First, anthropomorphic methods to attract children's interest
Children's thinking is anthropomorphic. Therefore, concrete imitation and learning can arouse the interest of small class children more than abstract requirements. For young children, visual education is more convincing than preaching.
For example, in the teaching activity of "knowing 1 and a lot", I first show candy and give each child a candy. Let the children know that many can be divided into one, and then, I let the children give candy to the dolls. Let the children understand that one after another is a lot. Through such activities, let children understand the relationship between 1 and many things.
For example, in the teaching of "sorting by size", I let the children line up to get the small animals first, and then let the children send the corresponding food to the small animals. In this way, children have mastered the method of how to sort.
Second, the gamification method to stimulate children's interest
Games are children's nature and the most natural way of activity. Games can show rich educational requirements in an interesting way. Teachers should make full use of this powerful weapon to let children unconsciously practice and master certain knowledge and skills in games. Math games can make children actively participate and stimulate their interest in mathematics. Promoting the development of thinking ability is an important method to complete the task of children's mathematics education.
For example, in the teaching of "understanding 1 and a lot", I also designed a game of walking in circles. I asked first, "Children, let's play a game now. Let's ask the children to talk about whether a child can play a game of pulling away. " How many children does it take to play this game? "Let children deepen their understanding of" 1 and many ".
For example, in the teaching activity of "knowing inside and outside", I designed a game for children to listen to the password and stand in a circle. Let children understand the meaning of inside and outside.
For another example, in the teaching activities of perceiving numbers within 5, I designed two games: clapping my hands to count and finding friends for small animals. I'll put a background picture first to show the children what small animals there are. Ask them how many. Then clap your hands and count. Finally, let children help small animals find other animals as many as friends. Unconsciously, I achieved my teaching goal.
Third, interesting operations arouse children's interest.
Operation is an essential part of mathematical activities, which is designed for children to achieve the goal of mathematical activities or review some mathematical knowledge. Therefore, when preparing materials, we should consider the interest and feasibility of the materials.
For example, in many teaching activities, I prepared different bowls and spoons for each child. Ask the children to compare the number of spoons in a bowl. If the number of spoons is small, it is still the same. The form of the game is easier for children to master and accept the operation. In addition, we can also adjust the teaching materials, add auxiliary materials or change the rules and requirements, so that children can get the opportunity to practice repeatedly.
In short, children's interest in mathematics did not happen at once. This is inseparable from the teacher's careful design every time. With interest, children learn faster and master it more firmly.