Children in the first and second grades of primary school are lively and active because of their young age, lack of concentration and poor restraint ability. In class, we often do things unrelated to study, such as playing with an eraser, playing with a pencil, talking back, and doodling on books, notebooks or tables. Ignore the speeches of teachers and classmates, and some like to interrupt others when teachers or classmates are giving lectures. Classes are sometimes noisy and sometimes lifeless. Therefore, it is particularly important to organize classroom teaching.

First, create rich situations to stimulate students' interest in learning.

In teaching, we can create a variety of teaching situations, such as telling stories, solve riddles on the lanterns, playing games, singing children's songs and performing mathematical dramas. , attract students' attention, stimulate their interest in learning, and let them actively participate in learning methods such as inquiry, operation, cooperation, discussion and communication. For example, telling stories, juniors are very interested in stories and never tire of hearing them. Therefore, creating situations in the form of telling stories will make students devote themselves to teaching activities. You can create storylines in tutorials and some exercises. For example, in the first grade, the story of a little mouse carrying potatoes was created to introduce new lessons; The section "Compare with One" in the second volume of the second grade mathematics creates the story situation of Huangshan, Huashan, Taishan and Xiangshan. When there is remainder division in the second volume of Mathematics in Senior Two, you can create a story of little ants crossing the river according to the exercise question of the textbook picture "Little ants crossing the river with leaves". Using such stories to create problem situations not only deepens students' interest in mathematics, but also encourages students to actively think, explore and communicate, which can deepen students' understanding of knowledge and improve their aesthetic ability in mathematics.

Second, use the teaching strategy of "coaxing" to induce students to concentrate.

"Coaxing" is to induce positive "potential energy" in students' minds, so that it may change from development to development reality. Coaxing is a teaching skill, an educational art and an educational realm. Coaxing is the most common method in junior class teaching.

1, verbally "coax".

It is also an important means to "coax" students with correct and appropriate language and arouse their enthusiasm for learning. For example, "Look, XXX has done its best."

"So-and-so listens most attentively and is the champion of this class", "So-and-so made the greatest progress during this period", "So-and-so spoke most actively" and "A certain group performed best"

"The teacher can't do this problem. Can you help the teacher do it? " "You have made all the questions that the teacher can't know. You are smarter than the teacher. You are great! "

A compliment and a smile coaxed them and inspired them. It takes no time and effort, but it can receive obvious educational effects. Therefore, in the classroom, we must not be stingy with our own praise, so that students can taste the joy of success and get the satisfaction of success. We should be good at discovering every student's bright spot, encouraging them with sincere words and "coaxing" them, so that students will listen to the teacher's guidance and take the initiative to learn in class.

2. Material "coax". Appropriate material rewards can also motivate students to listen carefully. What I use most are "stickers" and "adding quantitative points". At the beginning of the semester, I gave each student a quantitative score of 100, with good performance plus points and poor performance minus points. Students who perform well in each class will be rewarded with a "small sticker", plus one point. Top 20 prize books with high quantitative scores at the end of the month and the end of the period. Sometimes, candy, biscuits, etc. Also used for rewards. A small fruit candy or a biscuit can support most children to observe a class.

Discipline, listen carefully and be positive.

In fact, only a few students have been rewarded, whether verbally or materially. While inspiring these students, the biggest role is to set an example for most students. The students who won the award are in high spirits and want to perform better; Some students are envious and want teachers' praise and rewards, so they will learn from them, sit still, listen carefully, think positively, speak positively and show positively. The power of example is infinite. A few people who are rewarded inspire the whole class with the image of example, and the classroom order will be better, and the teaching effect will naturally be better.

Third, interesting exercises attract students' attention.

The unintentional attention of junior children is still dominant, and they are in the process of changing from unintentional attention to intentional attention. They usually concentrate in the first fifteen minutes of a class, but their attention drops obviously in the later period. At this point, the design of exercises should pay attention to interest. According to children's psychological characteristics of being active, curious, innovative and competitive, we should actively create novel and interesting exercises, such as driving a train, picking fruits, relaying, delivering letters, finding homes for small animals, winning red flags, finding friends, seeing who can calculate accurately and quickly, being attentive, walking a maze, becoming a doctor and so on. These exercises are game-oriented, students are interested, and every student is given the opportunity to participate. Or use some short stories to show some problem-solving exercises. Students like listening and are interested in learning. In this way, students can do some relaxed and interesting exercises with strong interest and natural concentration, which not only consolidates new knowledge in time, but also stimulates their sense of competition and desire for self-expression, making them love learning mathematics.

In short, as long as it is aimed at the psychological characteristics and age characteristics of junior students, it should be carried out in teaching.