First, let students understand the value of mathematical knowledge.
No matter what it is, if you want to do it well, you must first accept it psychologically. Similarly, in order to make students interested in mathematics and learn mathematics well, we must first let students know the usefulness of mathematical knowledge and feel its value. Only when students realize this can they have a psychological sense of identity with mathematics and learn mathematics well. For example, when talking about a math knowledge, let students understand that learning it is not only to know how to do a few math problems, but also to solve problems in real life, as the new curriculum standard says, "Mathematics comes from life and returns to life". Of course, the value of mathematics is not only reflected in daily life. With the development of science and technology, all fields of society are inseparable from the application of mathematical knowledge, such as medicine, aerospace technology, meteorology and other disciplines. Therefore, learning mathematics well is of extraordinary significance to both society and individuals.
Second, teach students to be good at finding problems and asking questions.
In the classroom teaching, mathematics teachers should change the teaching methods that focus on examples, demonstrations and explanations, and guide students to participate in the learning activities of exploration and communication. In order to let students think independently and cooperate, teachers should encourage students to find problems, ask questions, dare to question, and be willing to communicate and cooperate. If you want to solve the problem, you must first find the problem. It is very important to teach students to be good at discovering mathematical problems around them. Let the students ask questions about the problems found in the learning process. If students are good at finding and asking questions, these problems can be solved by teachers' inspiration and students' discussion, which will not only help the students who ask questions to solve problems, but also promote the whole class to understand what they have learned more deeply.
Because mathematics is a highly applied subject, teachers can guide students to pay more attention to observing various phenomena around them. For example, when talking about the knowledge of rectangular area, students can observe which rectangles are around and how to calculate the area of these rectangles by using the knowledge they have learned. By solving this practical problem, students' interest in learning can be greatly stimulated.
Third, teach students the ability to solve problems.
Solving problems, as far as primary school mathematics learning is concerned, first exists in the process of acquiring mathematical knowledge, which is manifested in relying on existing knowledge and experience to complete new learning topics; Secondly, it exists in the process of applying mathematical knowledge, which is manifested in transferring the learned mathematical knowledge, principles and skills to new problem situations. Problem consciousness, subject consciousness, application consciousness and strategy consciousness are four indispensable consciousness standards in the process of solving problems. Only by giving full play to these four kinds of consciousness can students have the need and internal motivation to solve problems, and strive to mobilize their observation, imagination, thinking and creativity to actively explore in the process of solving problems. In math class, you will encounter various types of problems, and each type of problem has several commonly used methods, mainly including the following:
1, such as the method of displaying an object or model.
Primary school students' abstract thinking ability is generally not strong, and they mainly think in images. Many times, primary school students need some concrete and vivid images to solve corresponding problems. Therefore, teachers can pay attention to this characteristic of students and use some vivid examples to help students solve problems when giving lectures. For example, when talking about the formula of cuboid area, the teacher can take out a model of cuboid and let students observe how many faces a cuboid has and what characteristics these faces have. Through this concrete model, students can intuitively see the evolution process of mathematical formulas, which is more conducive to students' understanding and mastery.
2, the method of drawing
In order to let students see mathematical problems intuitively, besides showing objects or models, there is also a common method in mathematics, that is, drawing. For example, when talking about distance, the teacher can mark the relationship between distance and speed and time by drawing. Through this method, students can solve mathematical problems intuitively and clearly, and achieve twice the result with half the effort.
3, the method of list
When solving mathematical problems, there is often a very common method, that is, by collecting relevant useful information and making charts to make all the information simple and clear, students can solve mathematical problems quickly and accurately through charts and find answers.
4. Hypothetical method
When it comes to the hypothesis method, we can't help but mention the equation problem in mathematics, and the so-called equation problem is essentially to solve the problem by using the hypothesis method. For example, it is known that the average daily output of a sand factory is 20 tons, excluding holidays, and the total annual output of this factory is 6400 tons. How many days is the annual leave in this factory? This problem can be solved quickly by equations. It can be assumed that this factory has x days off a year, so the annual output is 6400 = 20× (365-x), and then the equation x=45 days, so the number of days off a year is 45 days. This hypothetical method can often omit many calculation steps and calculate the answer quickly and accurately.
5, the method of summing up the law
When doing math problems, we often find that there are many regular problems in math, so we often use various proven theorems when doing math problems. Teachers should pay attention to summing up some regular things in the course of lectures, teach students to find regular methods, and let students draw inferences when solving problems.
Four, teachers should establish regular contact with parents, and strive to let parents also participate in teaching activities.
Pupils are young and generally have poor self-control. At this time, they need the restraint of adults. In school, teachers can bear this responsibility, while outside school, parents need to bear this responsibility. As the saying goes, "parents are children's first teachers", and children can't grow up without their parents' teaching. Therefore, learning mathematics also requires parents' cooperation. For example, parents can let their children handle pocket money by themselves and make some records. They can also let their children know the expenses of the whole family and make a plan for the family. This will not only cultivate their financial management ability from an early age, but also enable them to apply what they have learned in class to practical problems.
In a word, the opening of mathematics class is not only to let children learn mathematics knowledge, but more importantly, to let children master the ability to solve problems, and gradually form certain mathematical thinking in the process of cultivating this ability, which is of great benefit to their future development. Making students become effective problem solvers is not only the goal of primary school mathematics teaching, but also a challenge to mathematics teachers. However, neither the study of mathematical knowledge, the improvement of ability nor the formation of thinking can be completed overnight, which requires long-term efforts. In this process, every student should always feel the joy of learning "success", thus stimulating students' great interest in mathematics learning and promoting the successful completion of primary school mathematics teaching tasks.