First, stimulate the introduction of interest and awaken perception
A good beginning is half the battle. Therefore, in teaching practice, according to the characteristics of primary school students' activities, at the beginning of classroom teaching, physical objects, pictures, game activities, slides, videos and other intuitive scenes related to teaching content can be used to lead into teaching, so as to arouse students' curiosity about classroom teaching. For example, when teaching the content of "understanding of cuboids and cubes", the author made the following introduction: "Today, the teacher brought a friend to everyone. There are many brothers and sisters in our life. Do you want to know who it is? " This aroused students' interest, and curiosity drove them to answer each other. After asking the students to guess, the author took out a "small robot" composed of several cuboids and cubes. At this time, students are full of desire to explore, and naturally enter the learning situation, paving the way for further learning related knowledge, and really awakening students' desire to explore knowledge.
Second, create a situation to stimulate interest
Curriculum standards point out that teachers should "teach with textbooks, not teach textbooks". Therefore, in the actual classroom teaching, teachers should take various incentive measures according to the characteristics of primary school students' innocence, hyperactivity and difficulty in concentration, such as group competition, watching animated stories, hands-on operation and other vivid and interesting situations to attract students' attention and stimulate their enthusiasm for participating in learning activities. Only in a happy atmosphere can students devote themselves to their studies and listen attentively to the teacher's problem-solving skills. Practice has proved that the successful introduction of the new curriculum has a multiplier effect on the teaching of the whole course.
Third, strengthen training and cultivate interest.
The cultivation of good hands-on operation ability is the key to strengthen students' comprehensive mathematics literacy. Teachers should make the best use of the situation, create scenarios for students, and provide opportunities for hands-on operation, so that students can strengthen their mastery of relevant knowledge points in practice and turn written knowledge into practical ability to solve problems. For example, when teaching "cylindrical lateral area", the teacher can ask students to take cylindrical cans of different sizes, cut out the label paper pasted outside and see what shape it is after unfolding. Some students cut it along the edge and unfolded it to get a rectangle; Some students cut it diagonally and unfolded it into a parallelogram; Some students cut the tall and thin round tank along the height and spread it into a square. Through hands-on, the teacher leads the students to realize that the sides of a cylinder can be unfolded into rectangles or parallelograms, their length (or bottom) is equal to the circumference of the bottom of the cylinder, and their width (or height) is equal to the height of the cylinder. When the perimeter and height of the bottom surface are equal, the side surface expands into a square. On this basis, the lateral area of the exported cylinder is equal to the perimeter of the bottom area multiplied by the height. In this way, students not only understand the concept of cylindrical lateral area and master lateral area's calculation formula, but also develop the concept of space, which further stimulates divergent thinking and further strengthens their interest in learning.
Fourth, life guidance, keep interest.
"New Curriculum Standard" points out: "Students' mathematics learning content should be realistic, meaningful and challenging. "It can be seen that we should teach students to learn to learn, discover mathematics from life, apply mathematics to real life, and form the ability to solve practical problems. Therefore, it has become an urgent task for primary school mathematics teaching and research to build a life-oriented primary school mathematics classroom and improve students' mathematics application ability.
For example, when teaching "axisymmetric graphics", teachers can let students operate first, and get the concept of symmetry from it. Then, students can find out whether the blackboard, desk and chalk box in the classroom, the leaf texture and architectural design in life are symmetrical graphics through observation, and find the symmetrical graphics around them through actual comparison, so as to deepen their understanding of the concept. This effectively stimulates students' enthusiasm for learning knowledge and cultivates their interest in learning. In the whole teaching process, students can actively participate in learning activities, learn from each other, compare with each other, effectively strengthen the mastery of relevant knowledge points, and realize that mathematics is around, and truly understand the truth that life is full of learning.
In a word, teachers should take cultivating students' interest as the key work in classroom teaching, really stimulate students' interest in learning, let them perceive knowledge and sense truth in a happy learning atmosphere, effectively maintain their interest in learning through scene creation, intensive training and life guidance, gradually consolidate their ability to form, further enhance students' good comprehensive quality in mathematics, and effectively promote the development of mathematics courses.