Mathematics Classroom Application: How to Cultivate Students' Interest in Mathematics Learning in Grade Three of Primary School

The implementation of the new curriculum has brought us new ideas and provided new reference for mathematics teaching. As a new teacher, I keep learning and improving in the teaching process. This paper summarizes some of my gains from four aspects.

Keywords: interest, innovation, mathematics teaching mode, attention

With the arrival of the new century, the pressure of talent competition is becoming more and more severe, and innovative education is gradually moving towards the mainstream. The third grade is a crucial period for students to develop their intelligence, learn to learn and cultivate their study habits. As a junior high school math teacher, especially a dynamic young teacher, I have the following ideas on how to cultivate innovative spirit in math education and classroom teaching in the new situation:

First, starting with intuitive teaching, guide students to transition from practical problems to abstract thinking.

Students in grade three are full of curiosity and strong thirst for knowledge, so as to urge them to have a psychology of trying to explore. As teachers, we should grasp this characteristic of students in time, use various means to stimulate their interest and establish a good classroom start. Teachers should pay attention to the application of teaching AIDS in the teaching process. Help students discover the essential characteristics of things by guiding them to observe. Especially for the more abstract teaching content, through intuitive teaching, make it concrete and visualize the abstract as intuitive.

For example, when I was teaching the section "Understanding the Year, Month and Day", I set a riddle on the picture: There is a baby wearing more than 300 clothes. It is strange that he has to take off one every day until the end of the year! "Who can say what this is? Students can quickly guess that this is a calendar, stimulate students' interest, guide students to explore the teaching theme of this section, give students an instantiation of material imagination with the teaching tool "calendar", and let students construct practical problems in their minds. On the premise of practical problems, I introduced the teaching content of "year, month and day" while the iron is hot to guide students to transition to abstract thinking. Intuitive and natural, at the same time, it can stimulate curiosity, attract students' attention and lay the foundation for learning new knowledge below.

Second, to overcome students' unstable emotions, cultivate and improve students' attention

The age of junior three students is generally nine years old. At this time, students' personality began to occupy an important position, with weak self-control, lively and active, and easily affected by unstable emotions. From the psychological point of view, attention is a basic ability, a necessary prerequisite for students to study smoothly, and the basis for acquiring all other abilities. In class, I use interesting teaching methods to concentrate students' attention, and use children's songs or stories to integrate the teaching content, so that students can consciously concentrate their attention and actively understand the teaching content under the premise of full interest and achieve the teaching purpose.

For example, when teaching "Divide by 0", I use the story of Journey to the West that students are familiar with throughout the teaching process. The Tang Priest and his disciples walked under the flaming mountain, thirsty. At this time, Wukong brought four watermelons from Huaguoshan. What is the Monkey King going to do? And how are pigs divided? (He ate all four watermelons) How many watermelons are left? How to divide equally (zero watermelons) among Tang Priest, the Monkey King and Friar Sand? You mean nothing? This interesting story captures the students' attention, can keep the students' attention in the process of thinking, and produces the teaching effect of collective inquiry to acquire knowledge in practice.

Third, highlight the connection and difference between old and new knowledge, and promote the positive transfer of knowledge.

The knowledge of grade three is mainly multi-digit operation. Excellent completion of this part of the teaching task plays an important role in improving students' computing ability and lays an important foundation for future mathematics learning. Students' poor ability to learn multi-digit operation depends largely on their mastery of operation in grades one and two. However, it is impossible for us to review all the knowledge learned in the first and second grades, taking into account the individual knowledge differences of each student. We can only arrange the time of each class reasonably, do the exercises well before class, and let the old knowledge play an active role in learning.

On the basis of students' mastery of old knowledge, try teaching method is used to give full play to students' main role in classroom teaching activities. At first, students are required to try to practice and push them to the active position. When students encounter difficulties when trying to practice, they will take the initiative to teach themselves textbooks or seek the help of teachers, and learning becomes their own needs. The traditional injection teaching method has been changed, and knowledge imparting and ability training have been unified, which has caused a series of changes in the teaching process, such as from teachers' speaking and students' listening to teachers' guidance, to students' self-study, practice first and teachers' speaking again, from simply imparting knowledge to cultivating ability and developing intelligence while imparting knowledge, and so on.

Fourth, make a summary after class, strengthen after-class exercises and consolidate what you have learned.

After-class summary can not be replaced by teachers, but should be guided, let students participate and show the thinking process of acquiring knowledge. The places that students are difficult to remember, understand, master and make mistakes should be clear. Interesting after-class summary can effectively stimulate students' learning motivation, relax their body and mind, and maintain a strong interest in learning.

For example, when teaching "the division of three digits has a remainder" and introducing a new category, I put forward the following question: "The dividend and divisor expand or shrink the same multiple at the same time, and the quotient remains unchanged. If there is a remainder, will it remain the same? " After the new lesson, I combined several pairs of formulas to help the students sum up: the dividend and divisor are expanded by the same multiple at the same time, and if there is a remainder, the remainder is also expanded by the same multiple.

In practice, different levels of exercises can be arranged according to the level of different students: basic exercises, junior students are good at imitation, and teachers often need to take them. When practicing, do basic questions first, which are often imitative, so as to consolidate the basic knowledge learned in class. Consolidating exercises and expanding exercises, without thinking, without certain difficulty, there is no enthusiasm for learning. Give questions flexibly, further improve the difficulty of practice, let students "jump first and then pick the fruit", and cultivate their good habit of thinking diligently. After independent thinking or collective discussion, flexible questions can be answered correctly. This joy of success cannot be expressed in words. Students personally experience the fun of thinking, which greatly mobilizes the enthusiasm of learning.

In short, as a teacher, the purpose is to create a good learning environment for students, increase their enthusiasm for learning, and let students know how to learn mathematics in the process of thinking, doing and speaking.