1. Make students realize that learning is the need of modern people's survival. According to UNESCO, the illiterate people in the future are not illiterate people, nor people with little literacy, but people who can't learn. Since the 1920s, with the rapid development of science and technology, human beings have been brought into the information age. The huge increase of new knowledge and the rapid aging of old knowledge require people to be good at learning and keep learning all their lives.
2. Let students realize that they are the masters in the learning process. Make students understand that only by personally participating in the discovery of new knowledge, solving problems independently, being good at thinking and summarizing habits can they really exercise their thinking, develop their intelligence and develop their abilities. Otherwise, if you only know the ready-made answers to each question, and your thinking has not been exercised, you will lose the role of "mathematics is gymnastics to exercise your thinking". Over time, you get nothing with empty hands!
Second, the application of appropriate methods to stimulate students' learning motivation
1. Clever suspense stimulates students' desire to learn.
Desire is a psychological feature that tends to know, study and obtain something. In the process of learning, students can be eager to know some knowledge by cleverly setting suspense, thus stimulating their desire to learn. For example, when talking about the relationship between the roots and coefficients of a quadratic equation, first tell the students a short story: One day, Xiao Ming went to see him in Xiao Li's house, and Xiao Li was doing exercises to solve a quadratic equation. When Xiao Ming saw it, he told Xiao Li which problem he had done wrong. Xiao Li was surprised and asked Xiao Ming what the "secret method of judgment" was. At this point, I asked the students, "Do you want to know this secret method?" . The students said in unison, "Yes!" So the students ended the class with great interest.
2. Arouse cognitive conflicts and attract students' attention.
Cognitive conflict is the conflict or difference between people's existing knowledge and experience and the situation they face. This kind of cognitive conflict will arouse students' sense of freshness and surprise, arouse their attention and concern, and thus arouse their enthusiasm for learning. For example, in the teaching of "the definition of a circle", students have more contact with circular objects in daily life, and have learned some knowledge related to a circle in primary school, so they have a certain perceptual and rational understanding of a circle. However, they can't reveal the essential characteristics of the circle. If the teacher asks the students "What is a circle?" It's hard for them to answer. But they have been eager to know the definition of "circle", so teaching it again will get twice the result with half the effort.
Bring satisfaction to success
Interest is an emotional cognitive tendency. In learning, if students succeed, they will have a happy mood. If this kind of emotion appears repeatedly, a relatively stable relationship will be established between learning and happiness, and students will have a certain interest in learning. As Suhomlinski, an educator in the former Soviet Union, said: "The joy of success is a huge emotional force, which can promote children's desire to study hard. Please be careful not to let this inner strength disappear under any circumstances. " (Advice to the teacher).
4. Emotional communication, improve interest in learning.
Teachers should strengthen emotional communication with students, enhance friendship with students, care for students, love students, and enthusiastically help students solve difficulties in study and life. Being students' intimate friends makes students have a strong sense of trust, intimacy and closeness to their teachers, and then students naturally transition to the mathematics subject that they like you to teach. Achieve the effect of "respecting teachers and valuing morality".
Another aspect of emotional communication with students is that teachers let students know the development, evolution and function of mathematics, how mathematicians discovered the principles of mathematics and their attitude towards learning through stories about mathematics or the history of mathematics. For example, the author tells students stories about mathematicians such as Gauss, Father of Geometry, Veda, Father of Algebra and Archimedes, which not only makes students interested in mathematics, but also educates them. It has played the role of "moving with emotion, understanding with reason, guiding with understanding and guiding with action".
5. Conduct competitions appropriately to improve students' learning enthusiasm.
Appropriate competition is an effective means to stimulate students' enthusiasm for learning and strive for excellent results. Through the competition, students' sense of competition and thirst for knowledge will be stronger, and their interest in learning and perseverance to overcome difficulties will be greatly strengthened. Therefore, in the classroom, especially in the activity class, competition is generally used to organize teaching.
6. Timely feedback to deepen learning motivation.
From the perspective of information theory and cybernetics, there is no control without information feedback. How are the students' studies? This requires teachers to give appropriate evaluation, so as to deepen students' existing learning motivation and correct the deviation in learning. Teachers should not only pay attention to timely feedback in class, but also pay attention to timely feedback on homework, exams and activities. The combination of feedback and evaluation, evaluation and guidance, give full play to the diagnostic, guiding and stimulating functions of information feedback, and deepen students' motivation to learn mathematics.
When we know that a small teaching goal has been achieved through feedback, we should once again "erect obstacles" and "set doubts" to deepen students' learning motivation and keep them full of learning motivation. For example, in the teaching of "common factor decomposition", when students are interested in form:
am+an，a(m+n)+b(m+n)
After the polynomial is decomposed, new questions will be raised, such as:
In short, to stimulate students' learning motivation, the first thing is to let students have a correct understanding of learning, which is the source of learning motivation. Then, stimulating learning motivation is a technical problem, that is, how to stimulate students' learning motivation. In short, grasp the characteristics of students' interests: they are often interested in novel things, moving things, contradictory things, jokes and humorous stories, beautiful things, experiments and operations, competitions and games. Focusing on cultivating students' interest in learning can stimulate students' learning motivation in all directions.