In mathematics teaching, teachers should actively use emotional factors, pay attention to emotional teaching, and use emotion in teaching. The following is how to improve the quality of rural mathematics teaching compiled and shared by Bian Xiao. Welcome to read and study, I hope it will help you!

1 How to improve the quality of rural mathematics teaching

1. Cultivation of students' subjective consciousness. Students are the mature and developing subjects, and their subjective consciousness and ability are the basis of their independent development. In students' learning activities, students are the main body and the initiator and defender of their own learning activities. Only when students consciously and purposefully engage in their own learning can such activities be continuously maintained and carried on, and the external and imposed role is very limited. Therefore, we should also pay attention to the cultivation of students' subjective consciousness in teaching.

2. Carefully design activities. Activity is the way of subject's existence and development. In teaching, we should create a positive activity situation for students, design the content, form and time of organizing students to carry out activities, and actively choose and build a stage for students; We should give full play to students' subjectivity, run activities through the whole teaching process, and let students be in the state of active subjectivity to the maximum extent, and be able to take the initiative to start work, move their mouths, eyes, ears, brains, actions and practice operations.

3. Construct a teaching model that gives full play to students' subjectivity. After a year of active exploration, the teaching mode of giving full play to the subjectivity of rural primary school students should focus on the following five links in general. (1) induced learning. Including defining goals, creating scenarios, guiding self-study and so on. (2) self-study and self-practice. Including self-study teaching materials, self-examination materials and hands-on exercises; (3) information exchange. Including mutual discussion, asking questions, answering questions, evaluating, etc. (4) Summarize and deepen. Including summarizing laws, systematic knowledge system, etc. (5) Expand the application. Including practical application, improvement and innovation. These five links are applied as a whole and can be combined flexibly according to specific conditions.

With the development of science and technology and the requirements of modern education, the use of modern teaching media plays an important role in changing students' learning methods and giving play to their subjectivity. Modern teaching methods can make classroom teaching vivid, vivid and infectious, and always make students accept knowledge in interesting situations. Therefore, the proper and effective use of modern educational technology can stimulate students' interest in learning and the motivation of internal participation, so that students of different levels and levels can participate in classroom teaching. For example, in the teaching of "the positional relationship between straight line and circle", if we only talk about theory and let students imagine it out of thin air, it will make students feel boring, which is not conducive to the display of students' subjectivity; If Ba Jin's elementary school Chinese "Sunrise on the Sea" is connected with life and played by multimedia, the students' subjective participation motivation will be stimulated at once. Therefore, we should pay attention to the proper, intuitive and effective use of modern educational technology in teaching, that is, using network technology and multimedia technology to organically combine words, graphics, images, sounds and animations in front of students, which can excite students' brains and fully mobilize students' subjectivity. Strengthening the application of modern educational technology can promote the realization of human subjectivity.

2 primary school mathematics classroom teaching

Teachers should be integrated with students.

The communication between people is based on mutual trust, so, first of all, we should make students believe that what teachers do is beneficial to them. If you can't trust them, no one will be moved. Second, while gaining their trust, you can relate to their lives, and then rub their psychology to get to know them better. Third, after understanding their lives, we should adopt some acceptable methods to impart knowledge to them and teach them how to be human! Only in this way can you be respected and loved by students!

The emotional harmony between teachers and students in teaching will make students interested in learning in a pleasant atmosphere, take the initiative to learn, feel comfortable, and feel that learning is a pleasure. Primary school math class is not only a simple intellectual activity, but also an emotional activity. Teachers must influence students with a high sense of responsibility and enthusiasm for students. In the classroom, we should pay attention to encouraging students through encouragement and praise, and impress students with expectant eyes and gentle and sincere words. Take picture understanding as an example. When students are nervous, the narrative is incoherent. At this time, the teacher smiled and gave them a little recognition to make them full of confidence, and then gently encouraged them: "Don't worry, the teacher knows that you can speak, and you will definitely speak correctly." Inspired by the teacher's expression, movements and language, the students described it correctly. Establishing this harmonious relationship between teachers and students is conducive to creating a democratic, equal and harmonious classroom atmosphere, tapping students' potential and cultivating students' innovative consciousness.

Carry out novel and changeable game activities

The attention characteristics of first-year students are that unintentional attention is dominant, attention is unstable and not lasting, and they are easily attracted by some novel stimuli. Teachers grasp this feature and are good at changing teaching methods in teaching. By playing interesting and novel math games, students will definitely have a strong interest in learning. In this way, students' easily distracted attention will be attracted, which will inevitably receive good teaching results.

For example, in oral arithmetic practice, we often use visual arithmetic, listening arithmetic, looking up passwords, driving a train and so on. If you add "gesturing" and "quietly calculating", the atmosphere will be more enthusiastic. In order to review and consolidate "10 addition and subtraction" and prepare for learning carry addition within 20 by using the method of ten, students can play "mathematical poker" game. The teacher makes two sets of 1 ~ 9 digital cards, *** 18 cards. The game is like this: the teacher mixes 18 cards together, let one student take one card and hide it, then let another student carry the rest of the cards on his back, take out every two cards in turn, and finally leave one for him. Do this method again, and the teacher can guess and let the students guess. At this point, the teacher asked the students: Why can the teacher guess correctly? Let the students discuss and draw a conclusion. Through speculation and discussion, students' interest in learning is greatly improved, and their thinking is opened and activated, which is conducive to cultivating students' ability of exploration and discovery.

3 to stimulate students' interest in learning mathematics

1. Meet the psychological needs of students

In mathematics classroom teaching, students not only need to learn, but also need to communicate, respect others, teachers' love and trust. Students are still immature, but they have already felt the greatest satisfaction in life, many of which come from their reputation and status in others' hearts. If these psychological needs are met, they will have psychological internal driving force, which will drive them to maximize their subjective initiative, tirelessly pursue the needs of learning and meet the needs of a higher level. Teachers are the motivation to stimulate interest in learning. Because teaching is a bilateral activity, teachers and students can only complete the teaching task through friendly cooperation. Some students often study hard for a teacher who likes them, and the attitude towards students shown by the teacher's speech and behavior will directly affect the students' learning mood.

2. Create a mathematical problem situation

The basic way to set up mathematical problem situations is to urge students' original mathematical knowledge to have a fierce conflict with the new knowledge they must master, and to intensify the contradictions in students' consciousness, thus creating problem situations. The emergence and solution of this problem situation based on contradictions and conflicts will become the driving force for the teaching process and students' learning. In teaching, the creation of mathematical problem situations should be carefully designed to stimulate students' positive thinking.

3. Increase teachers' emotional input and establish a harmonious relationship between teachers and students.

In mathematics teaching, teachers should actively use emotional factors, pay attention to emotional teaching, give full play to their own appeal, communicate and cultivate the feelings between teachers and students, and establish a harmonious teacher-student relationship. Good feelings between teachers and students can develop into students' interest and love for the mathematics subject taught by teachers. Practice has proved that students like enthusiastic, kind, respectful, patient and tireless teachers. As long as the teacher walks into the classroom, students will feel comfortable and have high spirits, thus generating the desire to learn and the enthusiasm to explore, and learning easily and happily in a good learning environment.

4. Strategies to guide students to learn mathematics by themselves

Application of Mathematical Knowledge in Life

Using the knowledge learned to solve practical problems can not only help students digest and consolidate what they have learned and deepen their understanding of knowledge, but also help students have a strong psychological experience in the process of using knowledge. This psychological experience will make students have a strong interest in mathematics. If teachers can often guide students to observe the mathematical problems in life according to the contents of textbooks and connect them with reality, and inspire them to think and solve with the mathematical knowledge they have learned, students will be interested.

In teaching, teachers should list some familiar examples of students as far as possible, and use projectors, models, objects and other teaching AIDS to guide students to observe, analyze and synthesize intuitively, to stimulate students' interest in learning, so that students can easily master what they have learned in a relaxed and pleasant environment without getting lost in the abstruse mathematical maze. For example, when teaching "Understanding RMB", I prepared various denominations of banknotes and coins before class, so that students could meet face to face and received satisfactory results. In the use of RMB, I have carefully designed the following links for students to solve practical problems through observation: 1. Display 1 RMB in 5 yuan, 2 RMB in 2 yuan and 5 RMB in 1 yuan on the projector. How many ways can 5 yuan withdraw money? At this time, the students were in high spirits and asked to go on stage to demonstrate their methods. This problem has been solved. 2. The projector shows a toothbrush with a unit price of 1 yuan, washing powder from 5 yuan, paper towels from 3 yuan and soap from 4 yuan, and asks what you can buy in RMB with a face value of 10 and how much you want to get back. Students are active in thinking, expressing their opinions one after another, putting forward several different ways of buying, and getting the answer to the amount of money to be changed. Take calculator, badminton racket, basketball, tape recorder, etc. Enter the classroom and mark the unit price, so that students can think about how to pay, which not only makes students taste the fun of shopping, but also enlivens the classroom atmosphere and stimulates students' interest in learning.

Use intuitive teaching

In teaching, it is far from enough for teachers to improve their language expression ability and sense of language. To solve the contradiction between abstraction and visualization of mathematical knowledge, teachers should also make full use of various means of intuitive teaching. Intuition has the advantage of being visible and tangible. "Intuition" can sometimes directly explain the problem, and sometimes help to understand the problem, which will leave a profound impact on students and make them have endless fun from learning.

Students are the masters of learning and participants in teaching activities, and classroom teaching should be a * * * activity of teachers and students. For example, when teaching "Understanding Length, Square and Circle", I asked students to build blocks in groups while playing music, which group cooperated better than others. On this basis, guide students to see, touch, think and draw. Through a series of practical activities, students have mastered the similarities and differences of length, square and circle, and have a relatively complete understanding in their minds.