First, establish a democratic, harmonious and good new relationship between teachers and students, harmonize the feelings between teachers and students, and cultivate students' interest in learning mathematics.
Teachers are the leaders of students' emotions, and loving students is the premise of mathematics teaching. Only by pouring teachers' emotions into mathematics teaching and stimulating students' learning emotions can students participate in mathematics learning more actively, which is an effective way to cultivate students' interest in learning. Students' likes and dislikes of a certain subject are largely related to whether they like teaching teachers or not. If students like a teacher, they will naturally like the lessons he teaches, find the contents he teaches lively and interesting, and consciously accept the teacher's teaching. In the teaching process, teachers should pay attention to adjusting students' emotions and let them enter the learning situation confidently and happily. Teachers should talk with students more, understand their ideological trends, be their mentors and friends, and establish a democratic and active classroom atmosphere. Only teachers' teaching is full of fun, students' learning can be lively, and students' dominant position and teachers' leading role can be fully brought into play. Only in this way can students like this teacher and then like the course of mathematics.
Second, skillfully set the lead, create problem scenarios, and stimulate students' interest in learning.
Make use of the interest of some math problems to create a situation that can effectively arouse students' learning motivation and interest, make students' brains in the most active state, and encourage students to study happily and explore keenly, so as to master certain learning methods and basic knowledge and form certain skills. For example, when teaching the application of similar triangles, I designed the problem situation like this: There is an unattainable flagpole, how can I measure its height? In this way, by setting questions, students' interest in exploring new knowledge is stimulated, students are prompted to think positively, and the acceptance of knowledge is changed from passive to active, and good teaching results are achieved.
Third, make full use of multimedia-assisted teaching, constantly improve teaching methods and enhance students' interest in learning.
Multimedia courseware can combine the audio-visual function of TV with the interactive function of computer, produce a new way of man-machine interaction with pictures and texts, and can give immediate feedback. In this interactive learning environment, students can choose what they want to learn, choose exercises suitable for their own level, or choose different teaching modes to study according to their own learning foundation and interests. This interactive way is of great significance to the teaching process. The position and function of teachers are mainly manifested in cultivating students' ability to master information processing tools and analyze and solve problems, changing the traditional teacher-centered and classroom-centered education model and achieving good results. For example, when teaching the nature of congruent triangles, I animated the length of three sides of a triangle into the length of three sides corresponding to two congruent triangles and another triangle. Students clearly draw the conclusion that congruent triangles's corresponding sides are equal, and I demonstrate their corresponding angles in the same way. Students can easily come to the conclusion that congruent triangles's corresponding angles are equal, thus deeply understanding two properties of congruent triangles.
Fourth, through discussion, communication, cooperation and inquiry learning. While cultivating students' ability of cooperation and communication, mobilize each student's awareness of independent participation and enthusiasm for learning and enhance their interest in learning.
Only when students are actively involved in the process of mathematics learning can classroom teaching be efficient. For example, when learning the section "the positional relationship between a straight line and a circle", first let the students prepare a wooden stick and make a circle with aluminum wire. Then, the teacher guides the students to explore the positional relationship between the straight line and the circle. Through independent inquiry and cooperative communication, students will quickly master what they have learned. Therefore, only by actively participating can students show curiosity and thirst for knowledge in their learning activities, and their emotions, attitudes, interests and abilities can be fully developed.
Five, closely combined with the actual life, design practical activities, improve interest in learning.
Mathematics comes from our life. Therefore, the understanding of mathematics should not only be understood from the mathematician's explanation of the essence of mathematics, but also from the personal practice of mathematics activities to experience the "birth" of mathematics. For example, the design of "central symmetry" is introduced: the teacher takes out a number of playing cards, then asks a student to take out any playing card on the stage, shows it to the students with his back to the teacher, then inserts it, washes it a few times, unfolds the playing cards, and the teacher immediately determines which playing card the student has drawn. The trick is to prepare several non-central symmetric playing cards and one central symmetric playing card in advance, and arrange them in most directions of the cards. Pay attention to adjust the rotation 180 degrees when you pull it out and insert it again, and you will find it. ) Poker magic shows are often seen on TV, but the class returning to life stimulates students' interest in exploring "central symmetrical graphics", enlivens the classroom atmosphere and ignites the sparks of students' discovery thinking. In the lively problem scenario, teachers and students jointly sum up the essence of graphics, establish perceptual knowledge, and then use what they have learned to mathematize these problems, which will lay a good foundation for students to understand the central symmetric graphics and their characteristics and develop the concept of space.
Sixth, we should work together to create a residual situation, or consolidate new knowledge, or guide students to further explore and develop their interest in learning.
At the end of a class or a part of knowledge, we should properly design the "tail" situation, so that students have the feeling of unfinished words, thus stimulating their interest in continuing to explore and laying the foundation for the next class or new content learning. For example, after teaching statistical charts, I suggest that students go home and measure their height, then investigate statistics among students, draw a histogram, and then ask a question and answer it in combination with the histogram. This assignment not only allows students to practice the operation, but also consolidates the new knowledge they have learned, and also exercises students' analytical understanding ability. For another example, after learning the positional relationship between a straight line and a circle, I propose to explore the positional relationship between a circle and a circle according to the method of the positional relationship between a straight line and a circle, so as to lay the foundation for the next class and further cultivate students' interest in learning.