"Interest is the best teacher." Teachers should be good at discovering mathematical problems in life. In teaching, we should start from children's psychological characteristics, design life materials that children are interested in and show them to students in various forms. Count, divide, play, cut, play games, perform, etc. , thus stimulating students' interest in learning mathematics. For example, students can take apples, pears, sticks, etc. when learning the average score in the lower grades. Use them and learn how to divide them, so as to understand the meaning of average score. When you know the numbers, you can count your fingers, buttons, stationery, etc. Through similar problems closely related to life, you can help students realize that mathematics is closely related to life, and thus realize that learning mathematics well is of great help to our lives, which invisibly leads to mathematics learning.
Second, let students do more operations and arouse their enthusiasm for participation.
In the process of deducing the triangle area formula, students learned the area of parallelogram. I asked the students to make two identical triangles by themselves, and let them convert them into learned parallelograms by spelling. Through observation and comparison, students can easily deduce the triangle area formula. The whole process gives full play to students' main role, and students not only learn knowledge easily, but also deepen their understanding of knowledge. Keeping students' thinking in an extremely active state in class is often the best opportunity to cultivate students' computing ability, thinking ability, migration ability and generalization ability.
Third, set suspense to stimulate interest.
Fourth, pay attention to the guidance of learning methods and let students learn actively.
"The illiterate people in the future are no longer illiterate people, but people who have not learned how to learn." This sentence shows the importance of learning methods, which is the golden key to acquiring knowledge. Once students master the learning methods of mathematics, they can open the door to the treasure house of knowledge by themselves. Therefore, mathematics classroom teaching should not only help students "learn", but more importantly, guide students "learn". Cultivate students' ability to acquire knowledge by mathematical methods. For example, in the course of "Fractional Multiplication", I guide students to understand arithmetic in independent exploration and master algorithms on the basis of understanding arithmetic. I pay attention to students' learning process, and give different students room for thinking development in the study of thinking and communication, which promotes their development. Interest is only the motivation for learning. The key to make this motivation last is to let students master effective learning methods. Only students have mastered the scientific learning method.
Fifth, encourage students to question and enjoy the dominant position.
Learning begins with thinking, and thinking begins with doubt. With doubt, we can arouse the desire to explore and let students learn actively. In classroom teaching, teachers should actively encourage students to ask questions besides carefully setting questions. Asking questions can best reflect students' active learning spirit, because asking a question is often more important than solving a problem. I will first give students enthusiastic encouragement, let them have a good attitude, and actively capture the sparks of shining wisdom in their questions.
Sixth, let group cooperation become a booster for students' active learning.
In the implementation of new mathematics curriculum standards, cooperative learning, as a brand-new way of learning, has entered our classroom in an all-round way. Combined with mathematics teaching, I give students enough time and space in class, guide students to exchange and cooperate, publicize students' personality, improve students' ability to acquire knowledge, and let students acquire knowledge through their own thinking activities and hands-on operations. For example, I teach the course of "Multi-segment Statistics" and send the data to the group. Students design their own statistical tables to count the data. Students just started to design a simple single statistical table to sort out the data, and found it inconvenient to analyze the data. They also designed composite statistical tables to experience the convenience of composite statistical tables, and at the same time put forward their shortcomings. Finally, students consciously synthesize composite segmented statistics. In the whole process, students are in high spirits, scrambling to discuss and actively trying to solve problems. Group cooperation can improve students' interest. Encourage every student to play their highest level. Through group cooperative learning, students can complement each other, thus promoting the construction of knowledge, cultivating students' cooperative consciousness and ability, and giving full play to their initiative in learning.
In short, as long as students are fully aware of their main role, regard them as the masters of learning, give full play to the role of teachers as organizers, guides and encouragers, be good at timely guidance and create a good atmosphere, students' enthusiasm for participation will be continuously improved.