1 What about the math difference in Grade One?
Cultivate students' desire for active learning.
Most of the first-grade children who have just entered school have received pre-school education. It's not that they don't know mathematics, but their interest in learning mathematics is not the same. Bruner said, "The best stimulus for learning is interest in learning materials". By creating life situations and linking learning tasks with situations, children's strong interests and emotions can be stimulated, so that students can actively and wholeheartedly devote themselves to learning. The methods of creating life situations are generally to contact life and simulate life through games, stories, environment creation and media assistance. Therefore, in teaching, we should closely link mathematics knowledge with life, such as: when we know numbers, let them look for the numbers hidden around them; Let them go to the supermarket to have a look and observe the placement of items in the supermarket; When they know objects, let them look for objects with different shapes in their lives ... and then tell the students, "This is mathematics. In fact, mathematics is around us, which makes students feel close to mathematics gradually. It can also be expressed in short stories. For example, according to the theme map of the textbook, I made up a short story: "One day, the monkey brothers went to play in Guo Huashan. They played water and hide-and-seek, and had a good time! At noon, tired and thirsty, they ran to Huaguoshan to pick a lot of fruits and eat them on the grass. However, there was a small problem when dividing the fruit. Would you like to ask a clever classmate for help? "This kind of introduction directly attracted students' attention, mobilized students' enthusiasm for learning mathematics, and made students realize that mathematics exists everywhere in their lives and achieved good learning results. Consciously create an active learning atmosphere and a lively and interesting learning situation.
"Fun" is a child's nature. How do children acquire knowledge through play? I arranged and designed many different games and stories according to the different learning contents of each class ... For example, in the class of "Practical Problems with Circle Lines and Question Marks", I used the game of "Making Stories from Pictures" to attract students' interest, and let students look at the pictures with Circle Lines and Question Marks and say three sentences to express the meaning of the pictures themselves. In this way, students not only understand the practical problems expressed by closed lines and question marks, but also lay a good foundation for future application teaching and cultivate children's mathematical language expression ability. In "Understanding and Understanding of Time and Minutes", let the students guess a riddle: "You can walk without legs, but you can tell us when to get up and when to go to bed." Then according to the four illustrations in the book, make up a story about how a child cherishes time and develops good life and study habits. In this way, students naturally know the clock, hours and minutes, and at the same time, they are educated to cherish time in time, and their learning mood is naturally high.
Guide students to observe, think and solve problems from different angles.
As we all know, the answers to many exercises in this math textbook are wrong. This requires us to seize the opportunity and encourage students to use their brains and think hard. At the beginning of asking questions, many students were confused and confused, and they didn't know how to express their views. Therefore, as long as a student can answer questions through thinking, no matter whether he answers correctly or not, I will give corresponding encouragement and praise him as a clever child. For example, when teaching "one point", I asked: What can you score according to? Many children show confused eyes. I guess the first-year students may not have been exposed to the words "shape" and "color", so they can't tell them directly. So when a student answered "the leaves look different", I took this opportunity to praise him greatly. "It's really good. You're amazing. You found them so quickly." "We can score according to the shape of leaves ... Do you think there is anything different except leaves?" Hearing my encouragement, after this inspiration, students' thinking suddenly became active, and they found the classification according to the color of leaves. It can be seen that as long as we can seize the opportunity in time and guide it correctly, we believe that children have potential to be tapped. Fourth, we should attach importance to and strengthen intuitive teaching.
First-grade pupils think better in images, but worse in abstractions. According to the characteristics of this age, they are easy to remember vivid, vivid and concrete things, but have no interest in boring, single, boring and abstract mathematics knowledge. Therefore, I attach great importance to intuitive teaching in mathematics teaching. Through various sensory activities such as listening, doing, speaking and thinking, students gradually accumulate rich perceptual knowledge and gradually become interested in new things, which is the main means for students to learn new knowledge and promote the development of thinking. For example, when I teach the understanding of numbers within 10, students can form a correct concept of numbers by putting sticks and drawing pictures. When teaching the decomposition of 5, I vividly drew it as a hand, and asked the students to take out five sticks, first two in the left hand and three in the right hand, which became ***5, and asked the students to look at their hands and say, "5 can be divided into 2 and 3." Then let the students take 3 in their left hand and 2 in their right hand. Ask the students to look at their hands and say, "5 can be divided into 3 and 2." Use five sticks and let the students speak with sticks. Students quickly master the composition decomposition of 5 and the addition and subtraction of 5.
2 students take the initiative to learn mathematics methods
First, create a relaxed atmosphere and expand students' learning ideas.
Psychologists tell us that free energy can give full play to students' potential, so it is clearly stated in the new textbook that an equal, democratic and harmonious relationship should be established between teachers and students so that students can study, think, gather and ask questions freely. Only in this way can students dare to speak and think in class and give full play to their potential. In mathematics teaching, teachers should guide students to think and solve problems from different angles, make correct judgments and expand students' thinking. Let them give full play to their views on mathematics problems in a relaxed and free class and improve their interest in mathematics learning.
Second, cooperative interaction can improve students' interest in learning.
Tao Xingzhi, a famous scholar, said: "People have two treasures, hands and brains." In the key and difficult points of teaching, we should not only let the brain think, but also let the hands move, so as to achieve group cooperation and strengthen students' interest in learning mathematics. Through group discussion, we can not only highlight the key points and difficulties, but also stimulate students' thinking ability and innovation ability. It also allows students to express their opinions, learn from each other's strong points and promote students' mastery of knowledge and skills.
Third, develop the second classroom to increase students' mathematics knowledge.
The so-called second classroom is a supplement to the first classroom and a process of consolidating and strengthening the knowledge learned. Teachers should create conditions as much as possible to carry out the second class in a planned and purposeful way, with the goal of increasing mathematics knowledge, broadening horizons and cultivating innovative talents. Teachers can also organize various math games, competitions, group competitions, problem-solving thinking training, extracurricular fun experiments and other contents as the second class according to the actual situation, and also let students be teachers themselves and talk about their own problem-solving ideas and methods. This can stimulate students' interest in learning, spend less time and gain more, and let students voluntarily participate in the second class.
3. Create a reading atmosphere in primary school mathematics teaching
Establish a good relationship between teachers and students
Professor Jiang Shaolun, a Canadian Chinese, pointed out: "In the classroom situation, it is important to establish a teacher-student relationship based on mutual trust ... Compared with the teacher's attitude and teacher-student relationship, all materials, equipment and venues in the school are secondary." The relationship between teachers and students is very good and psychologically compatible. Teachers and students will be immersed in a relaxed and happy classroom atmosphere. The teacher's explanation is full of passion and vivid images, and the students are absorbed and interested in learning. On the contrary, if the relationship between teachers and students is not harmonious, students will inevitably feel a kind of psychological pressure, teachers can't teach well, and the classroom atmosphere is dull and dull. Therefore, establishing a good relationship between teachers and students is the basis of creating a happy and harmonious classroom atmosphere.
On weekdays, teachers should pay attention to go deep into students, mingle with students, make intimate friends and establish deep feelings between teachers and students. In classroom teaching, teachers should be good at shortening the distance between teachers and students with kind eyes, kind attitude and enthusiastic praise, sincerely care for and help each student, and fully respect and trust them. We should not only allow students to make mistakes in their studies, but also fully express their opinions, question and ask difficult questions, be full of love, care, enthusiasm, patience and confidence, and skillfully pluck the emotional strings of students, so that students can "love their teachers, believe in their ways and enjoy teaching".
Give full play to the artistic charm of teaching
The content of mathematics is abstract. Therefore, teachers should delve into textbooks, correctly use various teaching methods and modern teaching means, give full play to the unique charm of mathematics teaching art, appeal scientific, educational and interesting mathematics knowledge to students' senses in the form of art, and stimulate students' learning needs. Strive to make unfamiliar materials familiar, boring materials interesting, abstract materials concrete, flexibly control the pace and process of classroom teaching, and let students sometimes have doubts and sometimes get enlightenment in their learning activities.
Sometimes epiphany, sometimes success, makes the whole teaching process become an emotional change process full of confusion, surprise, anxiety, passion and joy, and a process of harmonious development of cognition and emotion. Steward, a famous German educator, pointed out that the art of teaching lies in inspiring, awakening and inspiring. In teaching, we can see that many teachers are good at using math games, enlightening dialogues, learning tools, fairy tales and other methods to grasp students' hearts at the beginning of class, arouse students' thirst for knowledge, and make students eager to enter new classrooms in exciting situations, thus creating a good classroom teaching atmosphere of "anger" and "anxiety".
4 primary school mathematics interest teaching
Teaching students in accordance with their aptitude and improving their interest in learning
In learning activities, some students often find it difficult to learn a certain aspect, resulting in weariness. At this time, teachers should not "criticize" things, but should focus on "encouragement" to find out the root causes and prescribe the right medicine. Every student has his own characteristics. Teachers must teach students in accordance with their aptitude and vary from person to person, actively encourage students to cultivate their interest in learning and reduce their psychological and ideological burden. Therefore, teachers should give correct guidance and careful guidance according to each student's different psychological state and cognitive level. For students, we should give them ideological encouragement. As soon as there is progress, teachers should seize their bright spots in time, give praise and encouragement, thus reducing the ideological burden of students' study, enabling them to study independently in a relaxed, democratic and harmonious atmosphere, helping them develop a good psychological quality without arrogance and rashness, and guiding them to actively explore knowledge. Junior students especially like to listen to teachers' praise, especially poor students. Occasionally they will be enthusiastic in the whole class.
Open the door to methods and keep your interest in learning mathematics.
Correct learning methods can make students improve their learning efficiency, avoid detours, and enable students to quickly master what they have learned, thus avoiding boring learning. Learning mathematics should not rely on doing more problems to improve grades, but on mastering laws, understanding knowledge and forming abilities. This requires teachers to guide students to discover the laws of using mathematical knowledge in daily teaching, so as to have a deeper understanding of knowledge. Listen carefully in class, review and consolidate after class, check for gaps, ask questions if you don't understand inside and outside class, discuss and study, and gradually integrate knowledge to form your own ability. Therefore, teaching students the methods of learning in time is equivalent to giving them the key to open the door of knowledge, and students will move towards the door of success under the guidance of correct methods, so that students' interest will last.
Carry out colorful extracurricular activities to stimulate students' interest in learning.
To cultivate students' interest in learning mathematics, we should not only give play to the interesting factors of teaching materials in classroom teaching, but also carry out colorful extracurricular activities. Because extracurricular activities are a vast world for students to roam freely, they can broaden students' horizons and promote students' positive thinking; It helps students to develop their specialties on the basis of all-round development and conforms to the principle of teaching students in accordance with their aptitude. There are various forms of extracurricular activities in primary school mathematics.
How to do the math difference in senior one;
1. What should I do if my first-grade children have poor math problem-solving ability?
2. The child's math reaction is slow for one year. What should I do if I make a mistake?
3. Math learning methods and skills in the first grade of primary school
4. Why do children's mathematics suddenly get worse? What should we do?
5. What are the methods of learning mathematics in the first grade of primary school?
6. What if children are always careless in math?
7. Seven methods of learning mathematics in senior one.