Suhomlinski pointed out: if teachers don't try their best to make students feel high and excited, they are eager to impart knowledge, and emotional mental work will bring fatigue. Without exultation and interest in learning, learning will become a burden for students. Vivid learning situations can stimulate students' interest in learning mathematics, fully arouse their enthusiasm and initiative in learning, and make them have intrinsic learning motivation and actively participate in mathematics activities. In classroom teaching, fairy tales, puzzles, stories, games and other forms are often used to create situations to increase the interest of classroom teaching and arouse students' enthusiasm for learning textbook knowledge. According to the age and psychological characteristics of junior students, the psychology of thinking development tells us that the unintentional attention of junior students is the main component. In order to stimulate students' enthusiasm for learning, these students' favorite activities must be introduced into the classroom. Whether interspersed in the classroom or in practice, students can learn through play, increase their knowledge and talents. Therefore, in the usual teaching, I create a reasonable situation according to the needs of teaching content. For example, when teaching "meters and centimeters", let students play the role of surveyors to measure the length and width of the classroom; When teaching "Understanding of Yuan, Jiao and Fen", let students be salespeople, imitate the working situation in the supermarket, consolidate what they have learned and make them use flexibly. Also, when they are young postmen and doctors, children's thirst for knowledge is satisfied and they are more willing to devote themselves to the new learning environment. In this way, the harmony between the objective environment and the main activities is beneficial to children's physical and mental development.
Of course, there are many channels to arouse interest. In addition to environmental infection, the situation created by teachers' language also plays a considerable role. Junior students are particularly interested in fairy tales and riddles. For example, in the teaching of "knowing time and minutes", riddles can be introduced into the new lesson from the beginning. When teaching, the teacher can smile and say to the students, "Here is a riddle. Do you want to guess?" "The riddle is ……", which suddenly attracted the students' attention. The students couldn't wait to raise their hands. Teachers can tell them that they are right, praise them as "really smart", and then let students guess what new knowledge they will learn in this math class, so as to stimulate students' interest in learning at once.
In short, create one situation after another in mathematics classroom teaching, so that children can move in the optimized situation. In this way, learning has become children's subjective needs, and active learning has brought the joy of success, resulting in the fun of exploring knowledge, creating fun and positive fun.
Second, close contact with real life.
An important idea of the new mathematics curriculum standard is to highlight the reality of mathematics, and mathematics teaching should be based on reality, enriched in reality and applied to reality. There is no doubt that mathematics education must fully consider the trajectory of human activities in the process of mathematics development, be close to students' familiar real life, constantly communicate the connection between life and mathematics, integrate mathematics in the real world with mathematics in textbooks, let students discover and explore mathematics in the real mathematics learning environment, improve their understanding of mathematics, and develop their thinking invisibly at the same time, laying the foundation for future creation.
The textbooks we use now have changed the rigidity in the past and changed the situation that teachers are struggling to teach and students are struggling to learn. The design of the content is closely related to students' age characteristics, cognitive level and real life, so that students can feel that mathematics is around us. For example, in the "one-to-one" teaching, I let the whole class move, compare themselves with other students, and compare their learning tools with each other, so that the reality and textbooks are well combined, and the students learn very seriously and happily, which not only achieves my teaching effect, but also exercises students' practical ability, and the classroom atmosphere activates students' enthusiasm for learning. For example, after learning Statistics, ask the students what you plan to count. This link makes full use of students' existing life experience, applies what they have learned to their lives, solves mathematical problems around them, and understands the role of mathematics in real life, so that students can realize the importance of learning mathematics and the happiness of learning and being useful, and the connection between mathematics and life is best reflected.
After listening to some math classes, most of the situations created by these classes are introduced by fairy tales. Although it conforms to children's age characteristics and attracts students' interest, it seems to be too far away from children's lives and puts them in castles in the air. Therefore, the selection of materials must conform to the age characteristics and life experience of students. For example, in the teaching of the first-grade experimental textbook Statistics, the situation in the textbook is that some small animals give elephants birthdays. Although this situation is full of childlike interest, it is not practical. This is how I create a situation: the birthday of the whole class or the celebration dinner in class, the demand for fruit, what fruit to buy, how much fruit to buy, close to students' lives. In this way, students' enthusiasm for participation may be higher, and they will also feel the role of knowledge more deeply.