First, organize teaching with riddles and stories.
Pupils, especially those in Grade One, are willing to go to solve riddles on the lanterns and listen to stories. If we can combine teaching materials closely and organize teaching in the form of riddles and stories, it will stimulate students' interest in learning. Can play a very good role.
Case 1: When teaching the second grade "Understanding of Hours, Minutes and Seconds", the teacher first asked the students to guess such a riddle: "You can walk without legs, but you can tell us when to get up and when to go to bed." Then according to the four illustrations in the book, make up a story about how a child cherishes time and develops good life and study habits. In this way, students naturally know the clock, hours, minutes and seconds, and at the same time, they are educated in time to cherish time, and their learning mood is naturally high.
Case 2: In the teaching of "additive commutative law" in the fourth grade, the teacher introduced the story that the old man gave the monkey peaches: three peaches in the morning and four peaches in the evening, and the monkey was unhappy; Then the old man redistributed four peaches in the morning and three peaches in the evening. The monkey is very happy. The introduction of such stories has greatly improved students' thinking interest in learning and actively participated in learning.
Second, give play to the role of charts and teaching AIDS and attach importance to intuitive teaching.
Primary school students take thinking in images as the main form, and they are interested in concrete images because they are vivid and impressive. Therefore, the current general textbooks are designed with a large number of intuitive views combined with the teaching content, and illustrate mathematical knowledge such as concepts, properties, laws and formulas through specific images. This not only makes it easier for students to understand and accept, but also gradually cultivates their abstract generalization ability, which can stimulate their interest in learning.
Case 3: When the teacher talks about the concept of "as much", he first presents the tug-of-war scene of two teams of children to the students, and then guides the students to observe the pictures, and establishes the concept of "as much" from the observation and analysis of the pictures. Because students like tug-of-war games and competitions, they are very interested in learning.
Case 4: When talking about the application of "more (less)", cut out 12 and 7 rabbit models with black and white cardboard in advance. In teaching, teaching boards are used for posting. From the posting, the concepts of "more white rabbits than black rabbits, less black rabbits than white rabbits", "more white rabbits than black rabbits" and "less black rabbits than white rabbits" are explained. After that, ask the students to explain the chart or build their own graph according to "the same quantity", "how much more" and "how much less". In this way, students' learning enthusiasm is very high, and they not only better understand and master the related concepts and solutions of this kind of application problems, but also improve their interest in learning application problems.
Third, through practical operation, arouse the enthusiasm of learning.
Teaching only depends on teachers, and students learn passively, so they are easy to feel tired and annoyed, unable to listen and remember, and the effect is poor. And through a variety of senses, give full play to students' active characteristics and strengths, let them do it, draw a picture, compare it, measure it, spell it and cut it, so that students' enthusiasm will be high and the teaching effect will be good. Especially in the teaching of basic geometry knowledge, it can get better results.
Case 5: When talking about the area of parallelogram and triangle, the teacher can let the students cut the parallelogram and triangle in their own way and then combine them into the rectangle we have learned. There are many cutting methods. Then let the students talk about the relationship between the new combination of graphics and the length, width, height and bottom of the original graphics. Through this operation, students can derive their own formulas for calculating the area of parallelogram and triangle. In this way, because of hands-on operation and participation in practice, students have a strong interest in learning, and have a deep understanding of the area calculation formulas of rectangles and squares and a firm memory.
Fourth, try to practice and satisfy your curiosity.
Primary school students are curious and competitive, so teachers should try their best to stimulate students' interest in learning and thirst for knowledge according to their characteristics.
Case 6: When talking about Volume 9, Fractions into Decimals, ask students to convert 4/3, 7/25, 1/3, and 7/22 into decimals, and then the teacher points out the question: What kind of simplest fractions can be converted into finite decimals, and what kind of simplest fractions cannot be converted into finite decimals? Can you do division calculation and find out the law from it? Because students are eager to discover laws through practice, their enthusiasm for learning will be high and their interest will be greatly increased. Teachers can guide students to observe several formulas of fractional conversion into decimals, analyze and compare them, and thus get the law of fractional conversion into finite decimals.
Five, cleverly set questions to stimulate interest in learning.
Teaching is artistic labor, and teachers' vivid language, proper posture and gestures, and clever design of various heuristic questions play an important role in stimulating students' interest in learning. Therefore, teachers should pay great attention to their own mathematical language in teaching. Whether reviewing old knowledge to introduce new knowledge, taking new lessons or consolidating new knowledge, we should pay attention to skillfully designing thoughtful questions to stimulate students' interest in learning and make them have a strong desire to learn.
Case 7: In the teaching of "Preliminary Understanding of Multiplication", the teacher first asked the students to add the sum of the same addend, or the teachers and students held a calculation competition, thus asking the teacher why he could calculate the result at once; Or ask questions, is there a simpler calculation method? What is a simple way to calculate the sum of several identical addends? Let the students realize that multiplication is very simple. What does the teacher say "2×3"? What does this mean? What is the pronunciation of "3×4"? What does this mean? What is the number before the multiplication symbol? What is the number after the multiplication symbol? What is the result called? Setting questions at different levels is helpful to the sustainable development of students' interest in learning.
Six, adopt a variety of practice methods to adapt to the psychological characteristics of students.
Attention is unstable and not lasting. Pupils focus on something for a period of time and then start to disperse, lose interest and like change, which is another psychological characteristic of pupils. Therefore, various teaching methods should be adopted in teaching to promote the development of students' interest, especially in the practice of a class, and monotonous forms and simple mechanical repetition should be avoided, otherwise it is not conducive to stimulating students' interest in learning.
Case 8: In the teaching of junior and middle grades, teachers can use games to teach and transfer students' interest in games to their studies, such as oral calculation, relay calculation by pen, pairing passwords, dragging friends, driving trains and winning red flags. In the teaching of senior grades, teachers can take measures such as watching who can solve quickly, who can solve much, who can compile correctly and quickly (self-compiled application questions), which can not only mobilize students' learning spirit, maintain an active classroom atmosphere, eliminate study fatigue, but also help students consolidate what they have learned.
Seven, the use of humorous teaching language, active classroom atmosphere
If teachers organize teaching in class, they can create an equal, harmonious and relaxed classroom atmosphere. Use the best teaching art and adopt flexible and diverse methods to create fascinating teaching scenes and stimulate students' interests. Mobilize students' learning enthusiasm, activate students' potential learning desire to the maximum extent, and let students actively participate in learning activities and become the masters of learning, then our classroom teaching will be successful.
Case 9: When using 0 in quotient to teach division, I repeatedly stressed that "1" is not enough when the dividend is less than the divisor, don't forget that it is "0". But students just can't remember, either forget to go to "0" or "0" is not in place. Later, I added a little humor to my teaching, and this phenomenon gradually changed. I met a "0" in the middle of my business, and I said, "There is a" pit "ahead. As we all know, if there is a pit on the road, you must fill it in before you can go. Jumping over it will inevitably hurt your feet. Ok, let's try to fill the hole. Hey! I found a pebble filled with a pit (that is,' 0')-Shang Shang' 0'. " Hearing this, the students grinned. Because my language is vivid, attractive and humorous, the students are deeply impressed by the problem of "0" in business and are no longer wrong.
In a word, the application of teaching humor and interest in teaching embodies teachers' creative thinking and labor teaching art, and a shallow smile and a simple gesture can reflect the light of humor. A teacher with a sense of humor can often make students feel that he is very powerful and charming, thus gaining endless fun and allowing students to acquire knowledge in a pleasant and interesting environment.