Math class is very boring and thoughtful. Some students often feel tired in math class. A sentence from one of my students often rings in my ear: I like my math teacher, but I don't like math class. This sentence often reminds me that as a math teacher, not only should children like you, but more importantly, they should like math classes. A class lasts only 40 minutes. If teachers can prepare lessons carefully and listen carefully, so that students can regard math learning as a kind of fun and enjoyment, why worry that students don't love math?

First, pay attention to students' mathematics reality and let students enjoy learning.

Mathematics comes from life, and mathematics activities must be based on students' cognitive development level and existing knowledge and experience. In other words, mathematics teaching should be based on students' mathematics reality. In teaching, we should find the breakthrough point between mathematics and students' real life, organize students to think and study with interest, let students experience that mathematics exists in life, and let students enjoy learning.

Mathematics textbooks are only the basis of students' learning, so they should be used creatively in teaching. For example, when teaching equivalent substitution, the theme in the textbook is watermelon for apple, which belongs to equivalent exchange. This kind of quality exchange is rare in students' life, not to mention that watermelons are rarely replaced with apples in life. So, starting from the students' mathematical reality, I designed a scene of going to the supermarket to buy things: Xiaohong bought a pencil-box 20 yuan. But I don't like it anymore and want to return it to the supermarket, but the waiter said, "Only change it, not return it." Can you help her? Then I produced: notebook 2 yuan, pen 4 yuan, pen 8 yuan, mechanical pencil 1 yuan, copybook 10 yuan, ballpoint pen 3 yuan. As soon as the situation came out, the students chattered and raised their little hands higher than anyone else. Students exchange different varieties. Student 1: I'm going to change a pen, a notebook and a copybook. Student 2: Three ballpoint pens, a mechanical pencil and a copybook ... This well-designed teaching based on students' mathematics practice has greatly aroused students' interest.

Practice has proved that close contact with students' reality in mathematics teaching can make students feel natural, cordial and true in their study, and will produce a strong psychological experience: mathematics in life is everywhere. This kind of psychological experience will make students more interested in knowledge. In teaching, I often set questions in combination with students' reality, such as: learning "a preliminary understanding of decimals". I start with the familiar elements, angles and points of students. Learning to "determine the position", I played the game of finding a seat with my classmates. Students study easily and happily under such guidance.

Second, give students independent space and let them enjoy learning.

Educator zankov pointed out that children should be made to understand and feel everything they can. That's exactly what happened. The knowledge and methods discovered and created by students themselves have the deepest impression, the deepest memory and the most vivid application. In classroom teaching, we should do: let students find problems, let students operate experiments and let students draw conclusions. Let students truly become the masters of learning, participate in the whole process of learning and experience the happiness of learning.

For example, when teaching the area of a circle, I write the topic on the blackboard and immediately organize students to discuss: "What do you want to know when you see this topic?" Students express their opinions. A student said, "I want to know the area of the circle." Another student said, "I want to know how to find the area of a circle." The third student said, "I want to know the process of deriving the area of a circle." Students are curious about knowledge. On this basis, I tell you clearly: "We will discuss these three problems in this class." This kind of inspiration stimulates students' desire to learn and makes them devote themselves to learning with full emotions. Then I asked the students to operate in groups of four. Students cut and paste and spell with prepared circles of different sizes, and students try to spell with their imagination. There are sparks of thinking collision in the classroom from time to time. The students' achievements are brilliant: they are made into approximate rectangles, parallelograms, triangles, trapezoids and so on. Then I let the students go to the classroom to show their works. Tell me what to do. Students actively participate. On this basis, the formula for calculating the area of a circle is explored by using the relationship between them.

In the whole teaching process, I give students the initiative to learn, so that students can learn independently and really "live" in the classroom. In class, every student is actively using his hands and brains, so why worry about students' unhappy study?

Third, experience success in exploration and let students enjoy learning.

Mathematics classroom teaching in primary schools is the teaching of students' thinking activities. In class, when a student finally solves a novel and challenging teaching problem for him through independent thinking and long-term exploration, he can feel a sense of success. Once students have such a successful experience, they will have the desire to experience it again. While constantly experiencing success, I will unconsciously fall in love with math class.

For example, when teaching "three numbers divided by one number" in the third grade, because students have the basis of dividing two numbers by one number, I boldly asked students to explore the calculation method of dividing three numbers by one number in class. I'll throw the formula 963÷3 to the students first. Students try to calculate independently. Some students worked out the answer by dividing two digits by one digit. With a triumphant smile on their faces, they sat proudly in their seats and held their little hands high. There are also some students who quickly found a calculation method with the help of their classmates and teachers. Then I tried to get the students to calculate 248÷4. As the students found the calculation method, they quickly worked out the answer. At this time, I praised the students in time and praised them for actively using their brains and solving new problems with what they learned. Students are more energetic. When I showed them the formula 8482÷2 and told them that it was something I learned in the future, the students couldn't wait to report their "great achievements". In my surprised expression, my constant praise for middle school students has been greatly satisfied.

In math class, I do everything possible to create problems, so that students can learn to solve simple to complex math problems in the same way, so that students can succeed, and I encourage them from time to time, so that students have great learning motivation. There is only one purpose, and that is to let students experience the joy of success through exploration. Let students realize that mathematics is not boring and abstract, but full of attractive fun.

In short, in mathematics classroom teaching, we should pay more attention to students' mathematics reality, give them more space for activities, give them more space to show themselves, and give them more appreciation of themselves and experience the joy of success. Let students do what they should do, let students express what they should say, inspire students to think what they should think, and let students show and express what they should go to the podium. Let math class become a paradise for students to express freely and fly freely, and let students really like math class.

(Author: Beihai Sanzhuang Primary School, Jiyuan City, Henan Province)