First, we should "love" passion and promote "learning".
The ancients said, "Learn from your teacher and believe in it." Psychological research shows that emotions are contagious, and emotions between people can influence each other. The communication between teachers and students in teaching activities is the emotional communication between both sides. Healthy and harmonious emotional communication between teachers and students can promote students' psychological development and help them think positively. As a teacher, only by loving, respecting, understanding and trusting students can we give full play to students' subjective initiative and narrow the spiritual distance between teachers and students, thus arousing students' * * * voices and activating the waves of students' thinking. In teaching activities, teachers' kind eyes, knowing smiles and vivid language will affirm and praise the wonderful parts of students' answers, which will make students feel happy and enjoy learning, and make them like you and love your lessons. In teaching, teachers should strive to change their roles, turn the disseminator of mathematics into the organizer, director and participant of mathematics activities, and let students think positively and speak boldly. Teachers should be "pupils", listen to students carefully and ask questions that students don't understand at any time. Such as "why" and "based on what?" Can you tell me why? Wait a minute. Only in this democratic, equal and free classroom atmosphere can students feel love and respect, optimism and self-confidence, dare to express their views, dare to argue and question, be original, lively and explore boldly. Practice has proved that creating a relaxed, harmonious and democratic teaching atmosphere, establishing a harmonious relationship between teachers and students, exchanging heart for heart, and stimulating teachers and students' emotions with the passion of "emotion" are helpful to cultivate students' love and joy in learning and achieve the goal of promoting "learning" with emotion.
Second, use "fun" passion and emotion to promote "thinking"
Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy.". "Mathematics Curriculum Standards" points out: "In teaching, it is necessary to create a learning environment that is closely related to students' living environment and knowledge background, and is also of interest to students, so that students can gradually experience the generation, formation and development of mathematics knowledge in activities such as observation, operation, speculation, exchange and reflection, and gain positive emotional experience and feel the power of mathematics. Interest is the driving force of learning, and promoting "thinking" with "interest" passion and emotion is an important means of emotional teaching.
When teaching "Rectangular Perimeter and Area", I specially selected a certificate that won the prize in the last tug-of-war competition and asked the students, "Do you like this certificate?" "I like it." "This is a symbol of honor in our class. Since you like it, you should cherish it and keep it well. Shall we make a photo frame for it together? " The students all said "yes" excitedly. The award-winning certificates ignited the emotional sparks of the students, and the students were immediately attracted by this interesting activity and actively participated in this meaningful learning activity. At this time, students become the masters of learning and their thinking is extremely active. From the selection of frame materials, the calculation method of frame length (that is, the perimeter of rectangle) to the calculation of mirror glass size (that is, the area of rectangle), they have done in-depth and meticulous thinking and active exploration. Finally, through hands-on operation and cooperative communication, they optimized the best method and collided with the spark of thinking.
Teachers lead the topic through the common awards of middle school students in life, so that students can always maintain a positive and optimistic attitude and a strong desire for exploration and success in the whole class. Finally, students return to life and use what they have learned to solve this problem. Students feel the charm of mathematics and have feelings for mathematics.
Third, to "doubt" passion, to promote "exploration" with emotion.
Suhomlinski once said, "There is a deep-rooted need in people's hearts to be discoverers, researchers and explorers, which is particularly important in the spiritual world of primary school students." Teachers should try their best to light the fire of discovery, research and exploration in the classroom. It is an effective method to "doubt" passion and promote "exploration" with emotion.
For example, when teaching the characteristics of numbers divisible by 2, I introduced it like this: Teachers usually test students, so let students test teachers once today. As soon as the students listened to the teacher, they immediately became more interested and eager to try. The teacher went on to say, "As long as the students say a number, the teacher will tell you immediately whether this number is divisible by 2. When students say some numbers (one or two, even thousands, tens of thousands) cheerfully, the teacher can answer them quickly and accurately, and then let the students verify them with a calculator. When the verification results showed that all the teachers' answers were correct, the classroom was very quiet. The students were very surprised by this. Why did the teacher answer so quickly? What's the trick? With such problems, students' desire for active exploration is stimulated, and they will take the initiative to explore and study, and strive to find solutions and laws to the problems.
With the passion of "doubt", we can promote "inquiry" with emotion, stimulate students' inner desire for inquiry, let the classroom shine with the spark of inquiry, cultivate students' good quality and habit of inquiry thinking, and promote students' ability to explore knowledge.
Fourth, to "argue" passion and to promote "creation" with emotion.
Students' interest in knowledge is an essential emotional atmosphere in innovative teaching. The implementation of innovative teaching is to continuously broaden students' ideological fields, which must be based on a more relaxed emotional range. Create a lively emotional atmosphere, grasp the psychological characteristics of primary school students who like to argue, effectively stimulate excitement through argument, push students' emotions to a climax step by step, "argue" their passion, and promote "creation" with emotion.
For example, when teaching the meaning of comparison, after getting the meaning of comparison, the teacher deliberately asked, "Do you think the latter item of comparison can be zero? Why? " The students' competitive spirit was immediately aroused and an argument was launched. A student said, "The last term of the ratio cannot be zero, because according to the meaning of the ratio, the division of two numbers is also called the ratio of two numbers. Since the divisor cannot be zero, the last term of the ratio cannot be zero. " Another student immediately retorted, "the last item of the score can be zero." I am a sports fan and saw 2:0 on the scoreboard on TV. " The atmosphere in the classroom suddenly came alive. They soon split into two factions, arguing that neither would obey the other. At this time, the teacher asked them to discuss in groups. In group activities, students communicate with each other, discuss sincerely and finally make it clear. Debate will push the classroom to a climax, induce students' innovative feelings, show students' innovative personality, and students will boldly question innovation, which will benefit students for life.
Fifth, we should "evaluate" passion and stimulate "progress" with emotion.
The new "Curriculum Standard" puts forward: "It is necessary to establish an evaluation system with multiple evaluation objectives and diverse evaluation methods." Reasonable and scientific evaluation methods can fully mobilize students' learning motivation, stimulate students' interest and cultivate students' self-confidence, so as to make the greatest progress.
Teachers' evaluation of students should be diversified and diversified, focusing on encouragement, stimulating students' interest and helping students build up self-confidence. As the German educator Dostoevsky said, the art of teaching is not to impart skills, but to inspire, awaken and encourage. Teachers should use more words of praise and encouragement in class, make full use of the incentive and guiding role of evaluation, encourage and praise more, guide students' thinking and opinions, emotions and attitudes from good aspects, and don't hit or dampen students' self-esteem. Make students feel deep pride in the teacher's praise, thus arousing students' inner joy and deep satisfaction, thus greatly improving students' interest in learning and establishing self-confidence.
To sum up, mathematics teaching is a fertile ground for emotion, which needs teachers to explore. Teachers take emotion as the key, open students' learning hearts, let emotion and thinking dance together, and let students get effective and all-round development.