Interest is the best teacher. Educator ushinski said: "Learning without any interest will stifle students' willingness to master knowledge. "Learning interest is an important psychological component of learning motivation, the most realistic and active component of learning enthusiasm, the motivation of learning and the opportunity to develop intellectual potential. The two basic factors that generate interest are curiosity and positive emotional attitude towards the object. Therefore, only those who have a strong interest in mathematics learning and regard learning as their own wishes and needs can make their whole cognitive activities active.
I think to stimulate students' interest in learning, we must first make them interested in what they have learned; With interest, learning has a good start. A good beginning is half the battle. When I introduced new knowledge, I carefully created situations, which aroused students' strong interest in learning and gave birth to a strong desire to explore, making their thinking in an extremely active state.
There are many ways to stimulate students' interest in math class. The most important thing is to let students connect with real life and let them understand that mathematics comes from life, is applied to life, and finally serves life. The purpose of learning mathematics knowledge is to apply it in real life and solve practical problems with mathematics.
To this end, I try to change the topic to be close to students' real life in teaching, so that students can understand it more easily and clearly. For example, when I teach a percentage class, I arrange for students to observe the savings interest rate table of the savings office. In the process of teaching, I created a simulated saving scene for students. Let them fill in the certificate of deposit, calculate the interest due, principal and interest, think about the most cost-effective and economical way of saving, and increase their knowledge of interest tax, which is closely related to real life. While learning knowledge, cultivate children's social practice ability.
Second, let students ask questions is the basis of cultivating students' autonomous learning.
"Learning begins with thinking, and thinking begins with doubt". Students' thinking often begins with questions. Asking a question is often more important than solving a problem. Teachers should allow and encourage students to have their own unique understanding of the text and their own unique explanations of the problems. Brubeck once said: "The highest principle followed by the most exquisite teaching art is to let students ask their own questions." Asking questions is conducive to giving full play to students' main role. Constructivism holds that learning is learners' active construction activities, not passive acceptance of knowledge. Therefore, students should be in the main position in learning activities. In mathematics teaching, we pay more attention to "clarifying basic concepts, grasping knowledge points, cultivating problem-solving skills and answering students' questions", emphasizing teacher-led education, making students better at seeking common ground and shorter than seeking differences, so that students can only "learn answers" but not "learn".
In order to cultivate students' ability to ask questions, we should first make students understand the importance of asking questions, create an atmosphere in which everyone participates in asking questions, and promote students' awareness of questions. However, students rarely take the initiative to ask questions. Therefore, I deliberately make mistakes in teaching (especially when writing on the blackboard), so that students can seize the mistakes to question and ask questions.
For example, when teaching "Simple Calculation by Multiplication and Division", I first explained a simple problem, and then said, "Let's do this problem together and demonstrate it (12.5+2× 12.5)." Then write it on the blackboard: (Students practice below)
12.5×5+2× 12.5+ 12.5
= 12.5×(5+2)
= 12.5×7
=87.5
I saw that all my classmates had done almost everything, so I said, "Students, see if what I did is the same as what you did?" Then I told the reason why I did it. At this moment, a student stood up and said, "Teacher, you are wrong!" " ! The correct answer is 100. "At this time, most students said that I was wrong, and the correct answer was 100." Then who can tell me where I am wrong? We can discuss it together. "In this way, the students soon found out the reason after discussion. In this way, mistakes like this rarely appear in students' homework.
As long as the teacher comes down a few times like this, students will pay attention to the teacher's notes and blackboard writing very seriously, find the teacher's mistakes very attentively, and get used to asking questions they don't understand, so the teaching effect will be very good. Of course, there can be no mistakes, there are too many mistakes. It will weaken students' trust in teachers. The places where teachers deliberately make mistakes are generally important and difficult, and they are places where students are prone to make mistakes.
Secondly, with the awareness of problems, students should be guided to find and ask questions from different aspects. Guide students to delve into textbooks and ask questions about them. Textbooks are the most direct materials for students, but the contents of textbooks are highly summarized. If you want to know them better, you must keep asking questions. You can ask this chapter, what are the key points and difficulties of this section; You can ask what this concept and theorem mean and what conditions are implied in it; You can ask where the theorem is used and what conditions you need to pay attention to; You can ask how to use formulas (forward, reverse, deformation application) and so on. The above questions are all asked by teachers in current teaching. Through training, the focus gradually shifts to the students' ability to ask questions themselves. It can also further guide students to find deeper problems from textbooks. Guide students to discriminate wrong solutions, find problems and ask questions in the process of discrimination.
Third, hands-on operation is the basic way to cultivate students' autonomous learning.
The task of teaching is to enable students to acquire knowledge and develop their abilities. Bruner believes that the teaching goal lies in: making students grasp the scientific content as firmly as possible, and making students become independent and automatic thinkers as much as possible; Such students will advance independently after their education in regular schools. Therefore, students should be guided to use the knowledge and methods they have mastered to solve problems and experience the happiness of success. "I think it's an armchair strategist. I don't know if it should be done." Only by doing it yourself can we truly understand the mystery. In fact, we may all have similar bodies.