Cultivating students' interest in learning mathematics is an important psychological factor in learning activities. It can make students have tenacious pursuit and active exploration of mathematical knowledge. In the teaching process, cultivating interest should be combined with mathematics knowledge teaching. Especially junior students, have not yet established a clear understanding of the purpose and task of learning, and rely entirely on curiosity and freshness. Their desire to learn often stems from their interests. They are willing to learn knowledge in a relaxed and pleasant atmosphere. According to their thinking characteristics, we must attach importance to the emotional process, a non-intellectual factor combined with textbooks, strive to create novel, novel and novel situations, and pay attention to stimulating and cultivating learning interest, so that direct interest can be transformed into indirect learning interest. How to improve students' interest in learning mathematics in mathematics teaching?
First, according to the characteristics of students to cultivate students' interest in mathematics learning
Grasp the psychological characteristics of students' curiosity, create the best learning environment and improve students' interest in learning. In mathematics class, teachers should be good at using novel teaching methods to stimulate students' curiosity about new knowledge, arouse students' thirst for knowledge and stimulate students' interest in learning mathematics. In the teaching process, according to the key points, difficulties and students' reality, teachers design interesting questions at the growing point and turning point of knowledge, create the best situation, seize students' curiosity, stimulate students' interest and improve classroom teaching effect.
Grasp the competitive characteristics of students, create a "successful" situation and stimulate students' interest in learning. Students' interest in learning mathematics is formed and developed in every active learning activity. Teachers should be good at grasping favorable opportunities and use students' competitive spirit to encourage, induce and guide students to success. Let students get joy and happiness from it, so as to attract interest from music, understand the truth from music, and further improve students' interest in learning mathematics.
Second, intuitive image, stimulate interest
People's thinking is the transformation from concrete to abstract, from image thinking to abstract thinking. Especially the thinking of primary school students in lower grades has obvious figurative and vivid characteristics. Therefore, in the teaching process, we must first adhere to the principle of intuitive images, that is, fully mobilize their various senses with concrete, vivid and vivid things, so that they have sufficient opportunities to see, touch, listen and speak, thus enriching and deepening their perception.
Take "2" as an example. The teacher first shows the real shots: 2 apples, 2 birds, 2 pupils and 2 cars, and then asks the students to count them. Put 2 sticks and 2 triangles on the table to enrich the students' perceptual knowledge. When the students were putting pictures, the teacher asked, "These things are different. Are they the same in number? " Let the students know that although these things are different, the number is "2", which can be expressed by the number "2", so that their understanding can go from concrete to abstract, and write "2" under the object. Ask the students to say all kinds of things with the number "2". Then the teacher asks, "What do you think of when you see or hear the number" 2 "?" They say that a person has two hands, two feet, a bicycle has two wheels, two chopsticks are needed for eating, and so on. Let students think of objects from the abstract "2" and initially form the concept of "2".
Because the intuitive method adapts to students' thinking characteristics, stimulates students' interest in learning, solves the contradiction between poor understanding ability of junior students and abstract teaching concepts, and enables students to deepen their understanding of concepts along the order of object-representation-abstraction. Naturally, I like your math class. Achieve the effect of "respecting teachers and valuing morality".
Another aspect of emotional communication with students is that teachers let students know the development, evolution and function of mathematics, how mathematicians discovered the principles of mathematics and their attitude towards learning through stories about mathematics or the history of mathematics. For example, the author tells students stories about mathematicians such as Gauss, Father of Geometry, Veda, Father of Algebra and Archimedes, which not only makes students interested in mathematics, but also educates them. It has played the role of "moving with emotion, understanding with reason, guiding with understanding and guiding with action". Cultivating students' interest in learning mathematics in this way is not only helpful to improve the quality of our mathematics teaching, but also helpful to the development of students' quality.
Third, carefully doubt and stimulate interest.
"Learning begins with thinking, and thinking comes from doubt". Only when there is doubt can students be stimulated to explore. As a teacher, we should have the ability to dig and grasp the intellectual factors in textbooks, be good at catching the trend of students' thinking activities and guiding them, and make full use of problems to serve intellectual development. The so-called question setting means that teachers consciously set "questions" in the conflict between students' learning old and new knowledge, so that students can be "curious" in "questions" and "interesting" in "questions", thus achieving the purpose of stimulating students' interest in learning.
In view of students' interest and strong curiosity, in teaching, when reading practical problems, we should pay attention to the three elements of conditions, problems and quantitative relations, and practice purposefully in many aspects.
For example, the teacher has five pencils in his right hand and four pencils in his left hand. How many pencils are there in a box? After the students answered, the teacher said, * * * has nine pencils. How many pencils does the teacher take in his right hand and left hand? The teacher praised the students after they said they were right. Then the teacher put some pencils in the pencil box and some in his hand, and then asked, "Guess, how many pencils are there in the pencil box?" At this time, their competitive psychology is shown, and they are scrambling to answer questions. Someone said, "There are five in the pencil box." "Some people say there are four in the pencil-box." Wait, then the teacher told them regretfully, "None of your guesses are right." The teacher asked, "Do you know why you guessed wrong?" At this time, the teacher said, "This is not a complete problem, and it lacks a general condition, so you can't solve it. If the teacher says that Yi * * * has eight pencils and two pencils in his hand, how many pencils are there in the pencil case? " At this time, the students suddenly realized that everyone was actively thinking and competing to speak. In this way, students learn knowledge and improve their ability in the process of seeking knowledge and solving doubts, thus stimulating their interest in learning.
Fourth, stimulate interest through games.
Junior students like talking, laughing, moving and playing. If this feature is ignored in teaching, it will inevitably make them feel tired and boring and fail to achieve good results. Experience has proved that they should properly transfer their interest in playing games to the classroom, so that they can fully appreciate the fun of learning, thus generating interest in learning.
Such as: looking for friends, winning the red flag, driving, I am a small postman and so on. For example, when talking about knowing the number 8, it is through these games that the composition of 8 is consolidated. First, let the students take out 8 compositions from the learning toolbox. Second, the teacher took out a digital card of 1-7 and called the students to "find a pair". Third, teachers play the game of "finding friends". The teacher handed out the digital cards of 1-7 to seven students, one for each. Not 8, Qi said, "No!" Fourth, see who scores more points. The teacher plays games with his classmates. The teacher took out a digital card (the teacher appeared slowly to give the students time to think). All the students and the teacher say the numbers made up of digital cards together. Students say it right (well said), and students grade it. If there are mistakes, the teacher will grade them. When playing this game, the students are all Qi Xin, paying close attention and making few mistakes. Whenever they win, they clap and cheer. Using various games to teach junior students, highlighting the word "live" in teaching, students are relaxed and happy, with strong interest, high enthusiasm and initiative, and can receive good teaching results.
Teaching practice in recent years has proved that a strong interest in learning can stimulate students' enthusiasm for learning, promote students to study hard, effectively develop students' intelligence and greatly improve teaching quality.
How to effectively stimulate students' interest in learning
Tolstoy said: "Successful teaching needs not coercion, but arousing students' interest. "It is the key to the success of teaching to let students study in a pleasant atmosphere and stimulate their strong thirst for knowledge. To this end, I pay attention to the following points in teaching to stimulate students' interest in learning.
Fifth, cultivate students' interest in practical activities.
"Moving" is a child's nature. In the teaching process, only by doing it yourself can we learn more and master it more firmly. I seize this feature and guide students to operate actively. Such as sorting, counting, drawing, posing, spelling, etc. Visualize and concretize some abstract mathematical concepts. Make students understand the source and development of new knowledge in operation and experience the joy of participation, thinking and success. At the same time, in teaching, I also advocate the learning mode of independent exploration and group cooperation, constantly create meaningful problem situations and mathematics activities, encourage every student to explore mathematics, think independently, express his own opinions, and be good at listening to other students' different opinions, so as to achieve the purpose of acquiring knowledge and developing ability in group communication and cooperation. For example, in the activity of "building blocks", the study group made various shapes through cooperation, exchange and discussion. Teachers give encouragement and encouragement, and students sprout innovative consciousness in a relaxed and harmonious atmosphere. In the "random spelling" activity, let students use all kinds of physical objects and three-dimensional models to exert their imagination and spell out what they like. Students spell out the shapes of trains, cannons, tanks, giraffes, robots and other objects in an unrestrained atmosphere. This kind of practical activity better embodies "mathematics comes from the reality of life" and "different people learn different levels of mathematics", which makes students taste the fun of learning and stimulates their thirst for knowledge.
"Interest is the best teacher." Only when students are interested in the content of learning will they have a strong desire for knowledge, automatically mobilize all their senses and actively participate in the whole process of teaching and learning. Therefore, teachers should be good at creating teaching situations in teaching. According to students' life experience, create a situation that students feel kind to. For example, learn "how much to compare" through "little pigs help rabbits build houses" and learn the cardinal number and ordinal number through "small animals queue up". Let students feel that their daily life is full of mathematical problems, and feel cordial and credible about mathematical knowledge, thus generating interest and motivation in learning mathematics. In addition, we should choose situations that are closely related to children's lives. For example, learn addition and subtraction by the number of people getting on and off the platform. Students are most likely to be interested in what is happening around them. If what happens around you can be solved by what you have learned, it can not only stimulate interest, but also enhance students' self-confidence in learning mathematics.
Paying attention to the cultivation of application consciousness and practical ability is one of the focuses of current mathematics curriculum reform. Active activities are an important way for children to acquire knowledge and develop their abilities. First-year students have little knowledge of mathematics and narrow contact with society. In the practice of applying mathematics, I often take the form of combining simulated reality with mathematical games, choose activities that students often encounter in their daily lives, such as skipping rope, playing football, running races, etc., and put forward relevant mathematical questions to make students feel intimate.
In a word, mathematics teaching should be closely linked with students' real life. Starting from students' life experience and existing knowledge, create vivid and interesting situations to guide students to observe, operate and communicate, so that students can master basic mathematical knowledge and skills through mathematical activities, initially learn to observe things and think about problems from a mathematical point of view, and stimulate students' interest in mathematics and their desire to learn mathematics well.
Practice is a necessary way to consolidate knowledge and form skills and skills, and it is also an important link in teaching. In order to make students happy, teachers should start from children's real life and childlike innocence, and design flexible and diverse practice forms that are suitable for children's psychological characteristics and attract students to learn. For example, change the topic, open a topic, find a friend, be a doctor and so on. Let students improve their interest in learning through practice.
Six, the application of appropriate methods to stimulate students' learning motivation and cultivate interest.
1 Make students have a correct understanding of learning and stimulate learning motivation.
Make students realize that learning is the need of modern people's survival. According to UNESCO, the illiterate people in the future are not illiterate people, nor people with little literacy, but people who can't learn. Since the 1920s, with the rapid development of science and technology, human beings have been brought into the information age. The huge increase of new knowledge and the rapid aging of old knowledge require people to be good at learning and keep learning all their lives.
Let students realize that they are the masters in the learning process. Make students understand that only by personally participating in the discovery of new knowledge, solving problems independently, being good at thinking and summarizing habits can they really exercise their thinking, develop their intelligence and develop their abilities. Otherwise, if you only know the ready-made answers to each question, and your thinking has not been exercised, you will lose the role of "mathematics is gymnastics to exercise your thinking". Over time, you get nothing with empty hands! Grasp students' active characteristics and create vivid mathematics learning situations. Active is the main feature of children, so in the usual mathematics teaching process, we should use a variety of teaching methods to teach mathematics and stimulate students' interest in learning mathematics. For example, using teaching AIDS to demonstrate, learning tools to operate, games and audio-visual means to make students' various senses move.
2. Apply appropriate learning methods to stimulate students' learning motivation.
1) Cleverly set suspense to stimulate students' desire for learning.
Desire is a psychological feature that tends to know, study and obtain something. In the process of learning, students can be eager to know some knowledge by cleverly setting suspense, thus stimulating their desire to learn. For example, when talking about the relationship between the roots and coefficients of a quadratic equation, first tell the students a short story: One day, Xiao Ming went to visit him in Xiao Li's house, and Xiao Li was solving a quadratic equation. When Xiao Ming saw it, he told Xiao Li which problem he had done wrong. Xiao Li was surprised and asked Xiao Ming what the "secret method of judgment" was. At this point, I asked the students, "Do you want to know this secret method?" . The students said in unison, "Yes!" So the students ended the class with great interest.
2) Arouse cognitive conflicts and attract students' attention.
Cognitive conflict is the conflict or difference between people's existing knowledge and experience and the situation they face. This kind of cognitive conflict will arouse students' sense of freshness and surprise, arouse their attention and concern, and thus arouse their enthusiasm for learning. For example, in the teaching of "the definition of a circle", students have more contact with circular objects in daily life, and have learned some knowledge related to a circle in primary school, so they have a certain perceptual and rational understanding of a circle. However, they can't reveal the essential characteristics of the circle. If the teacher asks the students "What is a circle?" It's hard for them to answer. But they have been eager to know the definition of "circle", so teaching it again will get twice the result with half the effort.
3) Give success a sense of satisfaction
Interest is an emotional cognitive tendency. In learning, if students succeed, they will have a happy mood. If this kind of emotion appears repeatedly, a relatively stable relationship will be established between learning and happiness, and students will have a certain interest in learning. As Suhomlinski, an educator in the former Soviet Union, said: "The joy of success is a huge emotional force, which can promote children's desire to study hard. Please be careful not to let this inner strength disappear under any circumstances. " (Advice to the teacher).
4) Emotional communication to enhance interest in learning.
Teachers should strengthen emotional communication with students, enhance friendship with students, care for students, love students, and enthusiastically help students solve difficulties in study and life. Being students' intimate friends makes students have a strong sense of trust, friendship and closeness to their teachers, so study.
5) Conduct competitions appropriately to improve students' learning enthusiasm.
Appropriate competition is an effective means to stimulate students' enthusiasm for learning and strive for excellent results. Through the competition, students' sense of competition and thirst for knowledge will be stronger, and their interest in learning and perseverance to overcome difficulties will be greatly strengthened. Therefore, in the classroom, especially in the activity class, competition is generally used to organize teaching.
6) Feedback in time to deepen learning motivation.
From the perspective of information theory and cybernetics, there is no control without information feedback. How are the students' studies? This requires teachers to give appropriate evaluation, so as to deepen students' existing learning motivation and correct the deviation in learning. Teachers should not only pay attention to timely feedback in class, but also pay attention to timely feedback on homework, exams and activities. The combination of feedback and evaluation, evaluation and guidance, give full play to the diagnostic, guiding and stimulating functions of information feedback, and deepen students' motivation to learn mathematics.
When we know that a small teaching goal has been achieved through feedback, we should once again "erect obstacles" and "set doubts" to deepen students' learning motivation and keep them full of learning motivation. For example, in the teaching of factorization with common factors, after students can decompose the polynomial in the form of am+an, a(m+n)+b(m+n), they will ask new questions, such as: How to decompose the polynomial in the form of a(m-n)+b(n-m)? Only in this way can students' thinking always be in a state of actively participating in the learning process, and can they really deepen their learning motivation.
In short, to stimulate students' learning motivation, the first thing is to let students have a correct understanding of learning, which is the source of learning motivation. Then, stimulating learning motivation is a technical problem, that is, how to stimulate students' learning motivation. In short, grasp the characteristics of students' interests: they are often interested in novel things, moving things, contradictory things, jokes and humorous stories, beautiful things, experiments and operations, competitions and games. Focusing on cultivating students' interest in learning can stimulate students' learning motivation in all directions.