"New Curriculum Standard" points out that learning is a personalized action. As teachers, we should create a "place" in the classroom teaching environment that is conducive to publicizing students' personality, so that students' personality can be released in a relaxed, natural and pleasant atmosphere and show the vitality of life. However, for a long time, our classroom has neglected the development of students' emotion, imagination, understanding and the existence of life. We overemphasize the memory and imitation of knowledge. It restricts children's mouth, hands and brain, suppresses students' initiative and creativity, and finally makes teaching mechanical and boring, lacking childlike innocence and spirituality, and lacking vitality. Then, facing the challenge of the new curriculum reform, how to cultivate students' interest in learning mathematics in mathematics classroom?
First, face the students sincerely and let them become the masters of learning.
(A) pay attention to listening, appreciation and motivation
The new curriculum attaches importance to the intersection, integration and infiltration of subject knowledge, which is indeed a challenge for subject teachers who have always thought that "interlacing is like a mountain". How to do this requires teachers to change from a teacher to a learner, learn to listen sincerely, and learn, explore and develop with students. At the same time, the teacher is a successful appreciator, so he should pay attention to the development of each student and appreciate the students emotionally. Only in this way can students learn in happiness and grow up in success. Moreover, teachers should also be the motivators of personality, so that each student can be respected in an inspiring atmosphere, and then play their own wisdom and truly experience the joy of learning.
(B) the establishment of equality, cooperation and exchange platform
In class, teachers and students are equal communicators. It is a kind of humanistic care for teachers to squat down and look at students. They not only squatted down physically, but also mentally, fully integrated into the students and cooperated with them. * * * Create a classroom atmosphere conducive to personality development, so that students can effectively acquire new knowledge and abilities. Only when teachers and students are equal can we arouse the enthusiasm of teacher-student cooperation, which is conducive to teacher-student communication and make the classroom a classroom.
Second, the classroom gives students a chance to strike the spark of thinking with their heart.
(A) Let "love" fill the classroom
A classroom without "love" is not an ideal classroom. Only when there is "love" between teachers and students can the classroom be full of vitality, teachers can teach easily and students can learn freely and easily. With "love" in the classroom, teachers and students will respect and understand each other. Teachers don't have to impose their views on students, and students don't have to "ponder" the teacher's ideas carefully. With "love" in the classroom, teachers will not only pay attention to the transmission of knowledge, but pay more attention to the existence of students as a living body. If students can't answer the questions, they can say, "You can do it, think again!" " When you meet a student who doesn't want to answer, you might as well say with expectation, "You try first." "I knew you could do it. No, it's fine. How nice! " "Teachers believe in you, you can do it" ... In the warm love of teachers, students often have positive emotional experience, which not only stimulates their interest in learning, but also enables them to learn and develop independently.
Let "harmony" run through the classroom
Only by creating a relaxed, harmonious and independent classroom atmosphere and abandoning the monotonous teaching mode of teachers' high pressure, indoctrination and question-and-answer can students express their curiosity and imagination freely and boldly in class, thus putting forward some innovative thinking problems. For example, when I was teaching "Understanding RMB" in the first grade, I broke the original lesson of showing RMB first, but asked the students to say, "How much do you know about RMB?" The classroom suddenly exploded. "I buy things with money"; "I know that one yuan is equal to 10 angle"; "I have fifty cents here" and so on. At this time, I took the opportunity to show each group RMB such as 100 yuan, 1 yuan, 2 yuan, 10 points, 50 points, etc., so that students can identify RMB by themselves, convert it into RMB, and fill in the corresponding forms (provided in advance). In this atmosphere, students' thoughts begin to be free, and they have a space for independent thinking, which stimulates students' interest in learning and innovative thinking, making the classroom a happy place for them to learn.
Third, integrate life into mathematics, so that students can experience the fun of mathematics.
Mathematics is an indispensable and interesting part of students' life. Mathematics is indispensable in everyone's study career. One of the purposes of learning mathematics is to solve some practical problems in real life. Once students can use what they have learned to solve problems in life, their interest in learning will inevitably increase. For example, before I taught comparative sizes, I designed such a link. I'll arrange for students to go home and write diaries first. Write down the ages of your mother and yourself. In class, I asked this question: Who can tell the teacher how old you are this year? How old is your father and how old is your mother? A child said, "My father is 30 years old, I am 7 years old and my mother is 28 years old." At the same time, the teacher wrote 30 and 7 on the blackboard. Then ask a question: "Let's see who is smart enough to understand these three numbers and say a word in mathematical language." Then let the children discuss with their deskmates: the method of cooperative discussion can be divided into four groups, which group of partners has the best spirit of unity and cooperation, and finally decide the best partner. After the discussion, the children scrambled to answer: "teacher, I will say" 7. 7 is smaller than 28, 30 is bigger than 7 and 28 is bigger than 7. "Another child also scrambled to say," Mom is two years younger than Dad, the child is 2 1 year younger than Mom, and Dad is 23 years older than the child ". Through the introduction of real life cases around children, let children know that learning mathematics requires independent thinking and cooperation from partners. The children cooperate happily. Communication has cultivated children's ability to find problems at an early age, at the same time, it has improved children's ability to analyze and solve problems, enabled children to learn mathematics around them in a harmonious and mutual-help situation, and also promoted the cultivation of students' love, love, communication and cooperation spirit, and stimulated children's enthusiasm for learning and using mathematics.
Mathematics comes from life and is also used in life. Mathematics is inseparable from life, and life is inseparable from mathematics. In teaching, guide students to find mathematical problems in life, so that students can accumulate mathematical knowledge and cultivate their interest in learning. Mathematics is used all the time in life, and the content of estimation is arranged in the content of mathematics. Evaluation plays the most extensive role in our daily life. We often use estimation in our daily life. For example, we must estimate how long it takes to get to school every day to avoid being late. Another example is how much money we need to bring to buy 1 pencils and 1 homework for students to estimate. Or ask students to estimate how many minutes it takes to finish homework every night, and so on. Encourage students to develop the good habit of using estimation to solve math problems or estimating calculation results in advance from childhood, so that students can find math materials from their lives and feel that there is math everywhere in our lives. If they learn math, they will feel close to us and stimulate students' interest in learning. Ask the students to "observe the things at home carefully." Write a few addition formulas after counting, or "What is their daily living expenses?" Record them in a table, and then calculate how much their daily living expenses are. In this way, visualizing abstract knowledge will help students to understand, and at the same time, they can explain the phenomena in life with what they have learned, and also cultivate students' ability to collect and process information, observe and practice from an early age. Combine mathematics with life to make students interested. At this time, teachers teach new courses, stimulate students' interest in learning, and finally acquire mathematics knowledge in high interest.
In short, the primary school mathematics classroom under the background of the new curriculum reform is no longer a closed knowledge concentration training camp or a simple knowledge deferral, but a mirror that reflects the way and ability of "intelligent learning", allowing students to study independently and explore cooperatively in a relaxed and harmonious classroom, letting their thinking fly and inspiring, and our classroom will become more exciting and colorful.
How to cultivate students' interest in learning mathematics under the background of classroom teaching reform: Keywords: classroom reform; Interest in learning; Xupu Middle School strengthens the basic teaching of Chen Qizhong by harmonizing the feelings between teachers and students, and makes full use of the tutorial program to cultivate students' interest in learning mathematics. The school where the author is located is a school with weak students in the urban-rural fringe. Nearly half of the students in each class of three grades are children of migrant workers, with poor student foundation and a large proportion of students with learning difficulties. Teachers all think math class is more difficult. Most students are afraid of mathematics, which is manifested in indifference, excessive anxiety and lack of interest in mathematics learning. Students often doze off in class and have poor classroom discipline. Therefore, since the first half of 2009, the school has repeatedly trained and mobilized our teachers in the form of school affairs meeting, teacher meeting and class teacher meeting. Discuss with all teachers: Why should we carry out classroom teaching reform? How on earth should we change it? With these problems, we have carried out a new round of teaching exploration and attempt. In this reform of classroom teaching mode, the mathematics teaching and research group of our school will focus on how to improve students' interest in learning mathematics. Interest refers to a person's psychological tendency to know and master something and try to participate in an activity with positive emotions. Interest is the forerunner of learning, the driving force of learning, the source of mobilizing students' thinking and the means of stimulating students' own potential. In stimulating students' interest in learning mathematics, I have tried the following methods in this year's teaching reform: First, harmonious feelings between teachers and students, improving students' learning EQ, and harmonious teacher-student relationship is the premise of a good class. The ancients said: Learn from your teacher and believe in it. An educator once said, "The greatest success of a math teacher is to teach his students to like learning math". Therefore, teachers should pour their enthusiasm, build a bridge of spiritual communication, bring a smile into the classroom, pay attention to and affirm every student with amiable teaching attitude, warm and caring language and kind and encouraging eyes, create a lively, enterprising and upward mental state for students, create a powerful "magnetic field", guide and motivate students to actively participate in the learning process and learn to learn in the learning process. The communication and cooperation between teachers and students in teaching is also very important. Teachers should pay attention to regulating students' emotions. Good learning mood can promote and enhance the effect of mathematics learning, and make them enter the learning situation confidently and happily. Usually, math teachers should talk with students more, understand their ideological trends, be their conscience friends, establish a democratic and active classroom atmosphere, teach with relish, let students learn lively, and achieve the goal of giving full play to students' main role and teachers' leading role. Collect students' views and opinions on math class regularly. According to students' opinions and suggestions, under the premise of not destroying the overall teaching plan and teaching objectives, appropriate fine-tuning can be carried out. Often carry out some group activities with students, so that students have affinity for teachers, so that students like teachers, and then like mathematics. To improve basic skills, students should strengthen basic skills in successful teaching and make students happy in successful teaching. As far as the students in our school are concerned, they can't calculate scores after finishing the seventh grade, and there are not a few students who don't have an introduction to rational number operation. Imagine these students who can't understand what others are saying, can't speak in groups and can't do it themselves. How can they be interested in mathematics and how happy they are? Basic skills such as numerical operation, algebraic operation, equation (inequality) solving, basic graphic properties, and basic methods of logical reasoning are not only the stepping stone to enter the hall of mathematics, but also the cornerstone to cultivate the method of mathematical thinking to analyze and solve social and natural problems, and the premise to establish interest in learning mathematics. The formation of these basic skills is inseparable from the necessary and certain amount of repeated training. Therefore, our teachers apply the principles of teaching students in accordance with their aptitude, classification requirements and differential treatment, and adopt the method of "stepping on the platform" to let students feel the happiness of success on the original basis and strengthen their interest in learning mathematics in the accumulation of success. In this process, our teachers should put the cultivation of double basics in the first place; Secondly, teachers should be really good organizers, guides and collaborators. Piaget believes that the task of math teachers is to give students appropriate help. "Teachers help students a lot, just to let students have a reasonable job; Teachers should help students thoughtfully and unobtrusively. " When students truly feel that I am a master of finding, asking and solving problems, the resulting sense of accomplishment is self-evident; Practice has proved that students who are cared for by teachers in difficulties often improve their interest in learning faster than others. Make full use of the reading guide, so that students can experience the fun of learning in skilled practice. In this teaching reform, our school has uniformly used the guide draft. We think so about the "study guidance" and "practice" parts of the draft study guidance. Learning guidance means that teachers are organizers, guides and collaborators of mathematics learning in the classroom, not leaders. Students are the masters of mathematics learning, and the road depends on them. As the saying goes, "It is better to teach people to fish than to teach them to fish"! The guiding part should be as follows: ① Focus on the teaching objectives, closely follow the teaching materials, make the knowledge organized, systematic and integrated, let the students know the objectives clearly, and realize the maximum benefit of classroom teaching. (2) Enlightening, appropriately referring to some contents that are difficult for students to understand in the textbook, guiding students to learn independently, cultivating students' problem-solving ability and stimulating students' curiosity. ③ The problem design should be hierarchical and gradient, and should be gradually deepened according to students' understanding of the problem. (4) To meet the needs of students at different levels, through the design of the guiding scheme, outstanding students can feel the challenge, ordinary students can be encouraged, students with learning difficulties can taste the joy of success, and every student can gain something, so as to mobilize students' learning enthusiasm to the maximum extent and improve their self-confidence in learning. We pay attention to various exercises in the process of compiling manuscripts, which is an effective way to help students master knowledge, improve their ability to use knowledge, cultivate their interest in learning and develop logical thinking. A variety of questions should be used in the guide draft to make the exercise content flexible and interesting. Highlight the word "Qiao" in the practice part, and practice skillfully: the key lies in the word "Qiao", which needs to be reflected in the lively, proactive and personalized learning process, that is to say, through clever and interesting exercises, students' learning enthusiasm should be mobilized, their curiosity and thirst for knowledge should be stimulated, and their reasoning ability, abstract ability, imagination, creativity, operation ability and cooperation spirit should be effectively cultivated. Our teachers should actively guide students to study independently, explore and cooperate, and return the initiative of learning to students. Through a variety of layered, interesting, in-depth and extensive questions, we can reflect individual differences and provide students with individual learning space. In mathematics teaching, we mathematics teachers should face up to the objective reality of middle school mathematics teaching, carry out middle school mathematics reform with a sublation attitude, truly pay equal attention to intellectual factors and non-intellectual factors, pay attention to using various means and methods, cultivate and stimulate learning interest through various channels, and mobilize students' learning enthusiasm and initiative to the maximum extent. Only in this way can students learn mathematics well with great interest.