The so-called interest is a positive cognitive tendency of people towards things and a complex personality quality, which pushes people to explore new knowledge and develop new abilities. Czech educator Comenius also pointed out: "Interest is one of the main ways to create a happy and bright teaching environment." Our teaching practice also fully proves that when students' interest in learning arises, they will have a strong desire for knowledge, and students will be happy to learn, love learning, enjoy learning, learn well and learn alive, which is the so-called "learning without burden". So how can we enliven the classroom atmosphere and make students have a strong interest in learning? As teachers, we can cultivate students' interest in learning mathematics from the following aspects according to the psychological characteristics of primary school students' strong curiosity and eagerness to learn:
First, cleverly set the situation to stimulate the desire for knowledge
1. Create story situations to stimulate students' interest in learning mathematics.
Students from lower grades to middle grades pay more attention to "interesting, fun and novel" things. Therefore, we should create interesting learning scenes for primary school students according to their characteristics. The selection and presentation of learning materials and the arrangement of learning activities should fully consider students' actual life background and interests, so that they feel that learning mathematics is an interesting thing and are willing to approach mathematics. Creating a story-telling situation is a very suitable form for junior children. Everyone knows that children are very interested in stories, fairy tales and animals. Therefore, the questions in the textbook are compiled into fairy tales and short stories, with small animals as the protagonists, so that students can be in an anthropomorphic world and "do what they like". This not only enhances the interest in classroom teaching, but also effectively mobilizes students' learning enthusiasm, so that students can devote themselves to mathematics learning.
For example, when I was teaching to understand "0", I created such a fairy tale situation. In the picture, there is a kitten, whose father, mother and sister all caught different amounts of small fish, and only the cat brother returned empty-handed. From Mao Ge's annoyed expression, "0" also surfaced. During the communication, the students realized that Mao Ge didn't catch any fish, and "nothing" can be represented by "0".
For example, when teaching "Comparison of numbers within 100", I made up a short story: Today is the birthday of the little squirrel, and the calf and the little goat made an appointment to go to the forest to celebrate the birthday of the little squirrel. To go to the forest, you must take a bus. They arrived at the station early in the morning and bought tickets. The calf's seat number is 23, and the child's seat number is 25. After a while, the little monkey driver came in a minibus. The monkey driver wanted to test calves and goats, so he said to them, "Whoever has the largest seat number will get on the bus first." Neither calf nor goat has learned to compare the size of two digits. Look at me, and I will look at you. I don't know what to do. They want to go back and ask the dog, but it's too late. Children, can you help calves and goats? The children are all eager to try and full of energy. Everyone wants to help calves and children. The teacher guided in time, and the students quickly learned the method of comparing the size of two digits.
2. Create game situations to stimulate students' interest in learning mathematics.
Pupils like talking, laughing, moving and playing. If this feature is ignored in teaching, it will inevitably make them feel tired and boring and will not achieve good results. Practice has proved that creating game situations can not only stimulate students' interest in learning, but also make them enjoy it.
For example, when teaching the content of "Understanding Objects" in Senior One (Volume I), teachers can organize students to practice and cooperate and communicate according to their age characteristics. Teachers can let students build blocks together, so that they can feel that objects have different shapes in the game; Then guide students to classify some of them, observe each kind of objects in turn, and then abstract the intuitive graphics of cuboid, cube, cylinder and sphere respectively, and have a preliminary understanding of these shapes; Let the students touch each other in turn, feel the main features of each kind of object again, and talk about the characteristics of each kind of object in their own words in the group to form the appearance of different shapes of objects. By actively participating in mathematical activities, students have experienced the process of observing, classifying and forming representations, and deepened their understanding of objects with different shapes.
For example, in the teaching practice of "Yuan, Jiao and Fen", I designed the game "Little Bear sells stationery". Let a child wear a headdress and be a bear. We are customers and go to the stationery store to buy things. This scene truly reproduces the children's lives, and immediately they are jubilant. They can't wait to join the game and look at what they want to buy in the store. Their happiness is beyond words. At this time, the teacher can convert the things to be bought in the store into simple yuan, jiao and fen in time, and then you can buy what you want by looking at the price formula to get the price. Learning in the game, students enjoy it and get twice the result with half the effort.
3. Create life situations to stimulate students' interest in learning mathematics.
Mathematics comes from life, and there is mathematics everywhere in life. Only by making mathematics teaching full of life breath can we really arouse students' enthusiasm and initiative in learning mathematics. The new curriculum standard emphasizes that mathematics teaching should reflect life and pay attention to the communication between "book world" and students' "life world". When teaching, we should contact with students' real life, create life scenes with students' favorite materials, and let students have a sense of closeness that "mathematics is around us". Create a life situation, let mathematics come from life and return to life, thus stimulating students' interest in learning mathematics.
For example, when I taught "Organizing a Competition" in the first class of statistics, I used several items provided in the textbook, such as skipping rope, kicking ball, kicking shuttlecock and looping, but I found that none of them achieved the expected results. The reason is that the first-grade children are not familiar with these items and have no personal experience, so they are not interested. Later, I changed the topic to "Autumn Tour" and asked the students to discuss which scenic spots to go to: Botanical Garden, Zoo, Happy Valley and Water Park.