Wang Zonghou

Confucius, a great educator, said that "the knower is not as good as the doer, and the doer is not as good as the musician". "Huai Nan Zi" also said that "it's fun to learn from the same teacher." Spencer, a modern educator, also emphasized that "education should make people happy and all education should be interesting". Interest brings happiness, and happiness produces love. Love is the best teacher.

The role of cultivating students' interest in learning in school education cannot be underestimated.

Many students think that mathematics is a rigorous, boring, complex and boring subject, which of course has the objectivity of subject characteristics. However, as mathematics teachers, we should try our best to explore and show the subtlety of mathematics in class, so as to cultivate and care for students' interest in learning. If we ignore the cultivation of students' interest in mathematics learning, it will cause students' boredom and disappointment in mathematics learning, from indifference to resistance, thus forming a rebellious psychology of learning mathematics and making students' positioning in mathematics learning wrong. Many math "poor students" in high school are caused by this.

Psychology tells us that the occurrence and development of interest are generally attributed to the gradual deepening process of "fun-fun-interest". According to this law, teachers should increase their interest in mathematics classes and make students interested in mathematics subjects, but this interest does not necessarily come from mathematics knowledge itself. Although mathematics has its own beauty, students' cognitive ability and thinking realm are gradually growing and improving. In the way of imparting knowledge, the teaching design is properly arranged. After the ellipse was drawn, the students were amazed. Well done! How beautiful! Curiosity makes them concentrate on listening, thinking and understanding the mystery and beauty of mathematical knowledge.

I summarized and sorted out some teaching fragments that once interested students, and listed them as follows, praying for colleagues to correct me.

First, operate experiments and games to attract attention.

This is the best way to concentrate in math class, such as talking about the definition of ellipse and demonstrating the drawing method. Everyone craned their necks to watch. For example, a domino game was demonstrated before the new lesson of mathematical induction, and then a question was asked: "What are the conditions for all cards to fall?" After repeated argumentation, the students expressed their opinions, and finally came to the conclusion that "even if there are countless (n, nN) cards, as long as two conditions are met: 1, the first card falls, knocking down K+ 1, or K+ 1 falls because K falls, knocking down K+/. This naturally leads to "mathematical induction", and it is easy for students to understand the idea of mathematical induction and grasp the main points.

Second, the clever use of physical objects, projection demonstration metaphor

When talking about "mapping and function", after explaining the concept of "mapping" and making necessary explanations, I performed a slide show: a box of bullets (a), a gun (f), a wall large enough as a target (b), and asked questions in turn.

After each bullet in 1 and A is shot by gun F, if it hits, how many bullet holes are there on B? (a: the only one)

2. Is it possible that several bullets hit the same hole? (A: Maybe)

3. A particle may not be able to shoot two or more holes on B after it is ejected? (A: Impossible)

In this demonstration, every bullet hole on target B was hit by a bullet in A, right? (A: Yes)

Finally, I said, if a bullet is loaded into the gun hall, after pulling the trigger, it is found that there is no bullet hole in B, what may be the reason? The students replied noisily: 1, shot 2, gun 3, bullet 3. I said, this is a useless gun, throw it at the enemy, (this is not surveying and mapping); Next, guide students to compare the definition of experience mapping. Vivid metaphors interest students and should not be forgotten. For another example, in the teaching of quadratic curve, ellipse, hyperbola and parabola are dynamically demonstrated by "geometry sketchpad", and the image changes of sine function are demonstrated by trigonometric function.

Thirdly, play hard to get and surprise students with novelty and confusion.

"Learning begins with thinking, thinking comes from doubt, and doubt comes from mistakes", which shows students interesting new things that they can't understand for the time being, making them feel surprised and confused, thus generating interest in learning.

For example, when discussing the properties of logarithmic functions, we first ask a question:

Verification: 2> 3

Proof: 4

LG()& gt； lg()

2lg & gt3lg

2> III

After reading the topic, the students were dumbfounded. After reading the proof, the classroom was in uproar, with thinking, discussion, outstanding problems and sharp contradictions, which aroused strong interest.

Fourth, contrast and pave the way to create a nearby development zone for students to transfer knowledge smoothly.

In order to make students succeed in mathematics learning, we should arrange the learning content reasonably from the students' thinking level and knowledge level, which will not easily make students feel bored or unattainable and make them lose confidence. Foreign educational psychologists believe that creating the "zone of proximal development" is the best way to achieve this effect.

The "zone of proximal development" was put forward by Vygotsky, a psychologist in the former Soviet Union. Its meaning refers to the potential development level of students. At this level, students can't finish their learning tasks independently, but they can finish their tasks with inspiration, help and hard work. Demonstrating domino games in mathematical induction teaching is an example.

For another example, in order to make it more interesting, when I was talking about the "sequence" section, I gave you a riddle "Red, orange, yellow, green, blue and purple" as soon as I entered the classroom, and the students were very excited. After confirming the answer "Yi", it shows that "Yi" is the meaning of the preposition "Yi". Then I randomly wrote a string (several) of real numbers on the blackboard and asked, what is this? Get a consistent answer "in series" and laughter. Naturally, the definition of "sequence" was introduced, and then the theme of "sequence" was written on the blackboard.

Fifth, the sense of achievement in learning can support and stimulate the regeneration of learning interest.

Every student hopes to achieve greater and better results in mathematics learning, and to affirm and praise his little progress in time. Even the correct or nearly correct answer to a small question can make them more eager to learn mathematics. People who are driven by success and achievement are willing to learn, full of competitive spirit, willing to accept all kinds of challenges, brave to overcome difficulties and have tenacious fighting spirit.

In teaching activities, allowing students to show their learning achievements from time to time (not necessarily limited to a single subject) can stimulate the regeneration of learning interest. While explaining the section "arithmetic progression's first sum", I did an exercise combining the characteristics of computer major: known: infinite sequence 1, 3, 5, 7, 9,,,

Find: (1) top n items and Sn.

(2) Calculate S 1, S2 ... as S 100 respectively.

For the question (1), students can easily find the answer by using the formula Sn=n2. However, the problem (2) is very troublesome because of the large amount of calculation. I asked the students if I could make a program to solve it with the computer knowledge I had learned, and the students immediately reacted, and a simple program was made soon.

Private Sub Commandl _ Click()

Adjust s to double precision.

Represent n as an integer

S=0: n= 1

For n= 1 to 100.

S=n*n

Print "s"; n； "="; s

Next n

End joint

The classroom atmosphere is extremely active.

Sixth, teachers' classroom language directly affects students' interest in learning.

Psychological research shows that different languages will have different psychological effects on students, and interesting language, friendly tone and popular words can create a good classroom atmosphere. When talking about the solution of exponential equation and logarithmic equation, I simply compare "method of substitution" to "packing". After learning arithmetic progression's general formula a=a+(n- 1)d, I lost no time to enlighten and explain the formula a=a+(n-m)d, and called it an "upgraded version" of the general formula.

The conclusion of thinking method in mathematics is not only easy to remember, but also interesting when it is transformed into nursery rhymes or jingles. When we talk about the "functional parity" section, we summarize the definition and judgment of parity into seven words "one look at two or three judgments" (one look at whether the definition is symmetrical about the origin, and two counts as f (-x)); After the mathematical induction, the students remembered four sentences: "Mathematical induction is good, infinite problems are limited, first prove the nth recursion, domino game."

Seven, show the beauty of mathematics, feel the beauty of mathematics, and admire the ingenious methods.

Mathematics itself is full of beauty from form to content. Teachers should fully explore and show the beauty of mathematics in teaching, so that students can study happily in a beautiful environment.

For example, in the trigonometric function review class, let students ask themselves without looking up the table. At first, it was =+=, and there was no way to go back to the mountain. Later, it was = =, and now there is another village. So, the original formula =

= = =, the problem was solved smoothly. Problems like this can be seen everywhere in mathematics teaching. In the process of solving problems in this way, students will involuntarily feel the beauty of thinking and solving problems, thus sincerely enjoying learning mathematics and unconsciously accepting the edification and education of beauty.

The ratio of the length of Venus' lower limbs to its whole body is 0.618. The best position of the announcer station should be 0.6 18 of the stage width. When the temperature reaches 230 degrees Celsius, people feel most comfortable physically and mentally. At this time, the ratio of temperature to human body temperature (370) is 23: 37 = 0.6 18, the golden ratio of,, and is really wonderful.

As a creative achievement of human cognition, mathematics itself is true, good and beautiful. Mathematics shines brilliantly in the boundless macro field and infinite micro world. Her rigorous axioms, concise formulas and endless transformations are fascinating. Mathematicians' stories, mathematical knowledge, the development and application of mathematical science can stimulate students' emotions. Can't the clever answer to a question make teachers and students exclaim, "Mathematics is great!" The attraction of beauty is infinite and huge, guiding students to discover and feel the beauty of mathematics and revel in it.

Eight, the teacher's mood in the classroom directly affects students' interest in learning mathematics.

Any cognitive activity is accompanied by certain emotions, which are carried out under the influence of emotional motivation. Modern psychologists believe that emotional factors are the "valves" for people to receive information. Without the necessary "rich passion", intelligence will be in a "lethargic state". Lin Gelun, an American psychologist, said: "Without emotional changes, there will be no cognitive changes." Teachers should take students' learning as the starting point and destination of mathematics teaching and influence students' learning with their positive emotions. Teachers' love, respect and concern for students and teachers' investment in mathematics education will stimulate students' corresponding and positive emotional experience, thus making students' cerebral cortex in the best state of excitement and better participating in mathematics learning activities.

In class, the teacher should be a good director and a good program host. What a teacher says and does on the podium directly affects students' interest in learning mathematics.

Nine, cleverly arrange exercises or practical operations to stimulate students' strong interest in learning.

Let students use their own mathematical knowledge to solve problems of interest in daily life and production, and also cultivate their interest in learning mathematics. For example, after learning the concept of "set", let students practice:

Let me = {all students in Grade One (3)} A={ members of Grade One (3)}

B={ Class Three, Grade One} C={ Is Class Three, Grade One, an only child or an only child} is represented by a set of symbols.

(1) Boys who are not league members in Class 1 and Class 3 of Senior High School are all only children;

(2) Members who are not only children (women) are all girls;

(3) Some boys who are not league members are only children.

After learning the graph of the function, let the students go to the stock market or surf the Internet to observe the real-time trend index graph of the stock, and make a paper football after learning the regular polygon. Practical activities like this are very interesting in themselves. Its content is close to life and easy to arouse students' interest.

According to the statistics of psychologists, interest accounts for 25% in the factors of getting good grades, while lack of interest accounts for 35% in the factors of learning failure. Therefore, it is an indispensable part of mathematics teaching to stimulate students' interest in learning mathematics.

In the teaching process, students are the main body, teachers are the dominant, and "teaching" should serve "learning". In order to achieve the expected results in mathematics teaching, we must give full play to students' initiative in learning and make them willing to listen, understand and remember. Let them be willing to learn and "learn" and "learn" with interest. Regardless of students' feelings, just "cramming" and "instilling" will not receive satisfactory teaching results. Students' learning attitude is very important, but what determines their learning attitude? Undoubtedly, motivation and interest are important factors. Therefore, teachers should make more efforts in teaching design to create a happy and interesting learning atmosphere and stimulate students' interest in learning mathematics. Only by stimulating curiosity can we really give full play to students' initiative in learning mathematics, thus improving students' mathematical ability in an all-round way.