First, carry out emotional exchanges to promote interest in learning
Emotional factors play a unique role in the teaching process. Students' psychological state is unstable, and their interest in a certain subject often changes with the change of teachers' feelings for this subject. A teacher who is respected and loved by students is often willing to take his classes. Therefore, teachers should strengthen communication with students in and out of class, often understand their ideological trends, care about their studies, help them solve their difficulties in study and life, strive to become close friends of students and eliminate distrust between teachers and students. At the same time, we should be good at tapping students' bright spots and stimulating their self-motivation. Harmonious teacher-student relationship will make students transfer their feelings for teachers to mathematics learning, thus mobilizing students' enthusiasm for learning. For example, there is a classmate in our class. When I first entered the class, my grades were average and I never communicated with my teacher. He usually doesn't ask the teacher any questions. After discovering this situation, I took the initiative to communicate with this classmate. After class, I talked with him about trifles in study and life. I often ask him some questions that I can ask. After this lasted for a period of time, the classmate felt the teacher's concern for him, began to ask questions on his own initiative, and became interested in mathematics. His academic performance improved obviously, and he won the third place in our class in the final exam. Later, I asked this classmate why his math scores have improved so much. He said it was mainly because he was interested in mathematics and his learning efficiency was high. From this classmate, we can see the importance of harmonious teacher-student relationship in mobilizing students to learn mathematics.
Second, teach students in accordance with their aptitude and create opportunities for success.
Success in learning can best be a driving force for students to enhance their self-confidence and continue their studies voluntarily. At the beginning of each semester, students can set their own realistic learning goals, determine the corresponding competitors and conduct a "pair competition". Through correcting homework in time, basic exercises five minutes before class and quizzes in class, students can often see their achievements and progress from these opportunities. In teaching, teachers should determine the slope and progress of teaching from the mathematical basis and intelligence level of most students. According to the differences of students, we should flexibly adjust the teaching requirements, adopt hierarchical teaching, adopt different teaching methods for students with different abilities, and arrange homework with different difficulties, so that every student can get corresponding training and improvement.
In homework correction, the traditional correction method is the hundred-point system, which is the product of exam-oriented education and is neither scientific nor humanized. In order to embody the people-oriented concept and promote the development of every student, we should adopt a positive evaluation method and use personalized and emotional dialogue language. For example, in the usual homework correction, only correct your own right questions, mark the wrong ones (not marked with "X") for yourself to correct, and then use them to correct. At this time, if they are all right, they will be given an "A". Because it is generally no problem, I gave an "A". It's changed now. As long as it is corrected, no matter whose book it is, it can get a big A every time. This makes students actively correct the wrong questions every time, full of joy. For those students with poor foundation, try to find the bright spot of their problems and write "good" or "progress!" "Come on!" Wait, although there are not many words, I think it will be very touching to students. My attitude towards learning will definitely change greatly in the future, and I will also have a strong interest and confidence in mathematics.
Third, create problem situations to stimulate students' interest in learning mathematics.
Strong thirst for knowledge and interest in knowledge are the driving forces to promote students' learning. People's thirst for knowledge and cognitive interest, in addition to cognitive needs, also comes from people's curiosity and competitiveness. Therefore, in the teaching process, teachers must create conditions, such as setting questions and asking questions, and designing some questions related to the teaching content that students want to know but don't know, so as to stimulate students' curiosity. Create a certain situation, so that students can fully move, think, speak and do things in class, and experience the fun of learning from what they have learned, thus promoting students' cognitive interest. Teaching practice has proved that once students are interested in learning activities, they will have the enthusiasm to explore new knowledge and become students' lasting learning motivation. Taking the compulsory module "Two Linear Slope" as an example, this paper illustrates the good effect of setting doubts on arousing students' interest in learning mathematics.
One day, Mr. Qiu, a famous magician, took a carpet with a length and width of 1.3 meters and went to the carpet maker's scene (Figure 1), asking to change the square carpet into a rectangle with a width of 0.8 meters and a length of 2. 1 meter. Master Jing said to Mr. Qiu, "You are a famous magician. Didn't you even learn arithmetic in elementary school?" The square area with a side length of 1.3m is 1.69m2, while the rectangular area with a width of 0.8m and a length of 2. 1m is only1.68m2. They are not equal! You can't do it unless you cut it to 0.0 1 square meter. "Mr. Qiu took out two pre-drawn design drawings and said to Master Jing," First cut the carpet into four pieces according to the size of this drawing (Figure 2 (1)), and then sew these four pieces together according to another drawing (Figure 2 (2)). Magic masters never make mistakes, just do it with confidence! "Master Jing did this and sewed a good amount. It was 0.8 meters wide and 2. 1 meter long. The magician left successfully with a changed carpet. Master Jing is still wondering, what's the matter? Where is the 0.0 1 m2 carpet? After the question was asked, the students also fell into deep thought: what is this? With this question, the students listened to me with great interest about the slope of a straight line. Through this lesson, I also deeply realized that cleverly designing the classroom and fully mobilizing students' learning enthusiasm can often bring twice the result with half the effort to teaching.
Fourth, the teaching language should be humorous, the metaphor should be appropriate, and the silent language should be used appropriately.
Silent language in mathematics includes teachers' expression language, sign language and body language, which can assist vocal language to achieve teaching purposes. As a teacher, you can't be expressionless. People who are not good at using expressions can't be good teachers. A teacher can only become a real teacher if he learns to make different expressions on his face, posture and voice. We often say that "eyes are the windows to the soul", which means that eyes can express all kinds of feelings, such as happiness, anger, approval and opposition. The learning communication between teachers and students in the classroom often depends on their eyes. They all capture the students' eyes with kind eyes, let their eyes spread all over the classroom, and let every student feel that the teacher is paying attention to themselves, which virtually plays a role in controlling the classroom. Teachers can criticize students who violate discipline in class with serious and warning eyes. Compared with loudly reprimanding, this silent criticism is easier for students to accept and does not affect the attention of most students. Although teaching language can convey all kinds of mathematical information, without gestures, classroom teaching is as cold and stiff as a running machine. In classroom teaching, the proper use of gestures can enhance the language power, strengthen the mathematics knowledge to be taught, and add bright colors and vitality to the classroom. After all, the classroom is different from the stage, so it is necessary to emphasize nature and truth, and there is no need to pursue a certain form deliberately, but the following principles should be followed: 1) Don't repeat a gesture too much to avoid boring students. 2) Don't put your hands crossed or straight on the teaching platform and pretend to be self-serious, and don't scratch your eyes to distract students. 3) Don't end the gesture too soon, lest the students feel suddenly. 4) Keep the gestures natural and moderate, and do it "if the hand is out of the heart", don't make big moves, don't exaggerate, and don't overdo it.
Fifth, the teaching methods should be novel and changeable.
Traditional mathematics teaching emphasizes formal logic deduction and formal result, but pays little attention to the demonstration of mathematical discovery process, and spends a lot of time on topic discussion and practice, which makes mathematics classroom boring. We can try to introduce different teaching methods into mathematics classroom. For example, teachers can bring experiments into the classroom during the teaching process, which can not only make students realize that experiments are not patents of physics and chemistry, but also make formulas, conclusions and exercises that make students feel headache and boring practical and interesting. Thus, it also stimulates students' interest in learning, but it is also necessary for students to notice that mathematics experiments need not only hands-on, but also brains and a lot of thinking. Mathematics experiment is generally divided into routine experiment, game experiment, thinking experiment and computer simulation experiment teaching. Let's take thinking experiment teaching as an example to illustrate the advantages of experiment teaching.
Experimental topic: mutually exclusive events.
Experimental purpose: To find mutually exclusive events's probability addition formula.
After students have mastered the definition of mutually exclusive events and the meaning of the event "A+B", I think the following thinking experiments can be designed:
Throw an even dice once.
(1) Event A= "Up Point is greater than 2" Event B= "Up Point is 4";
(2) Event A= "The number of upward points is greater than 2" and Event B= "The number of upward points is 2";
(3) Event A= "The number of upward points is greater than 2" and Event B= "The number of upward points is less than 3".
Question: What is the relationship between event A and event B in each group? Are A and B mutually exclusive? What does A+B mean?
Induction: In a random experiment, if random events A and B are mutually exclusive events, what is the relationship between P(A+B) and P(A) and P(B)?
Promotion: If events A 1, A2, ..., An are mutually exclusive, then P (A 1+A2+...+An) =
Through experiments, thinking, induction and expression, students not only form a new understanding of mathematics, but also improve their learning ability. At the same time, mathematics experiment shortens the distance between students and mathematics, and mathematics becomes lovely and amiable.
Sixth, integrate mathematics into life.
In teaching, according to the reality, tell students the history of mathematics development and the important role of learning mathematics well in realizing the modernization of the motherland in the future. Guide students to connect mathematics knowledge with things around them in daily life, so that students can feel that mathematics is around them, and mathematics is used all the time, everywhere and everything in life. Enhance the awareness of mathematics application, clarify the significance and importance of learning mathematics, induce students' learning motivation, and thus mobilize students' learning enthusiasm. For example, when teaching the exponential function of the required mathematics module 1, I left homework for the students in advance: A and B are junior high school students. After graduating from junior high school, A was admitted to high school and went to college, and B went into business. One day a few years later, A and B happened to meet in the street. By this time, B was already rich, but A lived a normal life. After greeting, B smiled and said to A, "What's the use of going to school to learn knowledge? You see, although you went to college and your life is not very rich, I don't worry about food and clothing and have a car to drive. How pleasant life is! " A didn't get angry at this, but said kindly, "Old classmate, why don't we do business?" The business rules are: I will give you 65,438+10,000 yuan every day for 30 days. On the first day, you only need to give me 1 cent, 2 cents on the second day and 4 cents on the third day, which is twice as much as the previous day. What do you think? " B agreed without hesitation. So students, guess, a month later, is A or B successful? After I finished speaking, the students were very interested in this question, and some students blurted out "B earned!" The next day, those students who said that B made money couldn't wait to ask, "Teacher, why does A make money?"? What principle is used in this? " I followed these students' questions and began to teach the content of exponential function. Throughout the class, the students are listening attentively to my lecture. It can be seen that such problems in life have fully mobilized students' enthusiasm for learning. In the usual teaching process, I often test students with some problems related to mathematics in my life, which has a multiplier effect on the teaching of corresponding knowledge and greatly improves students' interest in learning mathematics.
In a word, interest is the best teacher. In order to make students learn mathematics easily and happily, teachers should start with how to mobilize students' interest in learning mathematics, fully mobilize students' subjective initiative in learning mathematics, and turn boring mathematics learning into a colorful, relaxed and happy "game" process.
How to arouse students' enthusiasm in chemistry teaching is to take interesting chemistry experiments as the initial teaching to attract students' interest.
Tap students' potential and interest.
I have no say in the lecture.
I think students seem to have a fear of teachers. The first thing you have to do is to change this.
Kindness and dignity, you should approach them actively, and also openly express your problems. If you can't, you can ask the teacher questions.
You can do your own homework.
You can also play chemistry games to improve the atmosphere when you are not nervous in class.
Chemistry without interest is like chewing wax, breaking fixed thinking and solving problems one by one.
How to arouse students' thinking enthusiasm in mathematics teaching should not only let students grasp the conclusion of knowledge, but also let them know the process of knowledge development. In teaching, teachers should be good at creating inquiry situations, inducing students to operate by themselves, observing with their eyes, thinking with their brains and expressing with their mouths, so as to gain the harvest of explorers, the joy of discoverers and the joy of winners. Rogers, an American psychologist, pointed out that teachers should take it as their responsibility to form a good classroom psychological atmosphere and let students participate more fully and enthusiastically in the whole teaching process.
How to stimulate students' enthusiasm and interest in teaching is the best teacher. If you want students to actively participate, you must seize their interests and hobbies, so that you can have motivation. You can try several techniques:
1, the language style is in line with their habits, and it shows a stronger trend than anything from time to time. Don't talk about floating clouds, I'm tired of aesthetics. So you have to look at the buzzwords on the Internet and pay attention to what they think.
2, with rhetorical questions, so that students can not make a difference. For example, which classmate said, what is the "May Mao Party"? Students, be positive. We'll be there soon.
3. Arrange small topics and finish the class in 10 minutes. They all like this game-based teaching.
How to arouse students' enthusiasm in classroom teaching 1 Teachers should first communicate with students, so that students have confidence in teachers, attract students with teachers' elegant demeanor, impress students with teachers' personality charm and convince students with teachers' rich knowledge; 2. Starting from the knowledge that students can easily accept, slowly introduce topics and concepts to arouse students' interest; 3. Give timely affirmation and encouragement to students' progress; Give praise to students who have made progress through hard work in class. 4. Encourage students to discuss in-class and out-of-class problems, so as to arouse students' learning enthusiasm; Encourage students to ask more questions and stimulate their thinking; 5. Set up a study interest group and carry out some extracurricular activities that students are interested in.
With the implementation of the new curriculum standards, the application of "active participation and cooperative inquiry" teaching mode requires more and more enthusiasm of students. However, I often hear some teachers complain that students are lifeless and not "cooperative" in class, so the learning efficiency is self-evident, I think. There are many reasons why students don't take the initiative to participate in learning: some are not interested in what they have learned, some are teachers' teaching methods that can't attract students' enthusiasm, some are evaluation methods that can't arouse students' enthusiasm, and some are students' resistance to teachers themselves. Then, how can we mobilize students' learning enthusiasm, improve classroom efficiency and build a harmonious classroom? I want to emphasize the following three points:
First, establish a good relationship between teachers and students so that students are willing to learn.
The so-called "pro-teacher, believe in its way." If the teacher treats the students as children who are not sensible, is "self-centered" in everything and is "kind and shameless" all day, and is unwilling to communicate with the students, how can the students be willing to approach you or accept you? Taking your class is a last resort, and it is impossible to improve students' learning enthusiasm. Therefore, in order to arouse students' learning enthusiasm, we should start with improving the relationship between teachers and students and have a heart of respecting and loving students.
Second, strengthen their own quality, fully prepare, and let students enjoy learning.
Teachers' friendly teaching attitude, neat writing on the blackboard, profound knowledge and * * * language are the basic conditions for cultivating students' interest in learning and mobilizing their enthusiasm for learning. All these require us to learn more and practice more in our usual education and teaching, and work hard in peacetime.
Regarding full preparation, I think there are mainly two aspects of preparation:
First, students' preparation, that is, students are required to preview what they have learned in advance, so that they are fully prepared and have sufficient confidence and capital to speak in class.
The second is the preparation of teachers. Before class, teachers should get to know the students and make full preparations according to their age and learning characteristics. They should not only thoroughly understand the teaching materials, grasp the key points and difficulties of the teaching materials, but also make good use of modern multimedia teaching, mobilize students' various senses, and make students reach the immersive realm.
Only when teachers have answers and clear thinking can they better arouse students' enthusiasm and deal with various problems in the classroom, so that teachers will not be at a loss and students will not know what to learn.
Third, a variety of evaluation methods, mainly incentives, make students want to learn.
Everyone is eager to get other people's comments, especially positive comments, especially students. Therefore, each of us teachers must pay attention to our classroom language, sincerely respect students, and strive to create a harmonious, harmonious and coordinated classroom atmosphere.
Good boy likes to brag. We should appreciate those students who dare to express their opinions and give accurate answers in class, which is the icing on the cake. For the students who answered incorrectly, you can also give affirmation from the way of thinking, answering questions or attitude, and say to him, "Please answer next time, the teacher believes you can succeed." This is a "timely help". When students are indecisive and afraid to speak, we should encourage them to "try everything and win everything", which is to "cultivate self-confidence".
In addition, we can also take the following ways to evaluate students and mobilize their enthusiasm for learning:
1, talk in time after class, mainly to find two kinds of progressive students who are not too devoted to class, so that students can understand the teacher's encouragement and expectations, and develop the teaching habit of "not procrastinating in class, but also communicating after class".
2. Guide students to evaluate themselves and summarize in time.
Use one minute before class to guide students to evaluate themselves: "If you think you can participate in communication and actively explore in this class, please raise your hand (or stand up)." This not only guides students to summarize their participation in a class, but also tests their self-confidence and makes them feel proud of success in participating in the class.
3. Use the weekly class meeting time to guide students to choose "star students" in the class, that is, students with excellent performance in all aspects, but the first rule is "actively answer questions", otherwise one vote will be rejected. In addition, for students who have made progress in answering questions, a special prize for the head teacher can be set up? -the star of progress. " This way. In the long run, a good learning atmosphere can be formed in the class.
How to better mobilize students' enthusiasm in mathematics classroom teaching Abstract: With the deepening of the implementation of the new curriculum reform, the specific objectives of the curriculum reform clearly point out that students should change the learning methods of passive acceptance and imitation training, and advocate students' active participation, willingness to explore and active independent learning. Classroom is the main battlefield for implementing the new curriculum. As a front-line teacher, how can we make students use "mathematics" as a way to explain the world and how can we better arouse students' enthusiasm? This requires us to respect students' dominant position in the teaching process, give full play to students' leading role, and let students learn actively and independently instead of passively accepting knowledge. I think the first thing is to let students fully carry out "experiential" learning in classroom teaching.
How to arouse students' enthusiasm in English classroom teaching? You should know that many students are unwilling to learn English. On the one hand, because all kinds of words need to be memorized, on the other hand, all kinds of grammar are too difficult to learn. . If you think the class is boring, it may not be that you don't teach well, but that there is something wrong with your class structure. Don't talk all the time in class, make jokes occasionally to enliven the atmosphere. Don't expect everyone to fall in love with English, it's impossible. What you can do is to teach them to concentrate as much as possible in class. You can compress two classes into one class and let them take notes. You should ask questions while taking notes, so that their attention will be focused and students will feel that they have learned a lot in a class.
Effective Strategies on How to Arouse Students' Enthusiasm in Junior High School Mathematics Teaching When giving lectures, students should be vivid and use metaphors that interest them, so that they can listen with spirit. * * * My son said that when junior high school students came back, they couldn't understand what the teacher said, but they asked me to help them. That's what I said. He said I was better than the teacher, so you can try. Just look at what they usually like and put themselves in.
How to arouse students' enthusiasm in senior high school biology teaching. First of all, learn to listen to lectures;
1, prepare for class, that is to say, preview before class, find out what you don't understand, find problems, and go to class with knowledge points and questions, which will be more enjoyable and easier to listen to and master;
2. Participate in communication and interaction. Don't just put yourself on the sidelines of "listening", but the participants of "listening". Think positively about the questions the teacher said or asked, and answer them when you can (the benefits of answering questions are not only performance, but also make you more focused).
3. Listening should be combined with writing and thinking. Pure listening is easy to slack off, and there are few points that can be remembered. We must learn to organize memory quickly.
If for various reasons, you have seemingly incomprehensible or incomprehensible knowledge, you must take time to understand it in class or after class. Otherwise, the problems will only accumulate, and finally you can only wait to embrace the "no three no four" exam results.
Second, learn to remember:
1, learn to integrate knowledge points. Classifying the information you need to learn and the knowledge you have mastered into a mind map or knowledge card will make your brain and thinking clear and help you remember, review and master. At the same time, learn to link new knowledge with what you have learned, and constantly mix and improve your own knowledge system. This can promote understanding and deepen memory.
2. Use your brain rationally. The so-called rationality, first, alternately reviewing different courses, such as the intersection of arts, history and geography, can make different parts of the cerebral cortex excited and inhibited in turn, which is conducive to the enhancement and development of memory ability; The second is to remember at the best time, which should generally be arranged in the morning and before going to bed at night, according to your own memory peak.
3, with the help of efficient tools. Speed reading memory is an efficient reading learning method. Its training principle lies in activating the potential of "brain and eyes" and cultivating a reading learning method that directly reflects eyes and brains, mainly practicing to improve reading speed, attention, memory, comprehension and thinking ability. After mastering, you can quickly extract the key points when reading articles and materials, promote sorting, induction and analysis, and improve the efficiency of understanding and memory; At the same time, reading fast can save a lot of time and do other things easily. For specific learning, please refer to Jingying whole brain speed reading and memory training software.
Learning mind mapping, mind mapping is a method to concretize radioactive thinking, and it is also a method to organize and promote understanding and memory efficiently. Memory can not only systematize and visualize the data in your brain, but also help you think and analyze problems and make overall plans. However, it is not a simple matter to learn mind mapping well and use it flexibly, and it takes a lot of time. As mentioned earlier, there are also mind mapping exercises and methods in Jingying Whole Brain Speed Reading Memory Training Software, which can be used for reference.
Finally, learn to sum up:
First of all, we should summarize the exam results and learn to treat the scores correctly through summary. Only by looking at the score correctly can we not be blinded by the score, but focus on the learning process and the The Secret Behind contained in the score. The second is to sum up the gains and losses of the exam and find out the reasons for success or failure, which is the central task of summing up after the exam. Of course, learning is expensive in the process of hard work, but the score is one of the signs of knowledge and skill level after all, and whether the hard work process is reasonable is often reflected in the score. The third is to summarize and sort out the wrong questions, collect the wrong questions and do some corresponding answers (if you don't understand, you should know how to solve this question and how to solve this type of question). The fourth is to determine the direction of the next stage through summary.