1 How to teach fifth-grade children mathematics
"Success" and "happiness" make every student taste the joy of success.
Psychological research shows that the generation and maintenance of interest depends on success. Students will feel extremely happy and proud and have a sense of accomplishment after their continuous success in mathematics learning, and then have a sense of intimacy with mathematics, which will drive them to the second success and the third success and form a stable and sustained interest. Therefore, I always design and create opportunities for competition and success based on students' reality, so that students at different levels can "jump and reach" according to the slope of the problem, thus enhancing their confidence in learning mathematics well.
For example, in the classroom teaching of cuboid and cube volume calculation in the fifth grade mathematics, I designed such exercises: let the poor students calculate the questions that directly lead to the results, such as 1 and 2 of exercise 7 on page 44; Medium-sized students do questions with a certain gradient, such as questions 3 and 4; Excellent students explore innovative problems with certain difficulties, such as questions 7 and 8. In this way, excellent students can explore and discover themselves and meet their psychological needs of deepening knowledge, but it is necessary to ensure that the vast majority of students complete their learning tasks under the guidance of teachers, with the focus on tutoring potential students. Practice hierarchical design, homework hierarchical requirements. Potential students only need to do basic problems, and most students can complete certain comprehensive problems on the premise of completing basic problems. A small number of students with good intelligence and spare capacity to study have difficulty in thinking.
Create question situations, set suspense, and let students seek knowledge in positive emotions.
Suhomlinski said: "Surprise is a powerful source of knowledge." Therefore, in teaching, teachers should try their best to show students new things, new ideas and new materials that they don't understand or even believe for the time being. The more they show, the clearer the students' surprise and the stronger their interest in learning. Mathematics teaching in the fifth grade of primary school should create a mathematical situation that is conducive to cultivating students to understand mathematical concepts, ask questions, construct conjectures and form an intellectual thinking field; Provide enlightening materials and give students the necessary time to ponder mathematical ideas; Attach importance to students' ideas, and encourage students to put forward personal opinions and exchange ideas.
For example, when I was teaching "area calculation of parallelogram", I first introduced a new lesson with short stories from my life, which aroused students' interest. When students use the method of counting squares to find that the length of a rectangle is 6 cm, the width is 3 cm, the area is 18 square cm, the bottom of a parallelogram is 6 cm, the height is 3 cm, and the area is 18 square cm, because the area of a rectangle is also 65438 square cm. What does it matter if there is? Let's guess. In this way, teachers have successfully created a situation in which students are bold in guessing and eager to explore and solve problems.
2 to stimulate students' interest in learning mathematics
Cultivate students' interest in the classroom
In primary school mathematics teaching, appropriately increasing the interest of teaching content can help students better understand mathematics and master algorithms, thus helping them improve the accuracy of calculation. The teaching process is not only the process of students' cognition, but also the process of students' development. The main task of teachers is to create learning situations for students, provide comprehensive and accurate information, and guide students to actively think, master knowledge and develop their abilities in the teaching situations created by teachers. In computing teaching, we should create a teaching situation that is suitable for the teaching content and beneficial to students' thinking, and guide students to experience the fun of learning in the process of active learning.
In teaching, teachers should be good at asking questions and skillfully ask questions. Guiding learning with doubt can not only better improve students' interest in learning, but also mobilize students' enthusiasm for learning to the maximum extent. At the same time, by setting doubts, we can inspire students to think, participate in the process of knowledge formation, guide students to seek answers, ask difficult questions and eliminate doubts, so as to firmly grasp knowledge and cultivate students' conscious ability. Practice class-a class with practice as the main content to consolidate knowledge and cultivate skills. In teaching, practice class plays an important role in mastering calculation and forming skills. Because of this, our calculation practice class is easy to fall into the misunderstanding of naval battle. A class is often the teacher's math, and students are immersed in hard work. In the end, students may have developed certain speed and skills, but their aversion to these calculation problems has taken root and sprouted, and the underachievers are even more afraid. So the teacher can't handle a calculation exercise simply and rudely. A good calculation practice class is a calculation practice that can tap the interest in calculation and cultivate students' confidence and interest in calculation. Doing homework is of great significance for students to consolidate their mathematical knowledge and cultivate their skills. Assigning some interesting homework after class can well extend teaching to extracurricular activities and change students' impression of monotonous calculation homework.
Cultivate students' innovative consciousness and practical ability.
Mathematics education in primary schools plays an irreplaceable role in innovative education. The essence of mathematics innovation education is to cultivate and develop creative thinking, and the core is to study how to cultivate innovative consciousness, innovative spirit and innovative ability in the implementation of quality education. The cultivation of innovative consciousness has attracted much attention in primary education, not only because our primary education overemphasizes the unified model, but also because of the needs of students and society. However, in the World Olympic Games, China athletes have been criticized repeatedly. Although their test scores are high, their practical abilities are in a mess. Therefore, the cultivation of practical ability is particularly important. Now the school attaches great importance to students' innovative consciousness and practical ability. Trust students and give them enough time and space to think and explore their creative potential.
In the sea of information, we must now choose information from the sea of information and quickly find useful information for ourselves. Therefore, cultivating students' ability to choose information, ask questions and solve problems has become an important part of teaching objectives.
3. Guide primary school students to learn mathematics
First, care for students, sprout interest
Close teacher-student relationship is indispensable in campus life and plays an inestimable role in children's learning and development. First of all, teachers should respect and trust every student and never give up any student. In particular, it is necessary to help poor students make up for the shortcomings of mathematics knowledge in time, so that they have confidence in mathematics learning and are interested in learning. Secondly, we should be good at discovering students' little progress, narrow the gap between teachers and students with kind eyes, subtle movements, cordial attitude and enthusiastic praise, cultivate students' self-confidence, and thus stimulate students' interest in learning.
Second, try it and get interested.
In order to stimulate students' interest in learning, we should often adopt the teaching method of combining operation method with heuristic method. Students in Grade One and Grade Two mainly rely on visual teaching AIDS to think. Let students operate learning tools and cooperate with their hands and brains, which is more conducive to students' thinking. For example, when teaching "application problems with more and less", let all students take out the small disks in their learning toolbox, five red disks in the first row and seven yellow disks in the second row. They will happily take them out and arrange them, and then ask the students to align the red disks with the yellow disks one by one. Then the teacher asked, "What did you find?" Students will say that the red disk is two less than the yellow disk, or the yellow disk is two more than the red disk. Finally, the formula: 7-5=2 has both the first meaning and the second meaning. In this way, students quickly understand this kind of application problems, and at the same time cultivate their own observation ability, speaking ability and thinking ability.
Third, solve problems and enhance interest.
The life of mathematical knowledge lies in its application. It is necessary to cultivate students' ability to observe and understand things around them from a mathematical point of view, and to encourage students to use mathematical knowledge to solve practical problems around them. If you learn the knowledge of yuan, jiao and fen, let students buy daily necessities and vegetables for their families and let them think about how to change money; After learning the interest knowledge, students are encouraged to personally deposit their pocket money in the bank, so that students can experience the actual calculation of interest, interest rate, principal and other knowledge. In teaching, teachers should actively build a learning platform for students according to their age characteristics and existing life experience.
How to make students like math class
(1) Experience interesting mathematics. If students can find math interesting, they will definitely like it. In our world and students' lives, mathematics is everywhere. The famous Mobius tape tells us that every piece of paper has two sides and a closed curved edge. If there is a piece of paper with one edge and only one side, is it possible for an ant to reach another point from any point on the paper without crossing this edge? Actually, it is possible. Just twist a piece of paper tape and stick it on both ends. This was discovered by the German mathematician Mobius in 1858. Since then, that kind of belt has been named after him, called Mobius belt. This makes topology, a branch of mathematics, flourish. Through many stories and historical facts, let students experience interesting mathematics, guide them to love mathematics learning, stimulate students' desire to learn mathematics, and participate in learning and exploration activities with confidence.
(2) I feel that mathematics is valuable. If a person has a sense of demand for mathematics and thinks that mathematics is very useful and valuable in life, he will like mathematics. Teachers need to create situations, consciously capture mathematical information, collect life examples, and communicate the relationship between mathematics and life, so that students can unconsciously grasp the connotation of knowledge in familiar learning situations and achieve better results.
(3) Enjoy the beauty of mathematics. If students want to love mathematics, they must feel the beauty of mathematics, like a colorful paradise, rigorous scientific beauty, dialectical philosophical beauty, concise content beauty, harmonious law beauty and wonderful formal beauty. Teachers should try their best to explore and render the beauty of mathematics, help students reveal, appreciate and feel the beauty of mathematics knowledge, so as to cultivate students' strong interest in mathematics learning and stimulate their strong desire for knowledge.
(4) Make math learning easier. If students want to like mathematics, they should make it easier, and try their best to make students accept it and be willing to accept it. Less abstract and boring reasoning, more tangible and familiar things, more free and vivid discussions, and describing mathematical phenomena in your own language and favorite way make mathematics easy and interesting, and students like it.