Teaching activities are bilateral activities between teachers and students. In class, the teacher's role is to organize, guide and instruct. Students should acquire knowledge through their own activities. In mathematics classroom teaching, teachers should leave a space for students to see, think and speak for themselves, so as to achieve better teaching results. Let the math class no longer be boring, teachers should inject vitality and vitality into the math class and let students fly in the sky of mathematics. So how can we make the math class "live"?

First, stimulate students' interest and inject vitality into the classroom

Mathematics teaching process is a process full of psychological activities. In the teaching process, teachers should use the charm of mathematics knowledge to stimulate students' interest in what they have learned and fully mobilize students' enthusiasm and initiative, so as to achieve the realm of applying what they have learned.

1. Create scenarios to stimulate students' interest in learning.

A good situation provides students with opportunities to engage in mathematics activities, which stimulates their interest in mathematics and their desire to learn it well. Good teaching situation makes students actively participate in the teaching process with pure emotion, and makes the whole classroom a place of multi-directional infection. In this situation, students observe, imagine, understand and master with their inner feelings and emotions, which is conducive to optimizing classroom teaching, improving teaching efficiency and reducing students' learning burden. Teachers should be good at creating teaching situations, stimulating students' enthusiasm for learning and making the teaching process attractive to students all the time. For example, when I was teaching Statistics, I used a story to introduce: "Kid, is the animal kingdom holding a spring track and field meeting?" Would you like to have a look? " Then multimedia shows the dynamic situation: elephants are organizing animal registration, and there are four events: 30m, 50m,100m, 200m. The animals reported their names, and the elephant was too busy to know what to do. At this time, I asked my classmates if they would help the elephants. This question has pushed the students' enthusiasm and interest to a climax. They can't wait to help elephants queue up and count the number of people participating in various projects in an orderly way. So as to actively participate in learning activities.

2. Conduct knowledge contests to stimulate students' interest in learning.

According to the characteristics of junior high school students' thinking in images, competitions can best stimulate their interest in learning. In teaching, facing the vast number of students, creating a competitive and successful opportunity for students, properly carrying out some beneficial competition activities, and eliminating the common boring feeling in class with competitions can stimulate students' interest in learning. For example, in the usual oral arithmetic competition, I often practice in the form of "driving the train", "catching the dragon" and "winning the championship", and the students who do well will be praised immediately. This not only enlivens the classroom atmosphere, but also eliminates students' study fatigue, killing two birds with one stone.

3, contact with real life to stimulate interest in learning.

As an instrumental discipline, mathematics comes from life, exists in life and is used in life. If we can closely combine mathematics knowledge with students' real life according to the cognitive characteristics of primary school students, then in their eyes, mathematics will be a visible, tangible and useful subject, not a boring number game. They will be complacent about being able to solve problems with mathematical knowledge in practice. Because of the practicality of mathematical knowledge, they will stimulate students' interest in learning mathematical knowledge. For example, when teaching "knowing the direction on the map", I combine the direction with the characteristics of some cities in the motherland, so that students can learn more about our motherland while studying mathematics.

Second, encourage students to ask questions and inject vitality into the classroom.

For students, creating some challenging, interesting "problem" situations that they want to solve can stimulate students' interest in learning and urge them to explore and think actively and happily. So how can students learn to ask questions? 1, set suspense, have questions.

In order to let students ask questions, teachers should first give students a problematic soil. Only in this way can students sow the seeds of problems and take root a little. For example, in the first class of teaching on, I asked such a question: "Students, how old are you this year? Who knows when your birthday is? " After the students answered, the teacher deliberately set a suspense: "Most of the students in our class are 8 years old and have had 8 birthdays. Xiaohong is also eight years old, but she has had two birthdays. Students will ask themselves why there are only two birthdays in eight years. This suspenseful doubt stimulates students' psychology, makes teaching grasp students' heartstrings, inspires students to think positively, and stimulates their strong interest in learning new knowledge, thus improving teaching efficiency.

2. Build confidence and dare to ask questions.

In classroom teaching, sometimes, although we carefully create various question situations and try to inspire students to ask questions, there are still very few students who can ask questions. The main reasons are: (1) The teaching atmosphere is too serious, and students are afraid of teachers and dare not ask questions; (2) Some students have no confidence in themselves and are afraid of asking inappropriate questions to make teachers or classmates laugh, so they simply don't ask. In classroom teaching, teachers should establish an amiable and respectable image, instead of posing as an authority everywhere, which makes students feel psychological pressure. We should treat students with equality, tolerance and friendliness. Strive to be a good guide and collaborator in students' study. Actively create a democratic and harmonious classroom atmosphere and form a free thinking space, so that students can be in a relaxed and happy psychological state, think positively and dare to ask questions in their hearts. And encourage and affirm every student's questions in time, help students build confidence, and let students dare to ask questions and be willing to ask questions.

Third, strengthen teacher-student interaction and give students a pair of wings.

The new curriculum takes students' development as the basic concept, and forms a proactive learning attitude and a new spirit to adapt to development. These developments are reflected in teaching, so teachers need to give students a pair of wings to make them move. Only by making students move can it help to improve their quality in all aspects and improve their interest in learning. Only by making students move can the high atmosphere in our classroom last; Only by making students move can our classroom be full of spirituality and vitality.

1, let "points of interest" become the "starting point" for students to fly.

Interest is the psychological tendency of primary school students to actively participate in learning activities, and it is the internal motivation to promote their learning activities. We have talked about how to improve students' interest. With interest, students have the desire to fly. Teachers should be good at grasping the "points of interest" in students' learning process, making it a necessary driving force for effective interaction between teachers and students and a starting point for students to fly.

2. Let "knowledge points" become the path for students to fly.

Let students fly freely in the sky of mathematics. Freedom here is not aimless. As a guide, teachers should grasp a path for students to fly, which is to fly around knowledge points. In mathematics classroom, the interaction between teachers and students, or between students, should be centered on the teaching content, and can not be separated from the teaching knowledge points, not to mention some teaching means (multimedia, knowledge contests, teaching games, creating scenarios, etc.). ).

3. Let "harvest" become the driving force for students to fly.

At the end of teaching, teachers should not only sum up the knowledge of a lesson, but also help students sum up the harvest of this lesson. With the harvest, students will have the joy of success and the motivation to work hard next time.