[Keywords:]
Interest stimulates development, mobilization, consolidation, cultivation and protection.
Interest is the best teacher. When students have a strong interest in what they have learned, they will take the initiative in learning and turn the pain of learning into the joy of pursuing success. You will gain new knowledge easily and happily in interesting classes, and turn "I want to learn" into "I want to learn". So, how to improve primary school students' interest in learning mathematics? I made the following attempts and discussions in teaching.
First, we should be good at using inspiring language to stimulate students' interest in learning mathematics.
Children are naturally curious. "Learning begins with thinking, and thinking begins with doubt." Teachers should start with the facts, objects and facts that students like to see and hear, and create vivid and interesting problem situations in the form of guessing, telling stories, debating and competitions. Let students have questions, stimulate their desire to explore, be willing to find problems and learn independently. For example, when teaching the third grade math volume "Addition and subtraction of fractions with the same denominator", please guess a riddle first: "It is green from a distance, red when cut, sweet when eaten, and black when spit out" (hit a fruit), and students can easily get the answer: watermelon. "So, it's hot, do you want to eat watermelon? Do you like watermelon? " (Student passion: love to eat) Another classmate said, "What is the relationship between math class and eating watermelon?" "Here are two brothers, a bear and a bear. They are eating watermelons and have a math problem (showing a picture while talking). In this class, we will learn to eat watermelon. In this way, students' interest in learning is strongly stimulated, and the "calculation method of addition and subtraction of fractions with the same denominator" is successfully explored. For another example, when teaching "Preliminary Understanding of Fractions", you can design "There are two apples, which are distributed to two people equally. How much is each?" Now there is only one apple, which is divided equally between two people. How much is each? "At this time, a new number (score) learning, accompanied by students' own emotions, has become their own learning needs; When teaching cyclic decimals, we can ask a question: "What is the number after the decimal point in the quotient of 4÷7?" Let students have suspense from surprise, and participate in learning with interest in the mirror eager to explore problems.
Second, be good at demonstrating and cultivate students' interest in learning mathematics.
Some mathematical knowledge and concepts are often abstract and difficult to understand for primary school students, while the thinking of junior students is mainly visual. Therefore, in teaching, we must pay attention to let students operate, take the initiative to participate, start thinking with the help of operation, and let students change from passive acceptance of knowledge to active acquisition of knowledge. For example, in the teaching of "Preliminary Understanding of Corner", "Does the size of the corner have anything to do with the length of both sides?" I asked the students to take out the activity angle and do the calculation: (1) Make the activity angle bigger and the sides longer? (2) Make the moving angle smaller and the edge shorter? (3) How to shorten the angles on both sides with scissors? Students begin to operate and cut the edges of the active angle, and come to the conclusion that the size of the angle has nothing to do with the length of both sides; When talking about the volume of a cone, in view of the fact that students often don't pay attention to the conditions of "equal bottom and equal height", I use the method of grouping experiments to let students carry out the experiment of pouring water: fill the conical container with water and pour it into the cylindrical container. As a result, one group didn't fill it three times, but the other group overflowed. When the students are talking, the teacher takes out two containers, a cylinder and a cone, demonstrates and guides the students to compare: On what basis is the relationship between 1 to 3 established? Make students suddenly realize that when the bottom of the cone and the height of the cylinder are equal, the volume of the cone is only one third of the volume of the cylinder.
Third, be good at developing classroom competitions to stimulate students' interest in learning mathematics.
Introducing the competition into the classroom properly is beneficial to arouse students' interest in learning. For example, we can design the links of "rushing to answer" and "tortoise and rabbit race", and organize various forms of competitions in which individuals strive for Excellence and groups evaluate first, as a check and summary for students to learn and master this chapter. For example, in the practical class of "Reading within 100 million", I held a competition to see who can read fast and accurately. I prepared cards in advance, wrote some big numbers on each card, gave each card to the students to read, and strongly praised the students who read quickly and accurately, selected them as excellent learning pacesetters, and presented some small gifts. In this way, the students mastered the knowledge in the intense competition. Another example is the practice of "pen division: quotient digits". I designed such a competition: the content of the competition is eight division problems by writing, and the whole class is divided into two groups, men and women, and the relay race by writing is carried out. Boys calculate four questions and girls calculate four questions. The previous student finished the chalk and passed it on to the next student to continue. The fastest group will be rewarded with 10 small red flowers, and the second group will be rewarded with 8 small red flowers. Each student who answers correctly can get five small red flowers for the group, and the group with the highest score is judged as the winner, so that the competition is not only better than cooperation ability, but also better than the correct answer rate, and the whole class actively participates. Through this kind of competition, students can calculate carefully, improve the calculation speed and accuracy, and make them gain new knowledge in the competition. But also make every student have the opportunity to win at all levels, thus mobilizing students' enthusiasm for learning mathematics.
Fourth, be good at designing exercises carefully and consolidate students' interest in learning mathematics.
The form of exercise can be designed in many ways. Fill in the blanks, choose, judge, compare, calculate, answer, operate, draw pictures, etc. , you can practice.