First, learn in game activities.
Play and play are children's nature. In the classroom, teachers organize students to carry out appropriate game activities, which not only helps students develop their physical strength, intelligence and communication skills, but also helps to stimulate students' interest in learning. The practice at home and abroad also proves that the scientific use of game teaching will be of great benefit. I often use the game teaching method in teaching and have achieved good teaching results. For example, when teaching "Composition and Decomposition of Numbers", I designed a game of "Finding Friends": the children who participated in the game put on digital cards and found friends with each other along with the melody of "Finding, Finding, Finding and Finding a Good Friend". The numbers on the headdress can form numbers that need to be decomposed, and they are good friends. (For example, 2 plus 6 makes 8; 3 and 5 make up 8, "2" and "6" are good friends, "3" and "5" are good friends. Students feel the abstract ideas of mathematics in intuitive and relaxed games, which makes them feel happy. For another example, I designed a "password matching" game in the practice class of teaching "nine multiplication formula": the game is like this, each group has 10 people, and each student has 1 digital card.
The multiplication formula is written on the side, and the number of the other multiplication formula is written at the bottom. Then one classmate said who has 9 times 9, and another classmate said to his classmate, I have 8 1. This classmate went on to say the multiplication formula on his card, and so on. Through this game, the students' enthusiasm for learning multiplication is stimulated, and the multiplication formula of Nine is easily and happily remembered.
Second, learning in a mathematical situation.
Mathematics originates from life, and life is full of mathematics. Teachers should create a good math learning atmosphere for students and let them revel in the math situation. The "situation" here mainly means that teachers put students in the atmosphere of mathematics learning by telling stories, creating life scenes and multimedia courseware. Students in the lower grades of primary school love to listen to stories. According to this psychological characteristic of students, I often combine the mathematical knowledge in books with real life and make up stories to attract students' attention, stimulate their interest in learning and inspire their thinking, so as to achieve better teaching results. For example, when I was learning to use mathematics, I told such a story: there were many cute little animals living by a beautiful river. They shuttle freely on both sides of the river every day, always playing happily together and having a good time! However, it rained for a long time not long ago, and flash floods washed away the only wooden bridge on the river. The river separates the animals on both sides of the river, making life inconvenient and unable to play happily together as before. Brother Xiang, who has always been hardworking, knew about this and decided to build a wooden bridge again. It's a nice day today. Look, Brother Elephant is coming! This vivid story aroused students' interest in learning and thirst for knowledge.
Third, learn through practical activities.
Primary school students in lower grades have poor abstract understanding ability, so I often stimulate students' interest in learning through hands-on activities in teaching. For example, in the arrangement and combination of teaching figures
There is an exercise: how many times do four people shake hands every two people? As soon as the topic was put forward, the students gave their answers. Some said it three times, some said it four times, some said it five times, and some students said it six times. They all said that their answers were correct, and they argued endlessly. At this time, I invited four students to shake hands on the platform to see who was right. At this time, every student is watching carefully. Through practical operation and observation, students found that a * * * should shake hands 3+2+ 1=6 times. Such practical activities improve students' learning interest and initiative, stimulate their thirst for knowledge, and experience the joy of "doing mathematics" in practice.
In addition, because it is often difficult for primary school students to master abstract knowledge, I often pay attention to using multimedia courseware for teaching according to conditions. For example, when teaching translation and rotation, my courseware shows some common sports phenomena in life, such as raising the national flag, cable car sliding, car running, train running, paper windmill, fan, clock rotating and so on. , especially using the advantages of multimedia pictures, words, sounds and images. Stimulate students' senses, concretize and visualize abstract mathematics, stimulate students' interest, make students understand the characteristics of translation and rotation easily and naturally, and cite many translation and rotation phenomena in life.
Third, learn from competition.
Junior students have a strong thirst for knowledge and expression, hoping to gain the trust and praise of teachers and classmates. In teaching, I often carry out competitions, such as "competition", "competition" and "winning the red flag", so that students can learn knowledge, increase their talents and constantly improve their learning enthusiasm.
There is a saying that interest is the best teacher, so our teachers should pay attention to it in teaching.
Use various means to cultivate students' interest in learning, skillfully set up problem situations, promote students' interest in inquiry, provide students with suitable practical opportunities, let students experience the fun of applying mathematics to solve problems, guide and help different students to succeed in mathematics learning, let them experience the fun of success in mathematics learning and enhance their confidence in learning mathematics.