Using classroom games to cultivate primary school students' interest in learning

In the process of primary school students' learning, due to the limited cognitive ability, it is difficult for students in the lower grades of primary school to generalize some concepts without directly observing the characteristics of things. Their level of observation, memory and imagination is still very low. They are not good at proposing the purpose and task of observation for themselves. They don't know how to observe. They are not careful, comprehensive and orderly when observing. Memory method will only memorize mechanical memory and memory content, emphasizing intuitive and specific types. Their attention is unstable and persistent, which is often closely related to their interests. Vivid, concrete and novel things are more likely to attract their interest and attention, but they are not interested in more abstract concepts and theorems. The effect of memory is obviously influenced by emotion and external motivation. Therefore, clever use of classroom games to improve pupils' memory is conducive to cultivating pupils' interest in learning.

First, pay attention to the design of classroom games, scientific and interesting.

As a part of classroom teaching, classroom game design requires the unity of science and interest. At the same time, how to design games with appropriate teaching content is the key to the success or failure of classroom games.

In teaching, we can choose some topics that students like, have a little plot and are widely used in students' life experience and daily life. Through a small number of interesting topics and various forms of topics, students become happy to know them. For example, after completing the basic questions in this lesson, ask students to draw a triangle in their notebooks, and ask that both internal angles are right angles. When students can't draw, they all scratch their heads and think hard. At this time, the teacher told the reason why "painting can't come out", and the students suddenly realized. It is because of this simple game that students remember the basic knowledge point "the inner angle of a triangle is 180".

Second, organize classroom games to improve students' participation.

Teachers should participate in students' games from beginning to end, become part of the games equally, and never be outsiders or bystanders. Teachers must be both instructors and participants, singing, dancing and playing games with students, so as to be integrated into students. In the process of participating in games with students, teachers should constantly inspire and guide students. Once students make mistakes, teachers should not interrupt them immediately, but should correct them after the game.

When teaching addition and subtraction within 10, students like to participate in "riding games" with me. Before the race, the teacher needs to prepare some drivers' headdresses and calculation cards and send them to each student. At the beginning of the game, the classmate who gets the driver's headdress will become a car driver and stand proudly in the designated place. I usually wear a headdress as a "little driver", and each headdress is written with a 65430. Students who get the formula card will take different "cars" according to the number of points on the card. After all get on the bus, the driver will check the tickets, and those who take the wrong bus will be fined. After the ticket inspection, the driver will lead the passengers to "get on the bus" with the music. The children are particularly excited because of my participation. They all want to get in my car and are proud to play games with their teachers.

Third, make good use of classroom games to stimulate students' interest in learning

According to the characteristics of mathematics and pupils' active, innovative, curious and competitive thinking, we set up game situations, put new knowledge into game activities, make students have a desire for new knowledge through games, make students' attention in a highly concentrated state, acquire knowledge through games, develop their abilities and improve their interest in learning.

For example, when learning numbers within 10, you can teach students such tongue twisters: "19 19, good friend; 2828, hand in hand; 3737, inseparable; 4646, good partner; 5555, fill a pair of hands. " Students learn numbers not only catchy, but also easy to understand. For example, when learning the hour hand and minute hand, children's songs can be used to help students remember. "The small dial goes round and round, and the hour hand turns around. The minute hand is long, the hour hand is short, one is fast and the other is slow. The minute hand ran a whole circle, and the hour hand only ran a short period. " Stimulate students' interest in learning through children's songs, so that students can master what they have learned in happy games.

Fourth, let the mathematics knowledge in life become an interesting classroom game.

When designing teaching content, we should consciously link textbook knowledge with students' real life, start with things that students can see and touch in their daily life, actively create active, operable and students can do teaching content, integrate mathematics knowledge into students' favorite life activities, take intuitive and rich objective things as the carrier, turn boring mathematics problems into living reality, and make abstract mathematics knowledge lively and interesting, thus expanding teaching content and teaching. For example, when teaching "Understanding the Numbers of 1 1 to 20", we used the media to show a vivid scene of a hoop competition in June 1 day. It is stipulated that each child can only throw 1 1, and 1 1 circle is divided into nested and non-nested parts. Different situations in children's activities present various compositions of 1 1, which is a familiar game for primary school students. Starting from the real situation, students need to understand the composition of numbers in daily life.

In short, through various forms of teaching situation design, not only students have a strong interest in mathematics, but also help to cultivate students' spirit of bold exploration and innovation.

In junior high school mathematics teaching, I deeply realized that junior high school children are interesting, active and naive, and game teaching is their favorite form. In addition, interesting math scenes, teachers' vivid language, anthropomorphic animal illustrations in textbooks and competitive exercises can also stimulate their interest. Therefore, in teaching, according to this characteristic of junior students, I have adopted various teaching means and methods to stimulate students' curiosity and cultivate students' interest in learning mathematics.

The following are some of my practices based on my own work practice:

First, cultivate the feelings between teachers and students and create a harmonious learning atmosphere.

In order to cultivate students' interest in learning, teachers should not only have appropriate teaching methods and superb language expression art, but also smile often plays an inestimable role. Every time I walk into the classroom with a smile on my face, the students' tension naturally decreases. The kind language touched my classmates and made everyone happy to communicate with me. Teachers' smiles can infect students, make the classroom atmosphere relaxed and happy, and open students' hearts. Smiling can give students a sense of intimacy, increase the friendship between teachers and students, and make students "love my house and my dog" and become interested in math learning.

Second, to cultivate students' interest in learning, we should use typical examples.

According to the psychological characteristics of junior middle school students' love of telling stories, I told how Zu Chongzhi invented pi and became a famous mathematician, and how Archimedes used wonderful stories to attract students' attention, seize opportunities, improve the situation and teach new lessons, which set a brilliant example in the hearts of students, not only edifying their thoughts and sentiments, but also enabling them to master knowledge in a pleasant atmosphere.

Third, let students think more, do more and experience more, so as to strengthen the combination of mathematical theory and practice and stimulate students' thirst for knowledge.

The thinking characteristic of primary school students is that they are interested in intuitive, concrete, vivid and vivid objects. Understanding and explaining mathematical concepts, properties and formulas through intuitive objects can not only make students easier to understand and accept, but also stimulate their interest in learning. For example, when I talk about the understanding of cubes and cuboids, I first let students find concrete objects in their lives, and then let them observe, touch, discuss and communicate, and get the concepts of cuboids such as length, width and height. In this way, students can deeply remember what they have learned, develop their intelligence and cultivate their thinking ability.

Fourth, use formulas to stimulate students' interest in learning.

In teaching, I make up my own formula according to the characteristics of teaching content, so that students can learn and master mathematics knowledge easily and happily. When talking about abdication subtraction with zero at the end of the minuend, I guide students to find the law on the basis of the new lesson and summarize the abdication formula with zero at the end of the minuend. "Zero is ten" enables students to firmly and accurately remember the knowledge of learning mathematics. This will help students overcome the difficulties in learning, cultivate their interest in learning, change "hard learning" into "happy learning", and change the difficult from abstract to image, thus cultivating their interest in learning.

In a word, integrating mathematics teaching content into life can make students learn happily and teachers teach happily and easily.