which leads to the disconnection between knowledge learning and knowledge application, and they can't feel the interest and function of mathematics. The implementation of the new curriculum standard requires math teachers to highlight the word "fun" in teaching, so that students like and are interested in math. This kind of teaching can achieve twice the result with half the effort.
Interesting teaching content requires that our mathematics teaching activities should be closely combined with students' lives, so that they can discover mathematics from their familiar life background, master mathematics, use mathematics and feel the connection between mathematics and real life. For example, in order to stimulate students' interest in learning, I made bold innovations in the teaching of "Preliminary Understanding of Fractions". In the process of introduction, I created the situations of "Little Monkey Divides Watermelon" and "Man Divides prey" and demonstrated them by computer. Vivid and intuitive demonstrations and bright and moving pictures deeply attracted students. Compared with the boring teaching content in books, it is easier to stimulate students' interest in learning, create a pleasant learning atmosphere for students and improve the quality of classroom teaching. For example, when teaching people to teach the edition of Area and Area Units. At the beginning of the class, I designed a coloring contest. From the beginning of the coloring contest, I wondered: Why did some students finish painting first? Let the students feel that the area is large and small, thus leading to the concepts of area and area unit. This activity not only eased the students' nervousness at the beginning of class, but also effectively mobilized the enthusiasm of all students to participate; At the same time, in the introduction of new courses, consciously setting doubts and causing doubts can stimulate students' interest in learning, attract students tightly, and students will take the initiative to learn.
Second, to meet the needs of students and stimulate interest in learning
According to Maslow's hierarchy of needs, human needs are divided into physiological needs, security needs, social needs, respect needs and self-realization needs. Psychologically, it is also found that after children enter school, the authoritative figures in their minds gradually shift to teachers. Although the communication between children and teachers needs different forms at different ages, in essence, they attach great importance to the communication with teachers and are willing to get close to them. As the saying goes, "Only when you are close to the teacher can you trust the teacher". Practice has proved that primary school students like the subjects they teach, often because they like which teacher. According to this feature, teachers should respect students, love students, care about students, understand students, have a sense of intimacy, trust and expectation for students, and be intimate friends of students. Teachers should bring smiles into the classroom so that every student can feel that he is valued and cared for. So as to shorten the psychological distance between teachers and students and make them actively participate in active learning activities. For example, there is a little boy in my class who is eccentric. He seldom gets along with others and often fails to finish his homework. When the teacher asks questions in class, his hand is always raised and retracted. At this time, I will let that classmate be the subject representative of mathematics. Usually he sends his homework to the office, so I chat with him, and remind him to develop in a better direction while affirming his working ability. Soon, I was pleasantly surprised to find that this classmate made remarkable progress, his homework was never overdue, his academic performance was greatly improved, and he could speak boldly in class. He gradually walked out of the world of "self" and got along well with everyone. Therefore, teachers should trust and treat every student equally to meet their reasonable needs, which is not only conducive to their physical and mental development, but also conducive to the display of educational functions and the realization of educational goals.
Third, appreciate education and stimulate self-confidence in learning.
Psychologists believe that human behavior is the result of reinforcement, and successful rewards will make students feel happy, which will turn into a powerful driving force for further study, stimulate their strong desire for knowledge, and thus establish their self-confidence in learning. As Professor Gu Jun of China University of Science and Technology said in an interview, "In essence, every student is a talented person with great potential. It depends on how you dig and cultivate. Never say' you can't do it' to a student, never undermine his self-confidence and never let him feel defeated, even if he encounters setbacks. " Therefore, teachers should adopt appropriate methods to stimulate students' learning self-confidence. This proper expression is appreciation, which includes affirmation, praise, praise, encouragement and tolerance. Students' self-confidence, enterprising spirit, lively spirituality and cheerful personality all come from appreciation. Appreciation education is imperceptibly shaping the style of the next generation. To implement appreciation education, we should pay attention to the following points: First, we should be good at discovering students' bright spots and strengthen them in time. Teachers have high authority in the eyes of primary school students. When students achieve success or progress on the original basis, they should be affirmed and strengthened in time. For example, a few words of encouragement such as "You have made progress", "You are great", "You are great" and "I hope to do better in the next exam" make students feel that "I can do it!" This feeling is very important, and this is self-confidence. For example, my classmate XXX has poor academic performance, slow brain reaction, frequent inferiority and lack of self-confidence, but she still wants to do well in her studies. Therefore, I especially respect, observe and tolerate her in classroom teaching, and often use encouraging language to evaluate her speeches, even small ones, so that she can feel the happiness of success and thus establish self-confidence to actively participate in learning. For another example, some naughty students with poor grades in my class are the biggest headache for parents and teachers, but occasionally their painting and sports have improved. I immediately seized the opportunity to praise and encourage them in front of the whole class, and they continued to do better than before, thus changing some of their bad behavior habits. Second, it should be noted that appreciation should be persistent, and impatience and rudeness are inevitable. When teachers or parents face poor students, sometimes under the combined action of many factors, it is easy to cause their behavior to get out of control. I forgot to encourage them when I was in a hurry. Instead, I cynically accused them of being "so stupid that they didn't go to school", "pigs are better than you" and "you really have no memory, and you really don't repent", thus damaging students' self-esteem, reducing students' self-evaluation and losing self-confidence. It is human nature to make mistakes. It is inevitable that students make mistakes. How to make them sum up experience in pain and learn wisdom from lessons so that they won't get angry is very important for primary school students to deal with mistakes. Edison's mother's tolerance has added an inventor to the world. Therefore, we must treat students' mistakes correctly in teaching. For example, some students in my class have poor handwriting and poor homework quality, so I often talk to these students. Occasionally, if you do your homework well once or twice, you will be praised in time. A stamp on your homework means "very good", so that your homework will naturally get better and better, and you can win these chapters. Therefore, we should be tolerant, kind and patient to students, so that students can feel a real love and comfort. The third point to note is that the appreciation should not be excessive. Primary school students, especially junior students, like to hear the teacher's praise, and a teacher's praise can meet their needs. Although appreciation education advocates more affirmation, more encouragement and less criticism for students, it does not mean that students will not criticize when they make mistakes, but will continue to appreciate, and excessive appreciation will lead them to be complacent and willful, unable to evaluate themselves objectively and correctly, and will be devastated when they encounter some bumps. Therefore, we should teach students in accordance with their aptitude, affirm and encourage timid and rigid students more, and criticize and blame less; Students who are naughty, active and have poor grades should be good at catching bright spots, affirming encouragement in time and complementing each other's advantages; Good students and wayward students should appreciate it properly, put forward new and higher requirements or encourage them to overcome wayward behavior.
Fourth, adopt appropriate evaluation to stimulate students' initiative in learning.
Psychology shows that the self-evaluation ability of primary school children, especially those in lower grades, still depends on the evaluation of teachers and parents to a great extent, but they have independent views on their own behavior; From the third and fourth grade of primary school, children's self-evaluation ability has developed obviously, and gradually learn to compare their own behavior with others' behavior, so as to evaluate their own behavior independently. Therefore, teachers' evaluation of students should be realistic and appropriate, so that each student can see his own advantages and disadvantages and make clear the direction of future efforts; At the same time, we should guide and standardize students' self-evaluation in time. In the past, the evaluation of mathematics learning was only based on students' test scores, which would inevitably increase students' learning burden, resulting in disadvantages to schools, teachers and students, such as emphasizing scores over ability and results over process, and seriously affecting students' all-round development. Moreover, students with low scores often have low self-evaluation, which leads to their lack of interest in learning and confidence in improving their grades; In view of this situation, the new evaluation concept requires diluting the concept of score, paying attention to the changes and development of students in the learning process, and paying attention to the formation and development of students' emotions, attitudes and values. In addition to the method of "grade plus comment" in unit and final evaluation, students' mathematics learning should be evaluated in time through oral praise in class and homework and phrases written in exercise books, so as to give full play to the incentive and improvement function of evaluation.
In daily teaching activities, teachers should maximize the bright spots of students and conduct "incentive evaluation", such as: "Your idea is unique!" "You solved the problem with your own wisdom!" This can form a strong psychological driving force in students' minds and subconsciously produce the pursuit of praise goals. There are always personality differences in the development of any student, so teachers should proceed from reality and treat them differently, so as to "open a lock with one key". For students with learning difficulties and lack of initiative, teachers should do a good job of "expected evaluation". For example, when students encounter difficulties and can't answer questions, the teacher can say, "You can definitely do it, then use your head and think about it!" In the teacher's sincere expectation, students can have a positive emotional experience and succeed in constant attempts. Teachers should respect students' personality and emotion and adopt the method of "receptive evaluation" to prevent students from forming wrong self-concepts, such as inferiority, conceit or self-deception. Students' emotional expressions are often different. Teachers should accept students' personality expression, change the previous stylized evaluation of right and wrong, and reflect the acceptability of evaluation, so as to encourage students to reflect on themselves, learn from others' strengths and make up for their shortcomings. Teachers' trust in students and cordial emotional expression can not only shorten the psychological distance between teachers and students, but also stimulate their trust and love for teachers. Use some actions (such as clapping hands, nodding, patting shoulders, giving a thumbs up, etc.). ) or expression (such as smile, stare, frown, silence, etc. ) conduct "closed evaluation" to protect students' self-esteem, so that students can get positive psychological hints and encouraging information. When evaluating students, you can also use some cartoon signs or patterns that students like, such as "red-crowned crane" for original opinions, "little monkey" for independent thinking, "honey peak" for earnest and careful, "wild goose" for unity and cooperation, "woodpecker" for asking questions, and "white dove" for neat homework, which is a more childlike evaluation method.
As the saying goes, "educating people is the foundation", in order to improve students' learning ability and teaching quality, it is necessary to teach students in accordance with their aptitude according to the laws and characteristics of physical and mental development of primary school students, and flexibly apply psychological knowledge to mathematics teaching, so as to receive good teaching results.