First, care about students and cultivate interest.
If students like their teachers. Then you will have motivation and interest in the subject taught by this teacher. Teachers should use a sincere heart to awaken countless childlike innocence who love mathematics.
1, caring classmates in life
In real life, for various reasons, some primary school students are left unattended. These students especially need teachers' "love" to induce students' learning motivation with the feelings of teachers and students, so as to cultivate students' interest in learning mathematics.
2. Help poor students study.
The learning ability of primary school students directly affects their interest in learning. With a sense of learning ability, you should be interested in learning, but some poor students have a hard time learning. Teachers should help these poor students make up for the shortcomings of mathematics knowledge in time. They should not only give necessary tutoring after class, but also pay attention to tutoring in class. They can start from the following aspects: pay special attention to observation when attending classes; Try to let them answer the questions that can be answered when asking questions in class; When students do their homework, they should focus on counseling; Poor students' homework should be approved in class as far as possible, and the existing knowledge defects should be made up in time. If you persist in this way, the poor students will gradually change.
3. Praise and encourage, and build confidence.
Poor students often feel inferior, have no interest in learning and are discouraged. In order to eliminate their sense of inferiority and stimulate their interest in learning, teachers should try their best to find their slight progress in teaching and praise and encourage them in time to stimulate their self-motivation and study hard.
Second, create a situation to stimulate interest
It is an effective means and method for teachers to create artistic conception related to the teaching content and ask relevant questions to arouse students' curiosity and thinking before formally teaching the teaching content. "Creating situation" is the process of creating a kind of "disharmony" between the content of teaching materials and students' knowledge-seeking psychology, and introducing students into the situation related to the problem. So as to create a suspense in students' psychology, make their attention, memory and thinking together, reach the best state of intellectual activities, lead students into learning situations with interest, and trigger students to explore the mystery and desire of knowledge.
For example, when teaching the characteristics of numbers divisible by 3, first ask: "What are the characteristics of numbers divisible by 2 and 5?" When the students answered easily, the teacher asked again, "Is there a similar law in the characteristics of numbers divisible by 3?" Some students may be influenced by the former and answer: "Numbers in units of 3, 6, 9 and 9 can be divisible by 3." Is that so? Students try, such as 13, 23, 29, 56, etc. Not divisible by 3. Obviously, this is not a characteristic of numbers divisible by 3. At this time, the teacher deduces some multiples of 3 with the existing knowledge, then determines one of the numbers, and switches the numbers on each digit, such as 135 and 53 1 and 6544. Ask the students to check that the replaced number is still not a multiple of 3. After checking, the students were surprised to find that they are still multiples of 3, which shows that the number divisible by 3 has nothing to do with the number of digits in each number. "So what's the secret here?" Before the teacher asks questions, students will actively think about themselves, eager to find answers, have a keen sense of subject exploration, and induce a strong interest in learning. Teachers can introduce new courses at this time to make the teaching effect better.
Third, the course is novel and interesting.
Successful lesson guidance can not only quickly stabilize students' interest in learning, but also stimulate students' interest in learning and produce students' psychological state of eager to learn, thus laying a good learning foundation for the whole classroom teaching.
For example, when teaching text questions, at the beginning of class, the teacher wrote on the blackboard without saying a word: "There are white clouds floating in the blue sky." The students opened their eyes wide and felt very strange. Then the teacher asked the students to shorten the sentences. At this time, the students can't help asking the teacher: "This class is not a Chinese class!" "The teacher didn't say a word. After the students contracted the sentences, the teacher wrote down "the sum of 45 plus 18, multiplied by their difference, what is the product?" "Ask the students to shorten the sentence again. At this time, the students suddenly realized and raised their hands to answer. This kind of guidance not only grasps the key to solving this kind of essay, but also arouses students' strong interest.
Fourth, explore new knowledge and stimulate interest.
Under the guidance of teachers, let students explore new knowledge by themselves, and stimulate students' interest in the process of exploring new knowledge.
For example, when teaching the feature that numbers are divisible by 3, let students put three sticks on different numbers, thus forming many numbers: 1 1, 12,102,210,1065433. It can be seen that no matter how three sticks are placed, they can be divided into three equal parts. Then ask the students to put four, five, six and nine sticks in different numbers. Are these numbers divisible by 3? In this way, under the guidance of the teacher, we not only explored new knowledge, but also stimulated interest.
Five, hands-on operation, improve interest.
Piaget, a famous psychologist, said: "Children's thinking can't be developed if the action is cut off from the beginning." To solve the contradiction between the abstraction of primary school students' mathematical knowledge and the visualization of their thinking, we must organize students to do more hands-on operations, inspire students' thinking through "moving", let them produce more new problems and ideas, and enliven the classroom atmosphere. For example, when teaching the application problem of "move more and make up less, so that there are as many as two", the teacher prepares many discs for students to operate, and moves a few from one line to another, so that there are as many discs in two lines. Students are very interested in operation. At first, it was a clumsy movement, but later some students found that they could move by average. Finally, they found a simpler algorithm-using the "difference" between the two to move ... to stimulate students' desire for knowledge through hands-on operation, and to change passive learning into active learning. In the application of various senses, students learned a way to explore new knowledge and developed their ability of autonomous learning.
Sixth, use intuition to cultivate interest.
Psychological research shows that intuitive, vivid and novel things can attract students' attention more; Students' interest in learning is always directly related to the learning materials. Using vivid language and appropriate and intuitive teaching methods is often very attractive to students, which can stimulate students' interest in learning and develop students' interest at the same time.
For example, when encountering problems in teaching, the teacher made two colorful figures and posted them on the blackboard. First of all, he showed the preparation questions: Obana Xiaoming walked from A to B at the same time, Xiaohua walked 4 kilometers per hour and Xiaoming walked 3 kilometers per hour. How many kilometers did they walk after 4 hours? Ask the students to move the villain to demonstrate the distance of 1 hour, 2 hours and 3 hours respectively. Then the teacher asked them how else to go except from A to B? Some students said that they were going in the right direction, so the teacher asked: What happens if two people go in the opposite direction? What will happen? The new lesson was introduced by asking questions, so the teacher changed the preview question to: Party A and Party B come at the same time and meet in three hours. How many kilometers is it between Party A and Party B? (walking in the opposite direction). Then let the students demonstrate the distance of 1 hour, 2 hours and 3 hours and the meeting process on the blackboard, let the students realize that the sum of three hours' walk is the distance between Party A and Party B, and then enlighten the students: How to get there after the meeting? Keep going, and the distance between them will get bigger and bigger. Show it by villains. So the test questions were rewritten as (back to back). At the same time, two people started from somewhere and walked back to back. Xiaohua walks 4 kilometers per hour and Xiaoming walks 3 kilometers per hour. How many kilometers did you drive after 3 hours? By using the same teaching AIDS to demonstrate, students have a deeper understanding of the relationship between speed, time and distance.
Seven, skillfully set exercises to increase interest.
Practice is an important part of mathematics classroom teaching, which enables students to master mathematics knowledge more firmly and form skilled skills. Therefore, carefully designing various forms of exercises not only increases students' interest in learning, but also consolidates what they have learned.
For example, after applying the teaching ratio, the teacher designed such a question: A car travels for 3 hours 138 kilometers. According to this calculation, how many kilometers does it travel in 5 hours? Let the students answer in various ways to see who thinks the most. At this time, students' competitive psychology is shown, and everyone actively thinks and tries their best to find different solutions.
When the students mentioned the methods of normalization, multiple ratio, equation and proportion, the teacher went on to say, "Are there any other solutions? Please discuss it. " At this time, the classroom atmosphere became active again. After a while, a classmate raised his hand and replied, "You can also answer with the knowledge of fractions. Take 3 hours as 3/5 of 5 hours, and find this number according to the score of a known number. The formula is: 136÷3/5.
In this way, students fully experience the joy of success in the process of solving problems, thus increasing their interest in learning mathematics.
Eight, class summary, keep interest.
A good math class is not just "fun at first; With the progress of the class, the interest has been strong, and it is also necessary to "leave some interest at the end of the class" to keep students interested in learning.
For example, when teaching "Preliminary Understanding of Fractions", the class ended like this: In this class, we learned the preliminary understanding of fractions and got a preliminary understanding of fractions. Please answer the questions raised at the beginning of this section. "A cake, grandpa ate half of this cake, dad ate half of this cake, and Xiaoming ate half of this cake." Can you express what you have learned in this class? When the students answered: Grandpa ate 1/2, Dad ate 1/4 and Xiaoming ate 1/8, they asked: How much is left in this cake? Who eats a lot? Who eats less? Why? When the students can't answer, the teacher says that they will understand the knowledge in the next class. Let's go back and think about it first and see who is the smartest!
In short, decimal math teachers should constantly improve their teaching art, use various reasonable methods and means to stimulate students' interest in learning and arouse their enthusiasm for learning mathematics, so as to achieve the best teaching effect.