1, story introduction to stimulate students' interest
This is a good form that students like to see and hear. It can help students enrich associations, turn curiosity into interest, stimulate psychological needs and naturally enter the best learning state. Therefore, teachers should combine the specific teaching content, carefully conceive the specific teaching content and carefully conceive the relevant stories. For example, when learning common multiples and minimum common multiples, import:
Teacher: Once upon a time, there lived two fishermen, an old man and a young man, by a beautiful lake. One year, they started fishing in April 1 and made a rule. The old fisherman said: I have to take a day off for fishing for three days in a row. The young fisherman said: I have to rest for five days in a row. When they are resting together, a friend in town wants to visit them. What days can he choose? Will the students help him find it these days?
Students try: some write on paper while thinking, some look at calendar paper directly ... After a while, the group begins to discuss.
Teacher: To solve this problem, we must pay attention to some methods. It is suggested that two students at the same table can solve this problem through division of labor and cooperation. It is easier to find a rest day for an old fisherman and a rest day for a young fisherman's husband, and then observe the results of the two together.
Under the teacher's prompt, the students completed the learning task through division of labor and group communication.
Rest days of the old fisherman: 4, 8, 12, 16, 20, 24, 28.
Rest days for young fishermen: 6, 12, 18, 24, 30.
They have the same rest days:12,24.
The earliest day: 12
By solving practical problems, we can provide materials and accumulate experience for the later study of common multiple and minimum common multiple.
The purpose of telling stories in class is to introduce teaching and serve the achievement of teaching objectives, rather than telling stories for the sake of telling stories. The introduction of the story should be short rather than long. The story itself should explain the problem, and teachers sometimes need inspiration and guidance, so that students' attention will not be limited to the story itself.
2. Create a new environment to stimulate students' interest.
Creating situational lead-in means that teachers use audio-visual means such as music, slides, audio-visual recording and video recording appropriately and skillfully to integrate form, emotion, context and reason into one furnace, so as to render the classroom atmosphere and provide specific situations for students to understand the teaching materials. So as to achieve the purpose of introducing new courses in a unique and interesting way. For example, the understanding of seconds in the third grade:
Teacher: Students, do you like festivals? There is one of the most traditional and important festivals in China, and you will all get lucky money. What is this festival? (Spring Festival)
Teacher: (Showing the countdown courseware for the Spring Festival Evening) The New Year bell is about to ring, and the countdown has begun. Come along. (Teachers and students count down together)
Teacher: It's nice to celebrate the New Year! Once again, we heard the New Year's bell. Who knows, what time unit did we use to count down 5, 4, 3, 2, 1 just now? (seconds)
Teacher: The time units we studied before were hours and minutes. In order to measure short time, we must use a smaller unit-second. Today, we will learn seconds together. (Demystifying the topic: understanding of seconds)
Creating an environment, stimulating students' interest in learning, introducing art, and making students "move with emotion, and start writing" can achieve the integration of "showing with form, moving with emotion, and moving with emotion", which often produces strong feelings and some rational thinking between teachers and students. The feelings accumulated by students in the introduction teaching will also be transformed into a powerful driving force for them to explore knowledge. The situation creation in the lead-in process should be ingenious and accurate, close to real life, which can touch students' hearts and stimulate their emotional imagination.
3. Introduce questions to stimulate students' interest in thinking.
Thinking interest is also called thinking interest, which is different from the interest level of the external appearance that attracts people's senses and is higher than the vivid emotional interest (interest). It is a dynamic thinking that external things act on people's senses and are generated on the basis of people's feelings about things; Although it is closely connected with emotion, it is more rational. The introduction of a good question is artistic, interesting and enlightening, which can stimulate students' interest in thinking. Create a good situation for entering classes and let students actively participate in learning.
For example, when a teacher teaches the calculation of a length and the area of a square, he first presents two figures (3×5 and 4×4) (unit: decimeter). Ask the students to find a way to compare the size of these two numbers. Some students said: compare two figures by digging and filling. Some students said: measure in units of one square decimeter. After affirming the students' initiative, the teacher put forward a new question: "Can we still know the area of our playground and Tiananmen Square by this method?" The students realized that this method was too troublesome and impractical. "So, is there a simpler way to find the graphics area? How to find its area? The problem germinated students' thirst for knowledge, and students were eager to try and began to explore new knowledge.
The introduction of questions must be based on students' life reality, age reality and cognitive reality. Problems should be graded and graded, and they should have the value of thinking, which can stimulate students' desire to think. Neither too superficial for students to answer casually without thinking, nor too deep for students to think for a long time without answering, resulting in "silence" or teachers asking themselves and answering themselves; At the same time, it is best to ask questions in certain situations, such as after the story is finished, after advertisements, poems, music and paintings are displayed.
Of course, there are many ways to introduce new lessons, such as guessing riddles, playing games, listening to music, demonstrating in kind, asking a simple question, greeting in general, even silent body language and so on. As long as it is used properly and skillfully, it can be regarded as a good or better art form. In short, all this should focus on one goal, that is, to create a pleasant and harmonious teaching atmosphere for students to learn new knowledge, to stimulate students' interest in learning, to stimulate students' consciousness and creativity in learning, and to make students willing to learn, be good at learning and be willing to learn.