First, design math games to make students enjoy it.
According to the psychological characteristics of junior students, we should pay attention to cultivating students' interest in learning mathematics in teaching and constantly stimulate their thirst for knowledge. Pupils like playing games best. Doing middle school, playing middle school and playing middle school should be an important form of junior high school students' learning. For example, in math activity class, students can be organized to play the following forms of games.
1. Individual activity game. At the beginning of class, play the game "Who is the most eye-catching": let students do their own operation experiments-observe, compare, touch with their hands, roll on the board, and see what characteristics various objects (cylinders, cubes, cuboids, balls, etc.) have. ) there is a difference. Through students' independent operation, some characteristics of geometric objects are preliminarily perceived.
2. Team game. In the "Statistics" activity class, when the students count the related issues such as students with hats and students without hats together, they discuss the fastest statistical methods in division of labor and compete in groups. Stimulate students' enthusiasm for independent inquiry and cultivate students' sense of leadership, social skills and democratic values.
3. Interactive games between teachers and students. In order to test students' mastery, we can organize the "best tacit understanding award" for interactive games between teachers and students. Teachers and students, like TV plays, write the results on paper and show them at the same time. Vivid and interesting, but also improve the students' ability to distinguish right from wrong. This is a good way to kill two birds with one stone. Through some games like the above, students will feel energetic, interesting and rewarding, and their love for mathematics will naturally erupt.
Second, create problem situations to broaden students' thinking.
It is human instinct to love imagination. Wonderful question situations are very attractive to junior students. In teaching, we can design question situations that can attract students according to the content of teaching materials, so that students can actively participate in mathematics activities, develop their thinking and enjoy beauty while gaining knowledge.
1. Provide thinking materials. Students' imagination is rich and colorful, and explicit materialized media can further induce students' thinking. For example, when teaching "The Lovely Penguin", I took a fairy tale as a clue to let students experience subtraction and the significance of subtraction in the scene. And stimulate students' imagination, one person says the formula and the other makes up the story. Students' interest in learning is high and the classroom atmosphere is warm.
2. Leave room for thinking. After the teacher shows the students the study materials, the teacher should not chatter endlessly, and leave room for students to think. If the 8 taught by the teacher can be divided into 7 and 1, and 7 and 1 are combined into 8, let the students explore how to divide 8. How much plus how much equals 8? Through independent exploration and research, students can have a deeper understanding of what they have learned, thus improving the quality of learning. Students' dominant position has also been fully reflected.
3. Guided guessing. Being good at guessing is an important part of students' creative learning. It is very important to teach students the method of guessing. (1) Guess by experience; Guess is unthinkable. In teaching, we should always guide students to guess boldly and rely on their own life experience to guess. For example, ask students to guess when the other person gets up. Students will judge each other's time to get up according to their own life experience. Then let the students tell the truth. 2 guess from the comparison; Only comparison has the right to speak. If students are asked to guess 7 points, one student reaches out 2 and asks them to say 7 points. Another student said: two plus six equals seven. Then the students who gave the questions judged whether it was right or wrong. The teacher guides the students to tell the reasons for their judgment. The student said: Because 2+6=8, 8 is not equal to 7, so the answer is wrong. The correct statement is that two plus five equals seven.
Third, pay attention to the learning process and let students taste the taste of success.
Paying attention to the degree of students' participation in learning is an important factor for the success of teaching. Teaching without active participation of students should be a failure. While paying attention to students, teachers should actively create opportunities for students to experience the happiness of success.
1. Encourage participation. The first-year students are curious about everything. Teachers should grasp the psychological characteristics of students in this grade, organize a lively learning atmosphere, and present the learning content through various means. With external temptation, it will induce students' internal needs and enjoy it.
2. Provide opportunities. Through the teacher's reasonable inspiration and guidance, students can discover laws, problems, understand new knowledge and solve whimsical problems through their own active exploration. With this experience, students can feel the interest in inquiry. When they succeed, that kind of joy is hard for others to understand, and it can be said that that kind of joy is from the heart. The resulting motivation for learning is irreplaceable by other incentives.
Fourth, apply what you have learned to promote students' distinctive development.
1. Arrange practical activities to let students experience the close relationship between mathematics and daily life. Paying attention to the cultivation of application consciousness and practical ability is one of the key points of current mathematics curriculum reform. Active activities are an important way for children to acquire knowledge and develop their abilities. The practical activities arranged after Unit 6 and Unit 9: "Mathematics Paradise" and "Our Campus" are good forms. The picture is vivid and conforms to the reality of students' life.
2. Be able to find life materials by yourself, communicate collectively and solve problems in life. The highest stage of students' learning is to apply what they have learned and creatively solve problems in life by using their own or collective wisdom. For example, collect product leaflets, find out the products you need and calculate how much you need to pay; Compare who asks more math questions, how to solve them and so on. To create an atmosphere of family shopping. Use the transfer of knowledge to carry out practical activities well and cultivate the ability to solve problems.
Fifth, create a lively learning atmosphere.
1. Establish a new teacher-student relationship.
The biggest feature of education work is that its working objects are active individuals with thoughts and feelings. The relationship between teachers and students is the basic relationship in educational activities, and teachers are the organizers, commanders and participants of teaching activities. In the teaching process, teachers can talk to students in a consultative tone, such as; "Who wants to talk about ..." "Who wants to talk about ..." and so on. After listening to the students' different opinions, a teacher said, "I am really honored." I have the same opinion as XX. " Although the words are simple, it is enough to show that teachers have regarded themselves as one of the students. The teacher-student relationship established in this way is more equal and harmonious. In addition, teachers should care about, respect, trust, understand and love every student, and make friends with students wholeheartedly, so that this new relationship between teachers and students is a friendly cooperative relationship, thus forming a social interactive relationship of ideological exchange, emotional communication and personality collision between teachers and students.
2. Pay attention to emotional infection and motivation.
The teacher's appeal is his emotional strength when he influences his students with his own personality. In teaching activities, teachers should not only use their professional knowledge, teaching methods and teaching skills to influence students, but also use their own appeal to influence students, so that students can become the most active subject in the teaching process. In the process of teaching, teachers should timely and appropriately evaluate students' learning level, attitude and emotion. Even if the teacher said "You are really good" after the students answered the questions, it would be a great encouragement for students to enhance their confidence in learning mathematics well.
3. Improve teaching methods.
Teachers can use audio-visual means such as teaching AIDS, learning tools and multimedia; Carry out mathematical games or competitions; Let students go out of the classroom and get in touch with school, family and society to learn; Lower grades can also combine teaching content with fairy tales to create a lively learning atmosphere.
Sixth, stimulate motivation and cultivate interest.
1. Use the novel factors in the textbook to arouse students' curiosity.
Curiosity is a child's nature, curiosity is the potential ability of innovation, and it is the bud of innovation consciousness. For example, when a teacher was teaching "the area of a rectangle", he arranged a first answer and launched a special competition. If the area of each small square is l square centimeters, how many square centimeters is the area of the following figure? When answering the first three questions, the students rushed to each other, and the classroom atmosphere was very active. When answering the fourth question, most students kept their mouths shut, and only a few students said 1 cm2. At this time, the classroom is very quiet and the classroom atmosphere is in sharp contrast. The teacher seized this opportunity and quickly attacked, saying, "Do you want to know how many square centimeters this figure is?" The children said in unison, "Yes!" The teacher went on to say, "Let's find this rule together today." In this situation created by the teacher, the children entered a state of "thinking, but not getting it", which prompted them to maintain their desire and interest in continuing to explore. It greatly stimulates students' interest in learning and makes them enjoy and love learning.
2. Let students have a sense of achievement in mathematics learning.
Students' learning is the combination of cognition and emotion. Every student is eager for success, which is the psychological nature of students. Success is a huge emotional force, which can make students have a positive psychological impact of seeking knowledge. Therefore, teachers should consciously create various situations in classroom teaching, provide opportunities for all kinds of students to express themselves, and seize the opportunity to pave the way for their success and try their best to make them successful. In actual teaching, different approaches can be taken for different students: for comprehensive and flexible questions, students with good academic performance can be invited to answer; For general questions, you can ask students with moderate academic performance to answer them; For relatively simple questions, you can ask students who have some difficulties in learning temporarily to answer them. The questions answered in this way are in line with their own actual situation, with higher correct answer rate, more chances of success, stronger sense of accomplishment, stronger interest in learning mathematics and greater possibility of creative learning. In addition, teachers can also give students timely support and encouragement; The teaching content is related to children's real life; Let students participate in the whole process of teaching, such as encouraging students to change their own questions, and conducting mutual inspection and evaluation among groups to stimulate students' interest in learning.
Seven, the basic strategy of cultivating students' innovative consciousness
The length encourages asking questions and asking difficult questions is the starting point of cultivating students' innovative consciousness. The cultivation of innovative consciousness should start with asking questions, and encourage students to find problems and question them boldly. In teaching, students should be encouraged to ask more why. Although some questions are beyond the content of this class, these students have more potential than those who don't ask any questions. For example, in a seminar on quality education, when a teacher was teaching the content of "more than 10 MINUS 98", at the end of class, a student asked, "Teacher, 12-9, 2 MINUS 9 is not enough, but I reduced it backwards. You subtract 2 from 9 to get 7, and then subtract 7 from 10 to get 3, so 12-9 = 3. Is that all right? " At first, the meeting was very quiet. After a while, the question was thrown out like a "bomb", and the teachers present talked about it one after another. Obviously, this way of thinking is not only unexpected for teachers, but also shocked the teachers in class. Instead of criticizing this classmate, the teacher spoke highly of his courage to ask questions and express his opinions, and adopted very flexible teaching methods to organize students to discuss this issue in time and finally reached an agreement. This practice is not only reasonable. And very original.
2. Creating problem situations and guiding students to carry out teaching re-creation activities are the main ways and methods to cultivate students' innovative consciousness. In teaching, teachers should be good at creating problem situations, inspiring students to practice actively and use their brains, so that students have enough creative space. For example, when teaching the content of "Calculation of Trapezoidal Area", on the basis of preparing learning methods (the derivation process of parallelogram area formula) and emotions (the situation of encouraging students to master old knowledge), let students use old knowledge to find out the calculation method of trapezoidal area. Students spend about 10 minutes in the group. After full discussion, research and agreement, they write the research results of the group on the blackboard and post them on the blackboard for display. There are six main methods. (1) Piece together a parallelogram with two identical trapezoids; . (2) cutting along the diagonal of the trapezoid to divide the trapezoid into two triangles; (3) after cutting along the trapezoid midline, splicing into a parallelogram; (4) Find a point at the bottom of the trapezoid and divide the trapezoid into three triangles; (5) Draw two heights along the two endpoints of the upper bottom of the trapezoid, and divide the trapezoid into a rectangle and two triangles; (6) Fold down along the midline of the trapezoid, and then draw a vertical line down along the midpoint of the two waists, so that the two triangles become two rectangles inward. Therefore, giving students more space and time to think, creating situations through teachers and guiding students to carry out re-creation activities are the main ways and methods to cultivate students' innovative consciousness.
Let imagination spread its wings, which is a special magic weapon to cultivate students' innovative consciousness.
"Innovation" is to construct the idea of things that don't exist at present (or don't exist for innovators), which requires imagination. Imagination is an important way of thinking in images, and innovative activities need creative thinking in images. It is a new image and new concept thinking activity created by reorganizing and processing the representations in memory on the basis of original knowledge. For example, when a teacher is teaching "score recognition", the teacher takes out a rectangular piece of paper and tells the students that the paper is a figure. What is the chart like? Please pose the shape of the original picture and stick it on the blackboard. Students' posing methods mainly include: through this activity, students can realize that the same polygon can have different shapes, so as to understand the abstraction of fractions, which has a perceptual basis for learning the fractional application problem of "knowing what the fraction of a number is and finding this number" in the future.
4. The training of divergent thinking is the main form to cultivate students' innovative consciousness.
Divergent thinking refers to thinking in different directions and angles and seeking multiple answers from different aspects. In the process of seeking a variety of answers, creative elements of thinking are often shown. For example, when a teacher is teaching the review class of fractional percentage application problems, he puts forward such a question in combination with the number of students in his class: the number of boys is 25% more than that of girls, and the number of girls is a few percent less than that of boys. The teacher inspired the students to use various methods to solve this problem, and the students finally got three different methods. Judging from these three different solutions, students have different problem-solving strategies from different angles.
Being good at solving practical problems with what you have learned and your own life experience is the main purpose of cultivating students' innovative consciousness. Combined with the usual homework, teachers can consciously guide students to learn creatively and find, dig and solve problems by themselves. This requires teachers to properly design some open exercises. After listening to a class of "addition of numbers within 100" in senior one, I was deeply touched. In class, the teacher first showed a photo of his classmates going for a spring outing. On the screen, the representative of each class holds the sign of the number of students in each class. There is also a cart and a thinking child on the screen: each car can seat up to 80 people, which two classes are more suitable for a car? For this problem, every student can find one or two collocation schemes, and everyone can contribute to solving the problem together. During the discussion, the teachers fully affirmed all kinds of collocation methods, and at the same time, everyone unanimously evaluated the better methods.
In short, the use of teaching methods in the lower grades of primary schools that meet students' psychological characteristics can mobilize students' subjective initiative in learning mathematics to the maximum extent, enable students to learn new knowledge and skills in a relaxed and lively atmosphere, and enable classroom teaching to achieve a good interactive mode of autonomy, cooperation and exploration under the new curriculum standards. Let's really treat students as "developing people" rather than containers of knowledge from each class, so that they can learn to survive and develop through gradually independent "doing" and "realizing" in the problem situations designed by teachers and themselves. This will be the mission and responsibility of each of our teachers. Only when teachers are creative can they stimulate students' creative desire. Only in a dynamic and harmonious teaching environment can teachers and students participate and interact together, and can they spark wisdom and bear the fruits of creation.