How to infiltrate mental health education in the field of school moral education into subject teaching is a new topic for our teachers. I think that mathematics teachers should consciously apply psychological principles and methods in the teaching process, while endowing students with certain knowledge and skills, developing their intelligence and creativity, maintaining and improving their mental health, and eliminating all unfavorable factors harmful to their mental health in teaching design, evaluation and management. To prevent students' psychological barriers caused by this, let students study in a relaxed, harmonious and pleasant situation without heavy psychological pressure, and gradually form a sound personality.
First, create a lively learning atmosphere.
Classroom teaching atmosphere will affect students' learning mood. Emotional psychologist Mandalay believes that environmental stimulus leads to cognitive explanation, cognitive explanation leads to awakened perception, and awakened perception leads to emotional experience. When you are in a good mood, you are open-minded and quick-thinking. When you are in a bad mood, you are closed and slow to operate. Therefore, only by creating a lively learning atmosphere in classroom teaching and allowing students to study in a relaxed and harmonious environment can students fully express their thoughts and feelings.
1. Attach importance to teaching democracy and participate in collective learning.
"Teaching is for not teaching" is not only the teaching purpose, but also an independent realm after students master learning methods. After students have the ability to learn, they take the initiative to acquire knowledge, so that they can learn from each other without a teacher. Since the enlightenment, and based on the teacher's usual democratic teaching style, students can actively participate in the learning process. Teaching democracy is to provide students with a relaxed and harmonious learning environment. Studying in a democratic and harmonious atmosphere, students are happy, willing to accept new knowledge, and can actively ask questions, dare to think and confess, and their thinking is in a positive state. In my opinion, we should dare to let students think, speak and do, and dare to give students time and space to acquire knowledge through observation, operation, independent thinking and group discussion.
2. Use cooperative teaching to cultivate group consciousness.
2 1 century, the competition of science and technology is fierce, and the success or failure often depends on the cooperation of people. Therefore, cultivating students from an early age should not only be competitive, but also be good at cooperative learning, which is conducive to promoting the process of students' socialization.
In cooperative learning, students must understand the goals and tasks of the group, and then strive to achieve these goals. This understanding is not the result of automatic adjustment and must be learned. Considering the multiplicity of methods and viewpoints in cooperative activities and the complexity of interpersonal relationships, students will have a greater coordination process in their viewpoints. There are two kinds of coordination: adaptation and assimilation. Assimilation is mostly regarded as an active adjustment, while adaptation is the change of individual cognitive structure. This kind of coordination is helpful to cultivate students' group consciousness and effectively prevent the emergence of withdrawn students.
Second, overcome impetuous mentality and strengthen internal control psychology.
Take learning elementary arithmetic as an example, many primary school students' calculation accuracy is not high, and there are many reasons. From the analysis of a large number of wrong questions, we can see that only a few of them are caused by not mastering the calculation rules, and most of them are caused by some bad psychological quality and their own bad calculation habits.
First, the lack of meticulous learning mentality. For example, the result is a mixture of 0,6, 1, 7,4,9, etc.
Secondly, there is a lack of internal control psychological quality that must be checked after calculation. Some students are too confident to check, while others just want to finish their homework as soon as possible and don't want to check at all. Some students just want to believe that their parents will examine them and correct them if they make mistakes.
It is precisely because of these impetuous mentality that students have done a lot of work in the "feedback control" stage: error correction, improvement and improvement. There are many measures to change this situation, among which it is very necessary to determine a set of correct operating procedures.
Third, determine the evaluation orientation and experience success and pleasure.
Evaluation refers to the value judgment of teaching activities and effects according to certain objective standards, and the forms of evaluation generally include mutual evaluation and self-evaluation. The evaluation process of students' participation is also the process of learning to be a man. When evaluating each other, teachers should guide students to learn to use the method of gradual affirmation, instead of taking a perfect answer as the only criterion for evaluating results. For example, a simple operation developed by a classmate is 78× 99+78:
78×99+78=78×( 100- 1)+78=7800-78+78=7722+78=7800
At this time, we can't deny it because it doesn't conform to the calculation method in the book, but make a reasonable evaluation: we can carefully examine the problem, find the characteristics of the data in the problem solving, know how to convert 99 into (100- 1), and the final calculation result is correct. Then, let the students discuss how to make his problem-solving ideas more perfect. A classmate came to the stage and added "× 1" next to "+78" with colored chalk, which gave the classmate an epiphany. Another student suggested that the second step can be simple addition and subtraction learned in the past, which will further improve everyone's thinking. Such mutual evaluation not only protects this classmate, helps him build up self-esteem and self-confidence, encourages him to strive for self-improvement, but also cultivates his own qualities of being objective and fair to people and things and being good at treating people. Self-evaluation is actually a process of self-reflection. Self-adjustment and self-improvement through evaluation can improve students' quality.
Fourth, cultivate creative thinking and promote the overall improvement of quality.
Cultivating and developing students' creative thinking of "learning by analogy" and "knowing one thing and knowing ten" will help them learn at a higher level in the future, create more and better benefit mankind.
In teaching, we should pay attention to cultivating students' creative thinking. For example, the third volume of mathematics talks about the preliminary understanding of multiplication, rewriting the addition formula into the multiplication formula: 2+2+2 = 2 × 3, that is, three 2s; 3+3+3+3+3 = 3× 4, that is, four 3s; What about 5+5+5+3? This is not a teacher's mistake, but a carefully designed variation, which is a good opportunity to cultivate students' thinking ability. After observation, the students rewritten it as 5× 3+3, 5× 4-2, 6×3, and it was creative to rewrite it as 6×3. He divided the last three by each five and added 1 to make three sixes.
This not only deepens the understanding of the meaning of multiplication, but more importantly, it flexibly uses old knowledge to solve new problems, creatively discovers the law of multiplication and develops students' thinking. Through such orderly and purposeful guidance and discovery, we can cultivate students' innovative thinking and improve their quality in an all-round way.
Fifth, reverse the psychology of underachievers and make them realize the importance of mathematics.
Underachievers are the biggest headache for teachers in teaching, but we should know that underachievers are not stupid, many of them are because they are not interested in mathematics. A student once told me that he was afraid of mathematics since he was a child, because he was annoyed with the addition, subtraction, multiplication and division of several Arabic numerals all day. So I asked him, "Where did mathematics come from? Is there no math in your life? " I asked these students who are not interested in mathematics to set up an activity group, and used their spare time to go to various supermarkets to learn about prices, visit salespeople ... and write down their own experiences. The students are very interested. Some students said: "until now, I know that it is not easy to be a salesman." I have to know the prices of all kinds of goods like the back of my hand and collect money accurately and quickly. " Through this survey, students know that they should exercise their practical ability through their own practice and attempts, and lay a solid foundation for their future life. More importantly, they should let students know the importance of learning math well and stop hating it.
To sum up, mathematics teaching and mental health education penetrate each other, cooperate with each other and promote each other, forming a coordinated and unified educational whole. Infiltrating mental health education in mathematics teaching is one of the important ways to carry out mental health education for primary school students When a person's mental health is improved, his learning attitude will be correct. Without psychological pressure, he will naturally be more motivated.