Mathematics Curriculum Standard emphasizes that mathematics teaching should be closely linked with students' real life, and guide students to observe and think about problems from the perspective of mathematics according to students' life experience and existing knowledge experience. It is also necessary to develop students' thinking ability and let them experience the fun of learning and feel the role of mathematics.
After ten years of teaching, I found a phenomenon. Any child who is excellent in a certain subject must be interested in it. It is often not the teacher who wants me to learn, but "I want to learn" who is willing to take the initiative to learn and can get pleasure from learning. It can be seen that cultivating children's interest is the first important thing for students to like mathematics.
It is pointed out in the standard teaching proposal of mathematics curriculum that mathematics teaching is the teaching of mathematics activities, and it is necessary to closely connect with students' real life, create vivid and interesting situations according to their life experience and existing knowledge ... to stimulate their interest in mathematics and their desire to learn mathematics well ... so that students can gain successful experience and establish self-confidence in learning mathematics well.
I have been engaged in primary school mathematics teaching since I worked. In order to make students like my class, I carefully studied the teaching materials, explored new teaching methods, and made intimate friends with students. Every time I meet a student who has taught me on the road and call me a good teacher, I have a great sense of pride. This is the best evaluation for me. Of course, a ten-year teaching career has its advantages and disadvantages. Let me talk about some superficial practices in my teaching:
1. Dedicate sincere love to students
Suhomlinski pointed out: "The whole mystery of educational skills lies in how to care for children, which is a powerful force that can set all the beautiful things in people." Full of love is the premise and foundation of being a good teacher. Only when you are full of love can you love your career; Only with love can we have a democratic, equal and harmonious view of teachers and students; Only when you are full of love can you walk into students and get to know them. Only by being full of love can we guide students with good emotional contagion, stimulate their enthusiasm and self-confidence, and be more conducive to creating a happy and harmonious learning atmosphere. Your students can open their hearts to you, and you can enter their hearts.
The teacher has to face dozens of students in the class, each student is an independent individual, and he longs for the teacher's love for him. Even if the teacher gives him a sincere smile before class, gives him an approving nod in class, or gives him a kind touch and warm praise, the students will be excited all day. It can stimulate their sense of closeness and dependence on teachers, and then stimulate their desire and interest in learning. There is a student in our class with poor grades. He often doesn't finish his homework. He goes to school neatly every morning and becomes a little black monkey after school in the afternoon. I often have headaches because of him. Later, on a home visit, I realized that the child was particularly favored because there was a grandson at home. He refuses to do his homework every night, crying and sayingno. From this point of view, I think the child is still afraid of the teacher, afraid that the teacher will criticize him for not doing his homework well, and so will his parents.
I really want to cooperate with the teacher to teach the children well, but I don't know what to do. Think again about whether his constant criticism of him has dispelled his enthusiasm and made him lose confidence in himself. So, I changed my method and often chatted with him after class, telling him that he had any difficulties in his study and could come to me at any time. I also transferred him to the monitor's desk. In order not to make him have any psychological burden, in order to remind him in class and help him study, I told him frankly. In class, I encouraged him to speak, specially asked him to answer simple questions, and praised him in public to help him rebuild his confidence. Later, I found that he made remarkable progress and even won the third prize in the whole grade writing competition. The most gratifying thing is that his mother told me that now he can get up every morning to read English and never cry again when he does his homework. He also told his parents that he liked Teacher Zhang best.
His final exam results have also been greatly improved. From this, I deeply feel that the teacher's love is the driving force for the success of education, and the teacher's concern and expectation is the candlelight that opens the students' hearts.
Second, let students realize that mathematics comes from life.
Some students are afraid of difficulties or are not interested in mathematics, because they think mathematics is very strange and only appears in the classroom, and mathematics is far from our lives. In fact, there is mathematics everywhere in life, and there are mathematical ideas everywhere. The key lies in whether teachers are good at capturing life phenomena and collecting examples of life mathematics to serve classroom teaching and let students feel life mathematics.
For example, in the course of learning direction, the teacher can take the students to the playground to identify the direction, and determine the southeast and northwest according to the rising direction of the sun ... so that the students feel that the direction is not so abstract, but really around us.
When learning to find the area of rectangle and square, please calculate how much marble will be used for school decoration and marble floor, and 8 classrooms. How much lime does it take to paint the wall? ..... I learned the length units of meters and centimeters. How can I know how many meters there are from the classroom to the playground without a ruler? Discuss and decide the best development plan. Then the actual measurement activities are carried out in groups. Finally, report and decide the best plan. Students find these questions really interesting, and mathematics is everywhere around them. The more they learn, the more energetic they are. Naturally, they have developed a good habit of integrating theory with practice, greatly improved their enthusiasm and effectively narrowed the distance between mathematics and life, which not only enabled students to learn mathematics knowledge, but also realized the connection between mathematics and life and cultivated their interest in mathematics.
Third, guide students to use mathematical knowledge to solve problems in life.
"Mathematics Curriculum Standard" points out: "Teachers should make full use of students' existing life experience and guide students to apply what they have learned in order to realize the application value of mathematics in real life. "In teaching, teachers should make students realize the role of mathematics and the value of learning mathematics. Through mathematical knowledge
It can solve some practical problems in life, make students feel the close connection between mathematics knowledge and life, and experience the practicality of mathematics.
For example, after learning the division with remainder, the teacher asked such a question: The National Day is coming, and the park will hold garden activities and decorate the venue with balloons. Balloons in the park are arranged in the order of red, yellow, blue and green. What color is the thirty-eighth balloon? As soon as the topic came out, some students drew red, yellow, blue and green with strokes, and some students immediately said their answer, which was yellow. And I could see that the student who gave the answer first had a great sense of accomplishment, so I asked him to talk about how to solve the problem by remainder division. After what he said, everyone suddenly realized the charm of mathematics and further stimulated their interest in learning mathematics. For another example, the school organizes a trip to the park, so that students can design a ride plan and a travel plan, so that everyone can save money, be safe and have fun. Let students comprehensively apply what they have learned to solve practical problems in life situations, and let mathematics serve life.
Fourth, create opportunities for students to succeed.
Everyone wants to be appreciated by others, and primary school students are no exception. After ten years of teaching, I deeply realized the importance of appreciation education. Therefore, in teaching, students should first correctly understand and evaluate themselves, learn to appreciate themselves and appreciate each other's advantages. The role of teachers in it is enormous.
A former student in my class has been studying abroad because of fighting. Someone asked him why he was fighting. The reason is that everyone doesn't want to play with him. He thinks his grades are poor. He often makes some mistakes in order to attract others' attention. Knowing this reason, I paid special attention to him in math class. I saw him sitting straighter than usual and immediately praised him for his seriousness. When I asked questions, I saw him holding his little hand high. I also asked him to answer. A few days later, he made some progress in the test. I specially praised him in front of the whole class, which greatly improved his enthusiasm. Seeing his progress, the students are willing to play games with him. It can be seen that the best way to encourage people to develop their potential is to appreciate and encourage.
In addition, we can also carry out various math activities to provide every student with opportunities to show themselves and succeed. Such as oral calculation contest, quick calculation contest, application contest, multiplication formula contest between teachers and students, password contest, etc. Let students succeed in activities, experience success, and constantly generate interest in mathematics learning.
Through continuous theoretical study and practical application, I think that if students want to like mathematics, they should feel that mathematics is not a matter for mathematicians, but is closely related to our lives. In teaching, we should aim at the characteristics of the subject.