First, stimulate interest in learning through game activities
Junior students are young, have short attention span, and are prone to fatigue and distraction in class. Adopting novel and flexible game activities can adjust their spirit, stimulate their interest in learning and maintain their strong thirst for knowledge. So I often arrange some game activities in class, so that children's nature can be revealed in the game. Let them express themselves and prove themselves in the process of playing. While stimulating students' interest in learning, it also enables them to consolidate their mathematics knowledge in a relaxed and pleasant atmosphere. For example, in the practice of teaching "Yuan, Jiao and Fen", I designed a game of "Bunny Selling Stationery". Let a child wear a headdress and be a rabbit. We are customers and go to the stationery store to buy things. This scene truly reproduces the children's lives. They suddenly beamed with joy, eager to join the game, and looked at what they wanted to buy in the store, and their happiness was beyond words. At this time, the teacher can convert the things to be bought in the shop into simple yuan, jiao and fen in time, and you can buy what you want by looking at the price list. Learning in the game, students enjoy it, get twice the result with half the effort, and their interest in learning will be improved unconsciously.
Second, teach language fairy tales and cultivate interest.
Language is a tool for information exchange, and mastering and using fairy tale language is one of the basic skills that every math teacher (especially a low-level math teacher) must have. Whether the teacher's language is accurate, vivid and interesting directly affects the interest of primary school students in learning mathematics. As a math teacher, we should first make the language full of love and goodwill. Teachers should be childlike and enter the role, so that the language is vivid, cadence, beautiful and full of musical beauty. Secondly, language is full of life and easy to understand. Make students sound interesting, elegant and interesting. After a class, the students all felt that time passed quickly and they were still very tired. For example, when learning "classification", let students do the practice of marking a point and smearing a point. After the students finished speaking, the teacher imitated the voice of "robot cat" "The children are great. I'm glad to meet you. I wish you progress in your study. " The children are very happy, very happy.
Third, enhance self-confidence and stimulate interest in learning.
The art of teaching lies not in imparting skills, but in inspiring, awakening and encouraging. Teachers should try their best to encourage all students to participate, stimulate their curiosity, seize the bright spots of students, give encouragement in time and enhance their self-confidence. For example, students who study particularly well can use inspiring comments such as "great" and "really smart"; Students who have made progress in their studies can use encouraging comments such as "Real progress", "Try harder" and "Come on". In this way, with the help of teachers, students can not only develop and improve themselves at different starting lines, but also stimulate their desire for further study, form a strong learning motivation and establish learning confidence. With self-confidence, it is not difficult to cultivate their interest in learning.
Fourth, hands-on operation to stimulate interest in learning.
Hands-on operation is the origin of intelligence and the starting point of thinking. Strengthening the operation of learning tools can promote students' participation in learning, develop their thinking and stimulate their interest in learning. Junior students have poor abstract thinking, but they are active and curious, and are sensitive to new and moving things. In view of their active and curious psychological characteristics, in the teaching process, I use teaching tools such as teaching aid demonstration and learning tool operation to make students' various senses move, thus stimulating students' interest in learning. For example, when teaching "How to find an application problem with more (less) numbers than another", let students put nine triangles first, then four circles below, and explain to students that they should put them from the left and put the circles and triangles on the ground one by one. Then ask questions; "Which line is more? See which part of the triangle in the first row is as many as the circle. Please draw a picture with your fingers and check it 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 are as many? How many triangles are there than circles? " Then inspire students to think that there are more triangles than circles. What parts can a triangle be regarded as? How many triangles are there in the extra part? Let the students intuitively see that there are more triangles and fewer circles. Triangles can be divided into two parts: one is as many as circles, and the other is more than circles. Then, I realized that many numbers can be divided into two parts, paving the way for learning new knowledge.
Fifth, emotional communication, stimulate interest in learning
Emotion is a bridge between teachers and students, and it is also the key to promote primary school students' interest. A good teacher is a teacher with knowledge, skills and teaching methods, who really undertakes the heavy responsibility of "preaching, teaching and dispelling doubts", which requires our teachers to constantly learn and summarize; A good friend means that students regard teachers as friends, put students on an equal footing and put an end to feudal paternalism. This is true in class, especially after class. For example, we mingle with students intentionally or unintentionally and participate in students' small games from time to time. We are teachers in class and friends after class. With such a teacher-student relationship, it is possible to create a democratic, relaxed and lively learning atmosphere, stimulate primary school students' interest in learning mathematics, and thus greatly improve teaching efficiency.
Sixth, use multimedia teaching methods to stimulate interest in learning.
Computer multimedia teaching integrates sound, color, light and picture. Making full use of multimedia technology in mathematics classroom makes its vivid teaching method more acceptable to students, which is in line with the psychological characteristics of junior students. When I explain the key and difficult knowledge, I usually use multimedia teaching, and at the same time stimulate students' multiple senses, so that they can have vivid and profound memories of boring knowledge, thus achieving the teaching purpose. At the same time, using multimedia, knowledge points are decomposed into dynamic pictures, which produces cartoon-like effects, stimulates students' interest in attending classes, and makes students more focused and actively participate in learning. For example, in the "Understanding of 10" class, the teacher simply operates the keyboard, and the digital doll "0" appears on the screen, and then jumps out of "1", "2", "3", "4", "5", "6", "8" and "9" for voice-over. "9" said that he was the biggest and looked down on "0". 1 "came out and said," If I stand with 0, I am older than you. " The teacher asked, "Do you believe it, children?" When the screen flashed, 1 and 0 stood together, attracting children tightly. The teacher naturally introduced the students into the new lesson: "10 understanding."
In short, there are various strategies to cultivate students' interest in learning. Only by choosing appropriate methods in actual teaching can they effectively stimulate their interest in learning mathematics. At the same time, we should also realize that stimulating interest is only a teaching means, not the ultimate goal, and cannot be stimulated for the sake of stimulation. The purpose of stimulating interest is to let students learn mathematics better, master knowledge and cultivate learning ability and methods.