A clever suspense, the introduction of new courses to stimulate students' interest in learning
Strong curiosity is an important source of interest, which will firmly grasp people's attention and make people actively explore the cause and effect and its connotation in an impatient mood. Therefore, in mathematics teaching, teachers should skillfully set questions according to the teaching content, so that appropriate and thought-provoking questions can arouse the waves of students' thinking. Questions with suspense are set in the lead-in section to pave the way for a good math class. Curriculum standards point out that teachers should "teach with textbooks, not teach textbooks". Therefore, in teaching, I pay attention to the demand for teaching materials. By organizing interesting math competitions or telling vivid stories, it can not only guide students' attention, but also attract students' interest in learning.
Second, enhance self-confidence and stimulate students' interest in learning
As Mr. Wei Shusheng said, teachers should try their best to encourage all students to participate, stimulate their thirst for knowledge, seize the bright spots of students, give timely encouragement and enhance their self-confidence. In teaching, we should "start from a low starting point, highlight key points, disperse difficulties, attach importance to the process, slow down and encourage more." For example, students who study particularly well can use inspiring comments such as "great" and "really smart"; For students who have made progress in their studies, they can use encouraging comments such as "How fast they have made progress" and "Come on", and for underachievers, they can use comments such as "This is difficult" and "Keep working hard". In this way, with the help of teachers, students can not only develop and improve themselves at different starting lines, but also stimulate their desire for further study, form a strong learning motivation and establish learning confidence. With self-confidence, it is not difficult to cultivate their interest in learning. Create opportunities for students to show themselves and express themselves, and promote all students to compete, learn and catch up. "Learning without thinking is useless, thinking without learning is dangerous". Learning begins with thinking, and thinking begins with doubt. Grasp the psychological characteristics of students' strong curiosity, deliberately set doubts, cast a mysterious color on some mathematical knowledge, and arouse students' desire to explore. Many studies show that the most significant difference between outstanding people and mediocre people is not the IQ, but the advantages and disadvantages of non-intellectual factors such as interest and emotion. Whether students' interest can be maintained from beginning to end, one method is not enough, and many methods must be used to teach. Stimulating thinking with interest is another training method in our lectures. As mentioned earlier, how much is A more than B? How much is A less than B? I asked the students to sum up the unit "1". If 4a=3b, then 5a: 6b =?
b:a=？ Guide students to use mathematical methods (special knowledge method) to make 4a=3b= 1, thus representing a and b and solving them. If two conditions are given: the number A is 10 and the number B is 8, let the students ask as many questions as possible. In practice, students are required to ask questions that can be answered in one step, such as "How much A is more than B", "How much B is less than A" and "How much B accounts for A". Then let the students ask questions that can be answered in two steps, such as "How much is A more than B", "How much is A equal to B", "How much is B less than A" and "How much is the sum of two numbers B". For the commonly used quantitative relations, we also use the practice form of compiling questions for students with names when reviewing. If the unit price and total price are known, prepare the title of quantity; Know the distance and time, edit the topic of speed, etc. Through this form of training, students can further firmly grasp the basic quantitative relationship. It lays a good foundation for solving more complicated application problems. In the process of compiling questions, we should also pay attention to guiding students to understand and use mathematical terms accurately. Only by accurate understanding can it be used correctly. Such as increase, increase to, increase, improve, improve to, improve, expand, shrink, etc. Correct mistakes in time when they are found. I think in the process of dispelling doubts, let students express different opinions and let them change from passive learning to active learning. Only in this way can students' thinking be activated in the largest space and their interest in learning be stimulated in the shortest time.
Thirdly, citing life in mathematics teaching.
For example, stimulate students' interest in learning.
Confucius once said, "The knower is better than the good, and the good is better than the happy." The teaching process should become a sympathetic emotional life and positive emotional experience for students. Psychologists have also studied that primary school students are poor in self-control, active and short in attention duration. If students sit and listen to the class dryly, they will be distracted and absent-minded, which will affect the classroom teaching effect. In the teaching process, I aim at students' reality, combine the teaching content, carefully design questions, guide and inspire them in a targeted way, and let students practice, think, talk and explore learning. For example, when I was teaching Chicken and Rabbit in the Same Cage, I provided students with realistic, interesting and challenging learning materials. With the help of the interesting problem of "chickens and rabbits in the same cage" in ancient China, students discuss, think from multiple angles and solve the problem in various ways by using lists, drawings, assumptions and equations, so that students can gradually explore different situations according to their own experience. Let students study together, make progress and improve together, apply what they have learned to life, look at things around them with a mathematical eye and appreciate the value of mathematics. When using the hypothesis method, I ask students to play the role of chicken and rabbit. All the rabbits stood at attention under the command of the monitor of the rabbit. At this time, all the rabbits raised their front legs. Please think about it. How many legs do chickens and rabbits standing on the ground in cages have? How many legs is a rabbit missing? ..... (giggle ... giggle ...) In the process of rabbit learning from chicken, the chicken king was unconvinced, so the chicken king called on all chickens to imitate rabbits, but they only had two legs. Who knows how chickens learn from rabbits? Health: The chicken put down its wings and threw them to the ground as legs. How many legs does a chicken have? ……
Fourth, teaching life, improve interest in learning
The Curriculum Standard for Primary Mathematics emphasizes that students should "learn mathematics that is valuable to everyone" and "take mathematics as a means and tool for exchanging information in people's daily life". In teaching, teachers should actively create situations in which mathematics is applied in real life, make full use of students' existing knowledge, experience and familiar things to organize teaching, guide students to understand the mathematical problems in real life, understand the role and value of mathematical knowledge in real life, and make them realize that "mathematics is an integral part of life and life cannot be separated from mathematics". In this way, through the application of teaching knowledge in daily social life, such as where, when and on what issues knowledge is used in daily life, the study of knowledge is closely linked with students' real life and existing experience, so that students can deeply understand the practical significance of what they have learned, not only understand and master the application of mathematical knowledge, but also enhance their confidence and interest in learning mathematics. Make them deeply understand that mathematics comes from life, is used in life, and is closely related to real life. Without math, you can't move. When I was teaching interest and interest rate in the sixth grade of primary school, I designed it like this:
Teacher: The teacher accumulated 1000 yuan. Where is the safest and most reasonable place?
Health: Putting it in the bank is not only safe, but also makes your money more planned.
Teacher: Listen to your opinions. Now the teacher wants to deposit money in the bank. Who wants to go with me? Students walk into the situation created by the teacher and feel the fun of saving money. )
Teacher: When we come to the bank, we will not only be warmly received by depositors, but also get a deposit slip. What kind of mystery does the certificate of deposit contain? Do you want to sum it up together during the filling process?
Give students an imaginary space, let them feel the mathematics in life, organically integrate knowledge, ability and personality, and let students' inspiration after the collision of various factors be reflected in practice. Through the interaction between teachers and students, let students master the method of filling in deposit slip, and master the mathematical concepts such as deposit type and principal in the teacher's teaching.
Teacher: (showing the information) After Xiaoli's deposit, she deposits 100 yuan in the bank, with an annual interest rate of 2.25%, and can withdraw 102.5 yuan at maturity.
Teachers guide students to summarize the concepts of "interest" and "interest rate", wondering "What is the relationship between the amount of interest and what?" What does it matter? "(Students cooperative learning found that the amount of interest is related to the principal, interest rate and time, and summed up the formula: interest = principal × time× interest rate. )
Health summary: after-tax interest = principal × interest rate× time ×( 1-5%).
What students are familiar with is more likely to arouse students' emotions. Therefore, I carefully explore all the contents related to life in the teaching materials, fully explore the life connotation in mathematics, make the living materials mathematized, make mathematics teaching live, let students realize that mathematics is around, feel the interest and value of mathematics, and have a close feeling for mathematics.
Throughout the ages, there are countless mathematical thinking methods, and each mathematical thinking method shines with the spark of human wisdom. One is that some mathematical thinking methods are difficult to accept because of the age characteristics of primary school students, and the other is that it is unrealistic to infiltrate so many mathematical thinking methods into primary school students. Therefore, we should selectively infiltrate some mathematical thinking methods. However, the following mathematical thinking methods are not only easy for students to accept, but also have a good role in promoting the improvement of students' mathematical ability.
& gt5. Infiltrate mathematical thinking methods in primary school mathematics teaching.
1. Change your mind
The idea of transformation is to transform a practical problem into a mathematical problem and a more complicated problem into a simpler one. It should be pointed out that this transformation idea is different from the general "transformation" and "transformation". It is irreversible and unidirectional.
2. Combination of numbers and shapes
The idea of the combination of number and shape is to make full use of "shape" to express a certain quantitative relationship vividly. That is, by making some graphs such as line segment, tree diagram, rectangular area diagram or set diagram, students can correctly understand the quantitative relationship and make the problem concise and intuitive.
Example 1, a glass of milk, A drank half a cup for the first time and the remaining half a cup for the second time, so he drank the remaining half a cup every time. A How much milk did you drink four times?
If you add up the milk you have drunk five times, that is++is what you want, but this is not the best strategy to solve the problem. Let's draw a square first, assuming its area is "1". As can be seen from the figure, 1- is what we want. Here, not only the idea of combining numbers with shapes is infiltrated into students, but also the idea of analogy is infiltrated into students.
Change your mind
Transforming thought is an idea that changes from one form to another. Such as the same solution transformation in solving equations, the proposition equivalence transformation in laws and formulas, the equal product transformation in geometry, the inverse transformation in understanding mathematical problems and so on.
Mathematical concepts, laws, formulas, properties and other knowledge are clearly written in the textbook, with a "shape", while mathematical thinking methods are implicit in the mathematical knowledge system, without a "shape", and are scattered in all chapters of the textbook systematically. Teachers don't talk, talk more and talk less, which is arbitrary. They often squeeze it out as a "soft task" because of the tight teaching time. The requirement for students is to calculate as much as they can. Therefore, as a teacher, we should first renew our ideas, constantly improve our understanding of the importance of infiltrating mathematical thinking methods, integrate both mastering mathematical knowledge and infiltrating mathematical thinking methods into teaching purposes, and integrate the requirements of teaching mathematical thinking methods into lesson preparation. Secondly, we should study the teaching materials deeply and try our best to find out all kinds of factors that can penetrate mathematical thinking methods. For each chapter and section, we should consider how the specific content permeates mathematical thinking methods, which mathematical thinking methods permeate, how to permeate, and to what extent. It is necessary to have an overall design and put forward specific teaching requirements at different stages.
The teaching of mathematical thinking method must be realized through specific teaching process. Therefore, we must grasp the opportunity of teaching mathematical thinking methods in the teaching process-concept formation, conclusion derivation, method thinking, thinking exploration, law revelation and other processes. At the same time, we should pay attention to the organic combination and natural infiltration in the teaching of mathematical thinking methods, consciously and imperceptibly inspire students to understand all kinds of mathematical thinking methods contained in mathematical knowledge, and avoid the counterproductive practices such as mechanically copying, generalizing and being divorced from reality.
Mathematical thinking method is gradually accumulated and formed in the process of enlightening students' thinking. Therefore, in teaching, we should first emphasize "reflection" after solving problems, because the mathematical thinking method refined in this process is easy for students to understand and accept. For example, through the regular comparison of scores and percentages, students are guided to sum up the key points of solving such application problems, and find the corresponding scores in specific quantities, so that students can experience the corresponding ideas and reduction ideas themselves. Secondly, we should pay attention to the long-term nature of infiltration. It should be noted that the infiltration of students' mathematical thinking methods can not see the improvement of students' mathematical ability overnight, but a process. Mathematical thinking methods must be trained step by step and repeatedly, so that students can really understand.
There are many ways to cultivate students' interest in mathematics learning. As a guide for students, teachers should teach students in accordance with their aptitude, be flexible and changeable, grasp the best psychological state of students, consciously inject some stimulants into teaching, seize the opportunity to stimulate students' interest in learning, mobilize students' enthusiasm for learning, and change "I want to learn" into "I want to learn".