First, try to use vivid mathematical language to stimulate students' interest in learning.
The teaching content of mathematics is abstract, boring and tasteless. It has no vivid language and vivid stories, and it is not easy to arouse students' interest in learning mathematics. Using vivid mathematics language in class will stimulate students' interest in learning. For example, when teaching students to recognize and count, use concrete images and some interesting stories to stimulate students' interest. For example, in order to let students remember the font of the number 1-9, let them recite the jingle: "1 is like chalk, 2 is like a duck, 3 is like an ear, 4 is like a flag, 5 is like a hook, 6 is like a whistle, 7 is like a silver hoe, 8 is like a gourd and 9 is like a tadpole." In order to help students remember glyphs. Through this kind of teaching, the content of mathematics is endowed with certain emotional color, and the knowledge of mathematics is infiltrated into fairy tales, thus stimulating students' interest in learning mathematics.
Second, the use of intuitive teaching, the use of intuitive teaching AIDS, operating learning tools, to stimulate students' interest in learning.
"Intuitive teaching" can be seen and touched, which can directly explain problems, help to understand problems, visualize abstract knowledge, leave a deep impression on students and make them have endless fun from learning. Primary school students' thinking is to a large extent a kind of thinking based on image thinking, with poor abstract thinking ability, but they are active, curious and sensitive to novel and moving things. In order to solve the contradiction between abstraction and visualization of mathematical knowledge, we should make full use of various means of intuitive teaching to stimulate students' interest. In the teaching process, we can use visual teaching AIDS and operational learning tools to stimulate students' interest in learning. For example, when teaching "How to find an application problem with more (less) numbers than another one", let students put 10 triangles first, and then put 6 circles below, and explain to students that circles and triangles should be put one by one from the left. The teacher asked, "Which line has more rows?" See which part of the triangle in the first row is as many as the circle. Please draw with your fingers and check with each other at the same table to see if it is correct. Then draw more triangles instead of circles. "Then he asked," how many as many? How many triangles are there than circles? "Then inspire students to think that there are more triangles than circles. What part can a triangle be regarded as? How many triangles are there in the extra part? Make students intuitively see that there are more triangles and fewer circles, and triangles can be divided into two parts: one part is as many as circles and the other part is more than circles, thus realizing that more numbers can be divided into two parts, paving the way for learning new knowledge.
Third, let the students operate by themselves and cultivate their interest in learning.
Suhomlinski believes that only by making students feel their intelligence and creative happiness in the process of understanding can they stimulate their high and lasting interest. As the saying goes, practice makes true knowledge. By demonstrating learning tools, students can understand some concepts that are difficult to explain. In the classroom, students can practice their own operations, participate in learning activities with various senses, and experience the process of constructing knowledge, so that they can have a profound experience of what they have learned and gain profound knowledge; At the same time, students are interested in learning in practice. It is necessary to provide students with as many hands-on opportunities as possible, so that students can cultivate their interest in learning in hands-on activities and actively participate in classroom learning. For example, when teaching "Understanding of Cuboid", design two operation activities. For the first time, six rectangular cardboard boxes were provided to each group of students, and each group of students was asked to paste a rectangular cardboard box. When students choose cardboard pasting boxes, they will experience that only two cuboid cardboard boxes with the same size and shape can be pasted into cuboid cartons, thus generating perceptual knowledge of the characteristics of cuboid surfaces. The second time, let the students make a rectangular frame with thin sticks and plasticine, and let the students experience that only by dividing 12 sticks into three groups can four sticks with the same direction and equal length be inserted into a rectangular frame. Therefore, we have a perceptual knowledge of the characteristics of rectangular sides. Through the communication between students and the refinement of teachers, students have a deep understanding of the characteristics of cuboids. The organic combination of students' hands and brains in operational activities enlivens students' thinking and cultivates students' innovative consciousness.
Fourth, adopt flexible teaching methods to enhance learning interest.
Pupils are young, have poor self-control, and are obviously dominated by psychological factors when studying, which is easy to produce the mood of "liking the new and hating the old". Only by following the rules of students' psychological activities and combining the characteristics of subjects, ages and psychology can students be willing to learn and take the initiative to learn. Flexible and diverse forms and methods can be used in teaching, so that students will not feel bored, give them a new sense of strangeness, and make them have a strong interest in mathematics, thus improving their interest in mathematics learning and ensuring the smooth progress of mathematics teaching.
1. Create vivid teaching situations and stimulate learning interest.
Junior students like to listen to adults telling them stories about small animals. Every time you have a new lesson, you can write a story according to the content of the textbook, and then ask a group of enlightening questions to introduce the new lesson. For example, when teaching "addition and subtraction of 0", I made up a story like this: One day, a kitten and its mother went fishing by the river. After a while, the kitten found a beautiful flower. The kitten ran to catch a butterfly and chased it for a while, but it didn't catch it. The kitten ran back to fishing. As soon as he sat down, he found another dragonfly and went to catch it again. As a result, the dragonfly flew away again, and the kitten had to run back to catch fish. By this time, mother had caught three fish, but the kitten didn't catch any. The kitten is very sad. My mother told the kitten to do things wholeheartedly in the future, otherwise nothing could be done well. The kitten stopped being sad and went on fishing. But it was getting late, so mother had to take the kitten home. Children, the kitten didn't catch any fish. What is the number? Who can calculate how many fish the kitten and mother caught? The teacher guided in time, and the students quickly learned the addition and subtraction of 0.
2. Adopt the mechanism of praise and encouragement.
In teaching, students are eager for teachers' attention, trust, understanding and recognition, and are eager for teachers' respect, encouragement and affirmation. This desire is their internal motivation to participate in learning. At this time, teachers' positive evaluation and praise play an important role in mobilizing students' emotions. Teachers should seize the opportunity to praise students more, give them an appreciative and satisfied smile, a knowing nod and heartfelt praise &;
You have carefully observed ",a sincere advice:" Be careful when you do the problem, don't be fooled by it! "It will make students unforgettable for a long time, set off the ripples of students' emotions and actively participate in learning. Language praise, using small red flowers, five-pointed stars and other forms, can greatly inspire students, so that they have the confidence and will to overcome all kinds of difficulties in learning, thus enhancing their interest in learning mathematics.
3. Conduct competitions to stimulate the enthusiasm for learning.
Pupils have a sense of competition. Under competitive conditions, they can often study harder than under normal conditions, and they can organize various competitions in teaching. Such as "red flag race", "train race", "who can drive correctly and quickly" and "who is the most careful". There are various forms, such as class competition, group competition, competition between boys and girls, competition between underachievers and gifted students, etc. In this way, each student's chances of winning at all levels will increase, the role of motivation will be greater, and the enthusiasm for participation will be higher.
4. Use math games to stimulate students' interest in learning.
Choose some games that meet the teaching content to stimulate students' interest in learning and let students consolidate their mathematics knowledge in a relaxed and happy atmosphere. For example, when reviewing the "subtraction of decimals", students can play the game of "striving to be a model salesperson". The teacher holds the RMB in one hand and the price tag of the purchased goods in the other. Let the students work out the money they want to get back, write it in the exercise book, and judge the model salesperson after five times, thus prompting the students to further consolidate their knowledge. Heuristic teaching is used to arouse students' learning enthusiasm.
Fifth, carefully design exercises to promote students to consolidate their knowledge.
When the best time of a class has passed and students feel tired and distracted, they should be good at creating situations to arouse students' intentional attention and stimulate their interest in practice. Practice forms should be varied, such as small competitions and games. In the lively and interesting activities, children not only realized the internalization of knowledge, but also gained a successful experience through mutual cooperation, exchange and promotion, which enhanced their self-confidence in learning mathematics well. For example, when doing table division exercises, create a scene according to the characteristics of children's innocence, kindness and helpfulness, saying, "In order to help people exchange information and communicate feelings, everyone should separate many letters according to their addresses. Who wants to help them? At this time, the students actively participated, which not only consolidated their knowledge, but also cultivated the spirit of helping others. Of course, when doing exercises, we should also pay attention to training at different levels, taking into account students at different levels, so that all students can feel the joy of success.
Interest is the best teacher and the secret of learning success. Our teacher should avoid boring the class and oppressing the students. We should try our best to stimulate students' interest, arouse their enthusiasm, guide students to speak, use their brains and do things, actively participate in the classroom, and change "want me to learn" into "I want to learn" and "I love learning". To make children love mathematics, it is necessary to cultivate their interest in mathematics. Once a child becomes interested in mathematics, it will turn into hard work, thus achieving the teaching purpose of being relaxed and happy and willing to learn. Promote the development of students' thinking and achieve the goal of improving quality education.