Children in the lower grades of primary school are very unstable in their learning activities and love to make small moves. They often ignore the existence of classroom discipline and play with erasers and pencils for a while, and everything around them may become toys in their hands. As a teacher, sometimes in order to make teaching go smoothly, I often control my children's every move. Children learn mathematics in a passive state, and naturally lose interest in mathematics. The learning effect is not good either.

There is a good saying: "Interest is the best teacher." Interest is the secret of success, the beginning of knowledge acquisition, and the basis of desire for knowledge. Only when teachers are good at stimulating students' strong interest in what they have learned can they achieve the purpose of acquiring knowledge, cultivating mathematical thinking ability and developing intelligence.

First, spread love to every student, establish an equal, democratic and intimate relationship between teachers and students, and implement democratic teaching.

"To make students like your class, you must first make them like you." If you want to be a good teacher, a teacher that students like, you must love your children first. The equal, democratic and intimate relationship between teachers and students is the basis of creating a harmonious and happy classroom atmosphere, and it is also the premise of a good math class. This relationship applies to the classroom, but it is established in peacetime. Therefore, in our daily life and study, our teachers should first love their students, so that students can be close to teachers and trust their teaching. Communicate with children more after class, so that children can regard teachers as their good friends. In this way, children will have an attitude of wanting to learn, enjoying learning and learning. Believe and help every student learn math well. "There are no students who can't teach well in the world, only teachers who can't teach well." It is not difficult for students who teach well and teach themselves well. The difficult thing is to teach those students who are unwilling to learn to be willing to learn, and to make those students who are not interested in learning interested. At the beginning of this year, I found that some students in senior one couldn't count the items drawn in books; Some write 3 as "ε"; I always use my spare time to teach them patiently by hand. These students gradually eliminated the strangeness to me, established the trust between teachers and students, and gradually liked me and the math I taught. So I believe that as long as students are given proper guidance and enough time, every student can learn math well.

Second, make mathematics teaching activities close to life and realize mathematics in life.

Mathematics originates from life and serves life. Mathematics teaching should be close to life, so that students can fully realize that there is mathematics everywhere in life, thus improving students' interest in learning and enhancing their confidence in learning mathematics well. In this way, classroom teaching will be full of life and students will be happy to learn and do.

Like being close to life. For example, when teaching 3+2, you can use students' pencils. One student has three pencils, and the other student has two pencils. How much money do they have? Students who have personally experienced such cases are not only interested, but also easy to understand and learn.

Let more things enter the classroom. Where students are not easy to understand, teachers are often thirsty and students are at a loss. They bring things into the classroom so that students can understand them easily. When I was doing an exercise of "Graphic Assembly" in grade one, I held the building blocks and asked the students to guess how many building blocks * * * had built. The students are all talking and interested. Finally, let the students tear it down and test their guesses. The design of this link not only trains students' oral expression ability, but also trains their thinking ability, and also lets students remember this knowledge.

Third, make the situation colorful.

In primary school mathematics teaching, it is easier to stimulate students' interest in learning by putting mathematics knowledge in a lively situation. Teachers should pay attention to creating vivid and interesting situations in classroom teaching, so that students can be placed in certain situations, and students will regard the classroom as a "paradise", thus generating positive interest and desire to explore. I try to create a situation from the following aspects:

1, wonderful story. Compiling the problem situations reflected in the pictures in the textbook into interesting stories can make students feel immersive, which can increase the interest of classroom teaching, effectively mobilize students' learning enthusiasm and make them devote themselves to learning activities.

This game is exciting. By creating some interesting game situations, teachers can let students learn while playing, which can not only make students always participate in the study of new knowledge with an excited and positive attitude, but also prolong the concentration time of attention, and enable students to experience the process of exploring and consolidating knowledge in the game and experience the joy of learning and the charm of mathematics.

This demonstration is exciting. When I was teaching "light and heavy", I brought a balance, two oranges and a big apple. First, let the students guess who is lighter and heavier. Then weigh it with a balance to verify your guess. Don't mention how happy the students who guessed correctly are. They looked at the fruit on the balance and immediately expressed it in sentences such as "Who is lighter than who" and "Who is heavier than who".

4. Children's songs are exciting. I think children's songs are the most popular form of mathematics activities, which plays an important role in stimulating children's interest in learning mathematics.

5. The performance is exciting. Properly performed, teachers and students were moved, interest arose, and the classroom atmosphere was very active. When the first grade is "RMB", let the students simulate the scenes of changing money and shopping. The students' interest was very high, and soon an atmosphere of discussion was formed.

Fourth, let the competitive strategy run through the classroom.

The biggest advantage of adopting competitive strategy is that it has a strong incentive effect on primary school students' learning. Holding math competitions and encouraging mutual competition can develop students' potential and develop their personality. There should be more competitions in teaching, such as competitions between boys and girls, competitions between groups, and competitions between teachers and students. When consolidating the multiplication formula, I asked one group to compare with two groups, and the boys and girls listened to which group was the most correct and fluent. The students are highly concentrated and try their best to win glory for their group. Whenever students put learning tools on the desktop, I will compete with them to draw learning tools on the blackboard. The students are so absorbed that they dare not relax. Such competitions not only save time, but also cultivate students' aesthetic taste.

Fifth, let students actively participate in teaching practice activities and cultivate students' positive thinking quality.

There are three sentences written on the wall of the National Library of Washington, USA: "I heard it, but I may forget it;" I may think of it when I see it; I've done it. I really understand. "Visible how important it is to start work. Nowadays, mathematics teaching is called "doing mathematics", especially for junior students, which mainly focuses on thinking in images. Whether teaching addition and subtraction, graphics or RMB, we should learn to operate with the aid of teaching AIDS, so that students can discover, understand and solve while doing, thus turning the boring teaching process into a dynamic exploration process, thus stimulating students' interest.

6. Appropriate rewards and praise are additives for good primary school mathematics classes.

Teachers should give every student a chance to succeed. Teachers should actively look for the bright spots in students with learning difficulties, give them encouragement and praise in time, so that they can constantly enhance their positive confidence and courage and change "I can't" into "I can". Encouraging evaluation and proper praise should be taken for children's good performance in class. Only in this way can classroom teaching be full of vitality and students' personalities be fully displayed. For example, during the exam, I will use the little red star to reward those students who have made rapid progress; For those students with excellent grades, I will reward them with a small red flower. When students work hard, I often say: "It's really good", "Great", "Great", "I like you", "King of Mathematics" and "Eye-catching" ... Whenever students hear my words, their hearts are filled with joy. Only by constant encouragement and praise can students' enthusiasm for learning be higher and their innovative ability be continuously improved.

In short, in primary school mathematics teaching, we let students understand mathematics in life and take various forms to stimulate students' internal motivation to learn to the maximum extent. In practice, let students feel the fun of mathematics. In democratic teaching, it is necessary to establish a relaxed and harmonious bilateral relationship between teachers and students so that every child can study mathematics with confidence.