First, create a story situation to stimulate interest in learning
As mentioned above, primary school students have their own unique psychological characteristics. They like games, listening to stories and so on. As teachers, we should aim at these characteristics and create effective situations according to the teaching content in classroom teaching to stimulate their interest in learning mathematics. So as to effectively improve the efficiency of mathematics classroom teaching.
If teachers use traditional teaching methods to teach students how to know new graphics as soon as they enter the classroom, I am afraid that students will only mechanically follow the teacher by rote, and there is no way to talk about their interest in learning. Therefore, it is undoubtedly extremely difficult to improve teaching efficiency. So how can we effectively stimulate students' interest in learning? The author thinks that it can be done by creating story situations. When the teacher comes into the classroom, he can tell the students a short story first: One day, there was an argument between graphic artists, and every graphic artist thought he was the most beautiful and useful. Figure A says: My round face is the cutest and most beautiful, and I am the most useful. Without me, the car can't run so fast. Picture b says: I am beautiful. I have sharp corners and strong stability. Figure C says: What about me? My square face is angular and especially straight. They each said their own advantages and argued endlessly. Students, do you want to know them? Should we help them judge? In this way, students will have great interest and can't wait to know these graphics. This greatly stimulates the interest in learning and improves the teaching efficiency.
Second, create problem situations to stimulate interest in learning
In primary school mathematics classroom teaching, it is also a good method to stimulate students' interest in mathematics learning by creating problem situations. It is said that learning begins with thinking and thinking begins with doubt, which shows the importance of problem design in classroom teaching. Questioning can not only effectively stimulate students' interest in learning, but also fully activate students' thinking and guide students to actively participate in the study of new knowledge. Therefore, in primary school mathematics classroom teaching, in order to effectively stimulate students' interest in learning mathematics, teachers can create problem situations according to the teaching content, thus promoting the improvement of classroom teaching efficiency.
For example, in the teaching of "understanding the angle", after the teacher guides the students to master some simple knowledge about the angle, the teacher can first give some pictures such as squares, triangles and rectangles to guide the students to find out their own views on the angle. I believe that in this way, students will have a better understanding of "angle". Then teachers continue to create problem situations on this basis: "Angle" was originally a very abstract knowledge point, but we can concretize it through our skillful hands and discerning eyes. Who can try to draw a corner with your skillful hands? Then give the students some pictures of houses, fans, scissors, etc. Let them open their eyes and find out where there is a corner. Through such a problem situation, students will naturally take an active part in learning and want to finish the questions raised by the teacher first. Only in this way can we effectively stimulate learning interest and promote the improvement of teaching efficiency.
Third, the creation of life situations to stimulate interest in learning
Mathematics knowledge is closely related to life. It is no exaggeration to say that mathematical knowledge comes from life and is finally applied to life. Therefore, in primary school mathematics classroom teaching, teachers should organically combine knowledge with life, make students realize the importance of learning mathematics knowledge, and thus improve their interest in learning mathematics. Therefore, in primary school mathematics classroom teaching, teachers can create life situations according to the teaching content, and effectively improve classroom teaching efficiency by stimulating students' interest in learning.
If the teaching of "Understanding RMB" is carried out, RMB is a necessity of life, and students have a certain understanding of it. In this regard, teachers can fully create life situations to help students master more knowledge about RMB and help students know how to use RMB correctly. Specifically, after guiding students to master the relationship between yuan, jiao and fen, teachers can help students learn simple shopping through a life situation: Mingming's mother needs to go to the supermarket to buy some daily necessities, but she is still busy with housework, so she gives Mingming a shopping list to buy back what she needs. Mingming went to the supermarket with 100 yuan to shop according to the list. Finally, the cashier's aunt told him that a * * * would cost 85.60 yuan, and obviously gave it to the cashier 100 yuan, but I didn't know how much to get back. Let's help Mingming figure out how much money the cashier should get back. In this way, students can realize the importance of mathematics knowledge, thus effectively stimulating their interest in learning, and naturally improving teaching efficiency.
Of course, it is very effective to stimulate students' interest in learning by creating situations in primary school mathematics classroom teaching. In actual teaching, in addition to the above methods, teachers can also create a variety of teaching methods according to the teaching content, such as creating game situations and operating situations. As long as teachers actively explore, they will certainly find more effective ways to create situations, stimulate students' interest in learning, and ultimately promote the improvement of classroom teaching efficiency.
In short, in primary school mathematics classroom teaching, the majority of mathematics teachers must take effective methods to stimulate primary school students' interest in mathematics learning. After all, interest is the best teacher. Driven by interest, students will participate in classroom teaching more actively, thus improving classroom teaching efficiency.