Mathematics is a logical, abstract and boring course, and primary school students are not interested in learning mathematics, so the role of cultivating primary school students' interest in learning mathematics cannot be underestimated. How to make primary school students have a strong interest in mathematics requires teachers to strengthen their interest in primary school mathematics teaching. So, how to strengthen the interest in primary school mathematics class?
First, the fun of mathematics classroom teaching comes from the introduction of novelty and excitement.
A good beginning is half the battle. Classroom teaching lead-in is a prelude for teachers to compose beautiful teaching music, the first note of teachers and students' emotion, an important part of classroom teaching art, and an important means to attract students' attention and stimulate their interest in learning. Therefore, the introduction must be novel, vivid and interesting. The so-called novelty and liveliness means that the form is flexible and diverse, not always the same. The so-called interesting, refers to the vivid and interesting, humorous effect, which can attract students in a relaxed atmosphere and firmly grasp their attention. Psychological research shows that "novel and interesting stimuli" that refresh students can effectively enhance their perception and attract their attention. For example, when I was teaching the introduction of the new mathematics course "Preliminary Understanding of Fractions" in grade three, I designed "Students, do you like listening to stories? Today, the teacher said a paragraph to everyone. It is said that Tang Priest and his disciples went to the Western Heaven to learn Buddhist scriptures. One day, they passed a barren hill, tired and hungry. The Monkey King thought, if you go on like this, you will starve Master to death. After a while, Wukong got some peaches from somewhere. Pig Bajie, a greedy pig, drools at the sight of them. Wukong robbed a few before gaining a foothold. Just as he was about to put them in his mouth, Wukong said, "Bajie, it's okay to eat peaches, but I have to test you and get the right answer before eating." Pig said,' Good'. Wukong said, "You and Friar Sand share two peaches, how many each?" ? Please write down this number. Pig head wrote it down without thinking. Do the students know what this is? Wukong said, "You and Friar Sand each get a peach, and how many each?" ? Please write down this number. Bajie can't even write. Can students help Bajie? Please write this number on paper. "This example is that the teacher introduces new lessons to students with stories. This kind of short story is not only easy to understand, but also interesting, which is of particular interest to primary school students. Moreover, primary school students are psychologically strong and think that Bajie will not. So, the students took the initiative to help Bajie solve the problem. Close contact with students' real life, starting from students' life experience and existing knowledge, create vivid and interesting situations, guide students to carry out activities such as observation, guessing, reasoning and communication, so that students can learn to observe things and think about problems from a mathematical point of view, and stimulate their interest in learning mathematics and their desire to learn mathematics well. Introducing a new lesson in the form of solve riddles on the lanterns conforms to the current concept of new curriculum reform, and makes students interested in this lesson at the beginning of class. A good beginning is half the battle.
Second, the fun of mathematics classroom teaching comes from the teaching process of students' situational performance and hands-on operation.
Introduction is just a prelude to a class. It is not enough to make a class interesting and fresh. Teachers also need to add luster to the link of exploring new knowledge in order to keep students' hearts in the classroom. For example, when Li Linyan, a teacher in our school, taught the fourth-grade mathematics "Stationery Store", the design took the group as the unit, and the students played the roles of small salespeople and small customers respectively. The students acted very realistically and were very excited, and the whole class immediately became active. In this way, making mathematics into life is not only conducive to students' active exploration based on life experience, but also conducive to students' feeling that mathematics is around, so that the original boring mathematical calculation can be transformed into daily life practice, and students have a strong interest and intimacy in mathematics. Organize students to carry out operation activities, encourage students to participate in the hands, eyes, brain, mouth and other senses, cooperate with each other, improve the perception effect, and lay a solid foundation for students to rise from perceptual knowledge to rational knowledge. And hands-on operation can make the original boring classroom teaching interesting.
Thirdly, the fun of mathematics classroom teaching comes from the practice and consolidation of competitions and games.
If introduction is the prelude and exploring new courses is the development of classroom teaching interest, then practice consolidation is the climax of classroom teaching interest. To push this interest to a climax, we must design some novel and exciting exercises to consolidate the activities. For example, when I consolidated the practice of "Division of Fractions" in the second volume of "Teaching Fifth Grade Mathematics", I designed it by imitating the quiz that often appears on TV. In order to improve the competition atmosphere, I specially divided the whole class into boys' group and girls' group, and named them "Fast Boys' Group" and "Super Girls' Group" to compete. With this design, students' interest has been greatly improved, and every team member is interested in the game. So as to activate students' thinking and arouse their enthusiasm and initiative in learning, which is conducive to enhancing the effectiveness of classroom teaching. For example, Teacher Lin Xiaogu of our school designed a game to find children while consolidating the teaching practice of "determining the position". Teacher Lin gave each student a card with the location written on it, and the students looked for "your child" and other game activities. Games are students' favorite activities. They are introduced into the classroom, and the teaching content is included in the game, so that students can "learn while playing". In this way, students have high interest in learning, active thinking and quick response, and can achieve twice the result with half the effort when studying. At the same time, it also pushed the interest in classroom teaching to a higher climax.
Fourthly, the interest of classroom teaching comes from humorous and inspiring teaching language.
Suhomlinski said, "If you don't want knowledge to be static, you should turn language into an important creative tool." Therefore, teachers should make good use of language humor in a timely and appropriate manner, activate the classroom atmosphere, and let students study in a pleasant environment, but they should not act arbitrarily. Humor in teaching can often break through some key points, difficulties and key points, and students are deeply impressed by their knowledge and skills. For example, I am teaching the problem of "chickens and rabbits in the same cage": chickens and rabbits in the same cage have 84 heads, 190 legs. Please count how many chickens there are. How many rabbits are there? After reading the questions, the students talked about it one after another. Some did mental arithmetic, some did written arithmetic, but they couldn't work out the result. A student said that it would be easy if every chicken had as many legs as every rabbit. So, a teacher said, "Please all rabbits raise their front feet and stand at attention." The whole class burst into laughter, opened their magical eyes and stood up. "Now, chickens and rabbits have the same number of legs. There are 84 heads on it. How many legs are there below? " "84 X 2 = 168 (articles)" The students answered together. "How many legs are missing compared with the original conditions?" "Missing 190- 168=22 (item)" The students answered immediately. "Where are these 22 legs?" "It was picked up by the rabbit." "So now you know how many rabbits there are?" "There are 1 1 rabbits." Many students shouted with joy. It should be said that the problem-solving method of "chicken and rabbit in the same cage" is difficult for students to understand. The teacher used humorous and interesting language and visualized teaching methods, and the students immediately understood that there were 22 legs missing, and each rabbit was missing 2 legs, so there were 1 1 rabbits. Students are easy to understand. For another example, when I was teaching, I found that some students were absent-minded, so I said, "I found that some students were' not involved in the play'. Let's' replay' what just happened, shall we? " At this point, the whole class burst into laughter and led these students who deserted into the classroom, so that they could feel the teacher's direct criticism and avoid emotional conflicts. Achieve the educational realm of "moistening things and being silent".
Fifth, the fun of mathematics classroom teaching comes from changing the traditional teaching mode.
In the past teaching, it has always been the traditional mode of teachers talking, students listening, teachers writing and students watching. This teaching method does not meet the requirements of the new curriculum standards. Multimedia means such as charts, pictures, videos and music are intuitive, concise, vivid and vivid. These teaching methods can focus the attention of newborns and stimulate their strong curiosity and thirst for knowledge. In the same course, using multimedia teaching method can not only deepen students' understanding of what they have learned, but also achieve good teaching results. In addition, primary school mathematics teaching generally has the defects and disadvantages of attaching importance to grades and neglecting practice. Although there are many forms of inquiry and practice activities in the teaching materials, they are rarely used in the classroom. This teaching method, which pays more attention to grades than practice, ignores the cultivation of students' practical ability, which largely causes students' lack of interest and passion in mathematics class. Knowledge comes from life. Teachers should inspire students to pay more attention to life, accumulate more experience from life, combine books with practice, and emphasize that textbooks cannot be divorced from practical teaching concepts. If teachers are confined to textbooks and are not good at combining the events around them with social reality, students will easily feel tired of learning and antagonistic. Frankly facing the reality and starting from the problems in life and reality can not only enhance the interest and richness of the classroom, but also help students to initially establish a good outlook on life and society and lay the foundation for going to society.
"There is a pattern in teaching, but there is no fixed pattern in teaching, so it is very important to get a pattern." Education is a career that needs loyalty and dedication. Education is an art, and art needs innovation and exploration. Confucius, a great educator in ancient China, said, "Knowing is not as good as being kind, and being kind is not as good as being happy." With this belief, I will make unremitting efforts to integrate interesting teaching into mathematics teaching practice, and I believe it will definitely bring us more smiles!