Mathematics is the key to the future world. Let children learn math well, which will help them to serve the society better in the future. Therefore, in the abstract and boring mathematics education, children are not interested in learning mathematics and are always unhappy. They always lack a passion and interest. So how to cultivate children's interest in learning mathematics?
First, in the operation to stimulate children's interest in learning mathematics
The famous Soviet educator Homlinski once said: "The flower of wisdom is at your fingertips." It can be seen that the operation activities can obviously promote the children to master the preliminary mathematical knowledge. Only through their own operation activities can children gain mathematical perceptual experience, sort out mathematical representations and actively understand and construct abstract concepts of preliminary numbers with the help of manipulated objects.
In order to stimulate children's interest in learning mathematics, teachers should prepare and provide children with a wealth of learning tools, toys and materials, try to ensure that each child has a set of operating materials in his hand, guide children to actively participate in activities, and gain direct experience and feelings through operations and attempts. For example, when teaching children to know rectangles, first give each child some square and rectangular pieces of paper, let the children observe the difference between squares and rectangles, and then give them some paper, so that they can tear a piece of paper into the shape of squares and rectangles ... A series of arithmetic activities let the children find the correct answer through their own efforts. Finally, let them draw, count and spell, and try to let children play in middle schools and schools. Children are full of interest and quick thinking in such activities, and it is very natural for them to master the content. It is necessary for them to learn from me, and their enthusiasm for learning is fully mobilized.
Second, cultivate children's interest in learning mathematics in regional activities.
Children know by operation. After the teaching activities, the teacher can put the relevant operation materials in the corner for the children to operate. Pay more attention to some children with poor math ability, put forward simple requirements for them, encourage them to complete their operations and show their finished works. When children see their own works, they will feel a sense of pride, especially when his success is recognized by teachers and peers, which will make children more willing to participate in mathematics activities and constantly cultivate their interests.
In the lesson of "Little Bear Watching Drama" in small class, the teacher set up a theater scene in the corner of Beibei Theater, so that children could dress up as animals in various books and go to Beibei Theater to watch the drama. The children are very happy. First of all, you have to buy a ticket, which makes the children review the numbers 1, 2, 3, 4, 5 they have learned before. How do they find their place after buying tickets? This caused the children to think. Next, the teacher explained to the children how to find a position according to the tickets they bought, and then let the children find their own positions, which led to the main goal of this lesson-to find their own positions for small animals. Finally, at the end of this class, the teacher and the children watched the performance of Beibei Theatre together. This makes good use of corner resources, and at the same time stimulates children's interest in thinking and solving problems, and learns mathematics knowledge from them.
In addition, in the game of building area, children can gain a variety of mathematical knowledge, including space, geometry, measurement and so on, in the process of building various buildings and objects with building blocks. , and these aspects are related to classification, sorting, quantity and quantity comparison. Children will activate and use relevant mathematical knowledge in the process of selecting building blocks, recognizing shapes and assembling buildings. In this way, children's active nature can be satisfied in mathematical games, and the initial concept of mathematics can also be infiltrated.
Third, cultivate children's interest in learning mathematics in various games.
Games are children's basic activities and children's favorite activities. As Froebel said: "Games are the highest stage of children and the highest stage of human development in this period, because games are the expression of inner self-activity ..." Learning mathematics knowledge in games makes the whole educational activity more interesting and can stimulate children's interest in learning. Therefore, in mathematics activities, teachers need to integrate boring and abstract mathematics content into stories and games, organize colorful teaching activities, set the classroom as a lively and interesting stage, and let children actively participate in mathematics learning activities.
(A) relaxed and happy to "listen" to mathematics
There are many children who don't like learning, but few children who don't like listening to stories. The story is lively and interesting, which accords with the characteristics of children's thinking in images. So some knowledge and difficulties can be described in the form of stories in mathematics. For example, in small class mathematics, the teacher can design a story about the treasure hunt of the big head son and encourage the children by rewarding the little stars. Teacher: "deep in the forest, there is a magical treasure house with a big tree full of stars of wisdom." Big head son wants to find this treasure. Dear child, do you also want to get the star of wisdom? " The children's curiosity was suddenly aroused. At this time, with the help of multimedia courseware, some short-answer organs are set up, and each organ is a math problem, which can make children well integrate into the story kingdom of creation. In this way, teachers design stories by choosing their favorite cartoon star, Big Head Son, and deduce mathematics knowledge with the help of the ups and downs of the story system, which stimulates children's interest and motivation in learning. They think about problems while listening to stories in a pleasant classroom atmosphere. The teacher's teaching is full of interest, and the children learn with relish and easily achieve the teaching purpose.
(B) the wonderful "performance" of mathematics
Mathematics is an abstract knowledge, which is especially boring for children. Only when they study and use it repeatedly in specific situations can they really understand it. In teaching, we might as well use children's lively nature to design some novel and unique activities containing teaching content. Teachers can move children's familiar life situations to the classroom, integrate mathematics into life situations, let children perform in person, make abstruse mathematics popular and live, let children understand the connection between mathematics and real life, gradually learn to solve some practical problems in life with mathematics, and constantly improve children's ability to solve problems. When teaching mathematics "1, 2,3", the teacher moved the familiar life scene of "Yang Yang Supermarket" to the classroom, and made banknotes of 1 yuan, 2 yuan and 3 yuan, so that children could play the roles in the scene, or customers, or supermarket salesmen and cashiers. Sometimes think independently, sometimes several people discuss, find problems by themselves, solve problems by themselves, and truly become the master of learning. By the time the class was over, they had already known 1 yuan, 2 yuan and 3 yuan, and were able to collect and pay paper money by the number.
(C) full of interest in "playing" mathematics
"Game" is a way for children to know the world. Children grow up in games, have a special liking for games and enjoy them. In mathematics teaching, using children's favorite games properly and applying them to children's whole learning process can make mathematics interesting and vivid from monotonous and boring, thus enhancing children's learning fun and interest, which can be described as "turning decay into magic".
In the math class "1 and a lot", the teacher chose the game of "cat and mouse" to let the children feel "1" and "a lot". The teacher is a mother cat, the children are kittens, a mother cat, many kittens; Catching mice is big and small. Among rats and mice, 1 is black, and the rest are gray; Among the mice, 1 is only white, others are gray and so on. Let children know the concept of numbers from games. Teachers and children are the same players. Children are free and have no burden during the game. Children are happy and naturally like math activities.
Through such game activities, some mathematical knowledge is skillfully and reasonably integrated into interesting games, and children's learning will be more active and the learning effect will be significantly improved.
(D) enthusiastic "singing" mathematics
Children's songs are easy to understand and rhyme, and are very popular with children. It attracts children with cheerful rhythm and beautiful rhythm. We insert children's songs in teaching, so that children can not only enjoy music, but also pay attention to it in time, improve their interest in learning and make them willing to learn. For example, when teaching math in small classes, teachers can put "ring" and "Who am I? Three children's songs, Looking for Friends, run through the classroom respectively. Let children "sing" math. Children feel novel and exciting, and think through catchy children's songs. Teachers are willing to teach and children are willing to learn. They quickly understood the meanings of big, small and smallest, and were able to skillfully use these words to describe size.
(5) concentrate on "doing" mathematics.
Psychologist Piaget believes that "thinking begins with action, and if the connection between thinking and action is cut off, thinking will not develop." Mathematics is an abstract subject. It is difficult for children to internalize a lot of mathematics knowledge into their own knowledge only by teachers' explanations and demonstrations. Children need to explore and confirm the relevant knowledge in specific operation exercises and understand it. This requires teachers to create operating situations according to the teaching content, guide children to perceive, explore, discover, understand and apply mathematical concepts and laws, and let children gain rich mathematical perceptual experience in active hands-on, brain-thinking and oral activities. When teaching children to "take things by number", the teacher did not tell them the concept of taking things by number, but directly put the three-dimensional and situational operation material-"feed small animals" in the production area, so that children can feed the corresponding amount of food according to the numbers or dots on the animals themselves. Children are attracted by colorful teaching AIDS. Some of them are interested in feeding small animals, some are feeding carrots to rabbits, some are feeding biscuits to lambs, and some are feeding fish to kittens ... They naturally learn math knowledge through hands-on operation, making the originally boring math learning lively and interesting. Children want to learn, love learning and enjoy learning.
Fourth, stimulate children's interest in learning mathematics in life.
Life is the source of mathematics, and mathematics in life is everywhere. Therefore, the Guiding Outline of Kindergarten Education (Trial) clearly points out that the goal of mathematics teaching is to "feel the quantitative relationship of things from life and games and experience the importance and interest of mathematics." It is an important way to make mathematics teaching alive to fully tap the mathematics education resources in all aspects of children's lives. Teachers should make full use of the environment to infiltrate the mathematics knowledge in life, create an atmosphere of "mathematics is around us" for children, and let children learn new knowledge unconsciously in their own living environment.
Our daily life is full of knowledge of number, quantity and shape, so we should seize different opportunities to educate our children in mathematics. For example, when going up and down the stairs, let the children count how many steps there are while walking; At lunch, let children compare bowls and chopsticks and match them accordingly; When arranging toys or building blocks, ask children to think about how to classify them and so on. In organizing children's walks, outings, appreciation and other activities, we guide children to know and review the knowledge of numbers and shapes in a timely, random and flexible manner, thus stimulating their interest in exploring and learning mathematics.
Mathematics is interesting, beautiful and useful. Only with correct guidance, scientific exploration, and mathematical education activities that integrate knowledge, interest and practicality can children enjoy themselves in the vast ocean of mathematics.