First, create a harmonious relationship between teachers and students and cultivate interest in learning.
One-year-old children are very innocent and lovely, generally teacher-centered, so it is particularly important to deal with the relationship between teachers and students. Teachers are role models for students, so we should always pay attention to our words and deeds. First-grade teachers should pay special attention to loving every student. Let them think you are amiable, everyone is willing to be close to you, and everyone likes you. Invisible, they will also like your class and be interested in learning that class. I not only let them make friends with teachers, but also let them make friends with math partners in the book, such as "laughing", "naughty" and "wise old man". I am both a teacher and a close friend of my students. If teachers can think of students everywhere, often create a positive and democratic classroom atmosphere with smiling expressions, expectant expressions and gentle language, and understand, care and love students, students will also "learn from others and believe in their ways", and both teachers and students will achieve emotional harmony and harmonious teacher-student relationship, which will get twice the result with half the effort and promote the improvement of teaching quality.
Second, pay attention to using vivid teaching language to stimulate interest in learning.
The first-year students are in the stage of concrete thinking, and are transitioning from concrete thinking to abstract logical thinking. It is under the guidance of the teacher that the first-grade children have realized the beginning of this change step by step in a planned way. Therefore, teachers should pay attention to the use of vivid teaching language in mathematics teaching, which can not only stimulate students' interest and enthusiasm in learning, but also concentrate students' attention and achieve better teaching results. For example, when teaching the meaning of "-"in the subtraction formula of "4-2", the teacher can give an example like this: "There are four apples on the table. Now that you have eaten two, how many are left? " "Eat, two less, which means two less." So "the negative sign in subtraction means to take, subtract or remove." Through concrete and vivid language, students can easily master new knowledge. Therefore, in teaching, teachers should adopt vivid teaching language and take what students are familiar with as the basis. In addition, if we can combine the actual situation of the students in this class to explain, it will arouse students' interest and concentrate.
Second, entertaining, stimulating the sense of competition, and stimulating students' interest in learning.
Most senior one students like telling stories, singing and dancing, playing and participating in some performances and games organized by teachers, which are the most prominent characteristics of senior one students. Therefore, according to the characteristics of students and the needs of teaching, teachers can use games, train driving, improvisation and other means to let students learn knowledge in play, performance and games, so as to make the classroom atmosphere more lively and improve the learning effect. For example, in the first class last semester, when I knew the numbers within 10, I made each number into a finger game and learned to count while performing in the game, which was very kind and interesting for children who just graduated from kindergarten. After that, I also regard finger games as a quiet game activity before each class, which can make all students concentrate in the shortest time and enter classroom activities to achieve multiple goals; Another example is the understanding of "0". This lesson can be a story lesson. Taking rabbits picking mushrooms and pulling radishes as clues, the teacher can talk first, and then guide students to continue to speak with pictures, provide students with opportunities to speak, and train students to speak and imagine with pictures.
Stimulating students' competitive consciousness is an effective means to cultivate students' interest in learning and improve their academic performance. In mathematics learning, it can promote students' interaction, make students feel the fun of learning mathematics in the competition and cultivate their interest in learning mathematics. We can have some competitions in math class, such as comparing who writes well, who reads a lot, who calculates accurately and quickly, who asks the most math questions, who does oral calculations accurately and quickly ... all of them are individuals and can be conducted in groups. For example, in the lesson of "Understanding 10", the whole class can be divided into several groups or children at the same table can work together to see who counts 10 sticks first and tie them with wire.
Third, do it yourself, so that students can enjoy learning and learn by doing.
Students' perception of things, their understanding and mastery of knowledge and their acquisition of perceptual experience are all based on the accumulation of representations, and then they are integrated with auditory representations and other representations to form concepts about things and acquire abstract knowledge. First-year students have such characteristics: it is not easy to concentrate, or the time of concentration is not long, they are curious and active, especially their hands like to touch everywhere. According to these characteristics, teachers can let students do it themselves in teaching, carry out some operational learning, entertain and entertain, let students learn knowledge in play, develop students' action thinking, and achieve happy learning. For example, a year-long series of composition teaching, learning "7 composition", let students bring 7 small building blocks, divided into two parts. How do they divide it? Then, according to the students' differences, the "composition of 7" is summarized.
Fourth, be good at praising and rewarding, awaken learning needs and make students feel successful.
American philosopher john dewey once said, "The profound driving force in human nature is the importance of hope". Indeed, in everyone's heart, they want to be praised and rewarded by others, and they don't want to be criticized and ignored by others. Therefore, in teaching, as long as teachers are good at praising and rewarding students, they can arouse students' enthusiasm for learning and make them take learning as a pleasure and form a good relationship between teachers and students. For example, when a student can answer the teacher's question correctly, or when an underachiever makes a little progress, the teacher should seize the opportunity to praise and reward, which can be applause, a little red star and a small prize, so that the students can get a sense of success and satisfaction. When students answer wrong questions, teachers should give priority to encouragement so as not to dampen students' enthusiasm for learning.
For first-grade children, when their needs are not met, they will have eager yearning, and then they will have a feeling of not giving up until they reach their goals. Teachers should fully understand their psychological state and use all favorable factors to awaken their learning needs. For example, a reward system can be formulated to make them eager to be praised and awarded prizes, so that they can understand that if they want to be praised and awarded prizes, they must learn math well, and tell them that ideals and wishes are inseparable from learning math well, and your wish can only be realized if you learn math well now. In this way, students can always have the motivation to learn mathematics well, avoid phased learning, gradually cultivate and consolidate their interest in mathematics learning, awaken their desire to learn mathematics and stimulate their interest in learning. 5. Everyone tries to be a little teacher and cultivate self-study ability from childhood.
Teachers should stimulate students' enthusiasm for learning, provide students with opportunities to engage in mathematical activities, and help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperative communication, so as to gain rich experience in mathematical activities. First-year students especially worship their teachers and do whatever they say. They all like to express themselves and lead others, which is a true portrayal of people's desire to express and lead. Therefore, as a teacher, we should give students a stage for self-expression and don't bind them. In order to give students more opportunities for practice and practice, strengthen self-exercise, cultivate students to be masters of learning from an early age, cultivate self-study ability from an early age, make the classroom atmosphere relaxed, natural and pleasant, and increase interest in learning, we can adopt the practice of everyone striving to be a small teacher. For example, in the review class of senior one, because students have mastered certain knowledge, I will let students take turns to be "teachers" in the classroom and review old knowledge through questions and answers. For example, I sometimes let students be small teachers, and the same table corrects each other's homework to see which small teacher is fast and accurate; Sometimes we review what the teacher said that day by asking and answering questions. Through the question-and-answer study in the group, students with poor grades can increase their practice opportunities, learn knowledge in listening and practicing, master learning methods, and integrate learning into the game. For example, the teacher asks "2+6=" and the students answer "2+6=8". The teacher asked, "Why is 2+6=8?" The student replied, "Because 2 plus 6 equals 8, 2+6=8", and the little teacher asked, "2+6=8, what is 6? What about 2 and 8? " This gives everyone a chance to be a little teacher!
In short, the first-grade mathematics teaching should be based on the age characteristics of students, combined with the teaching content, and properly use the happy teaching method to make students like mathematics, so as to receive better results and lay the ideological foundation of "happy learning" from now on.