First, improve students' behavior participation.
Make reasonable teaching arrangements in the classroom, let students "ask questions-think, discuss-speak, calculate-do" and participate in interactive teaching links, thus improving students' behavior participation. Interactive learning in primary school mathematics classroom teaching is divided into two levels: one is interactive learning between teachers and students, and the other is interactive communication between students. In this process of learning and communication, teachers should fully and reasonably design the teaching links and details, so that teachers can play a leading role in imparting knowledge in mathematics teaching, but they can't ignore the communication and interaction with students, let alone unilaterally communicate between teachers and students, and pay attention to the communication and learning between peers, that is, between students. For example, when teaching the first-year class of "addition and subtraction within 20", I will let the students warm up by calculating the addition and subtraction within 10. After learning this lesson, we entered the practice session. I showed the addition and subtraction card within 20 minutes, and asked the students to think independently 1 minute, communicate in groups for 2 minutes, and then asked the students to stand up and answer first. As a result, all my classmates stood up and answered the questions I designed. I want to face every student in the preparation for this class. In the classroom, I carefully arrange the teaching links so that everyone who studies in the classroom can participate in the teaching. I try my best to give every student equal learning opportunities, so that every student has more opportunities to think independently and ensure that every student participates in learning in essence. I ask the students to think independently 1 minute, and communicate in groups 1 minute before answering. Then every student has time to think independently, really participate in learning, exercise students' thinking, gain something in this teaching activity, and realize the teaching effect. This is the ultimate goal of primary school mathematics teaching.
Second, improve students' emotional participation
It is necessary to establish a harmonious and stable relationship between teachers and students, lay a foundation for classroom interaction and student participation, and improve students' emotional participation.
Harmonious and stable teacher-student relationship is also an important key to let students fully participate in the teaching process. The image established by teachers among students greatly affects the efficiency and quality of teaching. Mathematics teachers should infect students with warm feelings, sincere feelings, kind attitude, kind language and other good emotional qualities, stimulate students' learning emotions, and let students actively participate in mathematics teaching. Moreover, mathematics is a rigorous subject, which needs a good relationship between teachers and students to adjust. A math teacher, establishing a charitable and kind image among students, is conducive to being close to students' study and life, relaxing students' psychology, thus actively participating in classroom activities and making math classroom teaching activities go smoothly.
For example, language appeal plays a very important role in teachers' lectures. Especially for naive, lively, curious and sensitive pupils, the effect is particularly obvious. Language is interesting and vivid, which makes students willing to listen, attracts high attention, and enables them to accept knowledge and increase their skills in a more relaxed environment. When I was teaching the Meaning of Fractions, I used computer multimedia technology to introduce it in the form of an animated story of Journey to the West that all primary school students were interested in: the Monkey King, the eldest disciple of Tang Priest, asked Pig Bajie, the second disciple of Tang Priest, with a rice ruler in his hand, "Pig Bajie, can you use this ruler to measure the length of my grandson's wishful golden hoop?" Pig said with a smile, "Brother Monkey, Brother Monkey, this is so childish. What are the difficulties? " So I picked up the rice ruler and measured the number of sides: 1 meter, 2 meters, 3 meters ... At the fourth meter, Pig was dumbfounded, and the rest was less than 1 meter. I don't know what to do. My face is getting red. The students began to worry about Bajie. At this time, I asked the students to measure the length of the desk with a ruler. As a result, the students all encountered the problem that Pig Bajie encountered: What should I say if the length is not 1 foot? So as to stimulate students' mathematics emotion. What should I do? The study group discussed how to deal with it. After the students discussed, I continued to play. The animation shows that Wukong pointed to Bajie's forehead and said, "Idiot, this should be expressed by scores. Do you know what a score is? " So it is natural and interesting to introduce this topic. In this way, the emotional atmosphere created in teaching will enable students to have emotions when they enter the state, integrate emotion and interest, and learn vividly and happily.
For another example, math teachers can use their spare time to tell students stories about mathematicians' learning in daily teaching activities, communicate with students outside of study, care about students' daily life, find common topics between teachers and students, and enhance the feelings between teachers and students, which can provide convenience for primary school math teaching activities, thus strengthening emotional education and stimulating students' consciousness and enthusiasm in learning mathematics.
Third, improve students' cognitive participation.
In primary school mathematics classroom education, the interest of classroom teaching and classroom activities is also a magic weapon to improve classroom teaching participation and teaching efficiency. Mathematics classroom is active and interesting, which can fully arouse students' enthusiasm for participation. The curiosity and thirst for knowledge of primary school students are in the stage of extreme expansion. At this time, it is very desirable to improve students' participation by improving the interest of the classroom, grasping students' thinking. Teachers can move practical problems in life to classroom education through situational design, role-playing and other teaching methods, which provides a way to satisfy students' curiosity, thus improving students' interest in the classroom, thus increasing students' participation in the primary school mathematics classroom, which is of great significance to teachers' teaching and students' progress. For example, in the teaching of "mixed operation of addition, subtraction, multiplication and division", in order to train students' flexibility, I designed a 24-point game activity: every four people are a group, each group is dealt a deck of playing cards, each deck is 13, and each person plays one card at a time. Whoever plays these cards first will be the winner. After the students are familiar with the rules of the game, they start the game, and the learning effect is amazing. If you see that every student is willing to learn and actively participate in such active activities, can the teaching effect be good? Teachers choose examples related to mathematics courses as teaching situations, which will inevitably improve students' attention, stimulate students' interest in learning and let students actively participate.
Students' participation in teaching is an extremely important issue in the process of primary school mathematics education. Among them, whether it is behavioral participation, emotional participation or cognitive participation, it is an important link in the process of primary school mathematics teaching and an important link to improve students' participation in mathematics classroom.