1. To tap students' interest in learning mathematics and improve students' interest in active learning is the psychological tendency of people to actively know things or care about activities, and it is the dynamic mechanism of people's learning activities. Confucius once said that "knowing is not as good as being kind", and "learning" is very important for education. At the beginning of the 20th century, Deckler, a famous European progressive educator, took interest as the center of his teaching methods. He pointed out: "Interest is a gate. With it, the reservoir of attention is opened and the flow direction is determined. " This shows how important it is to arouse students' interest. The age, physiological and psychological characteristics of primary school students determine that their stability, persistence and self-control in learning activities are relatively poor. In order to concentrate students' attention, teachers should be good at using vivid language, appropriate metaphors, intuitive demonstrations, vivid pictures, creating interesting teaching situations, inspiring questions, various forms of game activities and various teaching methods to attract students' attention, stimulate students' interest in learning, and keep students interested in learning all the time in classroom teaching, thus making them happy to learn. We can inspire students from the following aspects.
1. Let's first talk about giving students time to study and explore independently in class, so that students can fully express their views on solving problems, teachers will also give them affirmation, and students will feel endless words. Make students always keep a positive attitude and actively participate in learning. For example, when teaching Car Rental, when the teacher put forward several car rental schemes and talked about which scheme was more reasonable, the students hands in the air scrambled to express their views, and some said that the number of people should be considered first to ensure that everyone had a seat; Some say that the fewer empty seats, the better, and the more empty seats. Some people say that it's cheaper to take a bus, but there are more buses ... At this time, the discussion among the students reached a fever pitch, and some people even turned red. Students actively participate in classroom activities, which makes them have a strong interest in mathematics learning, thus improving their initiative in learning.
2. Take a look at slides, courseware, teaching wall charts, objects, etc. It is made by teachers according to the teaching content, so that students can intuitively perceive, stimulate students' interest in learning and improve their learning initiative. In teaching, students can be provided with sufficient observation materials. The observation materials should be accurate and vivid, and arouse students' interest in observation. For example, when teaching to observe objects, I ask students to bring their favorite toys, let students observe toys from different sides, and then introduce the shapes of objects they see from different sides. Everyone was happy when it was their turn to introduce their toys. Teachers can tell students what they want to master without their own observation, guide students to observe, give students outline tips, and let students question and make correct judgments through observation and comparison. Cultivate students' observation ability and habits.
2. Guide students to enter the best learning state. The main content of mathematics teaching focuses on classroom teaching. Every teacher should pay special attention to how to embody the characteristics of student-centered and teacher-led. In the classroom, teachers should explore students' interests and try their best to mobilize students' initiative to participate and explore, so as to achieve the real classroom goal of imparting knowledge, emotional communication, cultivating wisdom and shaping personality.
1. Teachers should try their best to explore teaching materials without "following" the teaching plan, that is, following the process of teaching plan design. The teacher's lesson plan is only a blueprint and reference, but this does not mean that the lesson plan is useless. The lesson plan is just a preset, and students' thinking in class is very active. Teachers must flexibly use the contents and procedures in the lesson plan according to the changing reality, which is enough to require teachers to know the contents of the lesson plan like the back of their hands. The degree of knowing this well depends on the teacher's study of the textbook and his thorough understanding of the textbook. Especially in the newly revised mathematics textbooks, many contents are not like the old textbooks in the past, but are summarized after each example. Nowadays, all textbooks should be explained by teachers, and students should summarize them themselves or be guided by teachers. When students ask questions, teachers can respond in time according to their own accumulation, which is very beneficial for students who are eager for knowledge and need teachers to read widely and have rich background.
2. Teachers should stimulate students' learning conflicts. Teachers should pay attention to the conflict between old and new knowledge in the process of designing students' cognition in order to stimulate students' desire to solve difficult problems. For example, when teaching the classification of true scores and false scores, I came up with a set of questions: 3÷ 10, 5÷2, 4÷4, 7÷3, 5÷9, 9÷2, 7÷9. Let the students think: What questions can be expressed by scores? Students associate according to the existing knowledge of the meaning of fractions and the relationship between fractions and division, and think that when two numbers are divided, quotient can be expressed by fractions. However, the quotients of 5÷2, 7÷3 and 9÷2 are much greater than 1, which leads to doubts, and then leads to the meaning of true score and false score. After understanding the meaning of true score and false score, other students asked: Is 0/7 a true score? Is 7/0 a fake score? These questions come from students, not only the classroom atmosphere is active, but also the understanding of true scores and false scores is very deep. In this way, students are constantly guided to discover new problems, explore new knowledge and form a proactive learning state.
3. It is the nature of primary school students to diversify teaching methods as much as possible. The novelty and diversity of teachers' teaching methods will make students concentrate on happiness and pleasure. For example, when teaching the basic properties of decimals, you can express 1, 10, 100 without examples, and let students add the name of the unit, so that three numbers represent the same quantity. At first, many students always thought that 1 was smaller than 10 and 100. The unit names such as decimeter, centimeter and millimeter are the same when they are added in turn through group discussion. Inspire students' thinking, and then ask students to use their brains further to make these three quantities expressed by the same unit name "meter". Can they also make them equal? In this way, we get 0.1m = 0.10m = 0.100m. In this way, students know the basic properties of decimals in the vivid learning process.
3. Change the way of learning and guide students to explore independently. Quality education and new curriculum reform require changing teachers' teaching methods and students' learning methods, including changing students' learning methods from mechanical acceptance to active inquiry, and teachers' teaching strategies should also be changed, from emphasizing knowledge transfer to emphasizing students' development, from emphasizing teachers' "teaching" to emphasizing students' "learning" and from emphasizing results to emphasizing process. Implementing the new curriculum, changing the role of teachers, actively guiding students to carry out independent inquiry learning, thus cultivating students' practical ability and independent innovation spirit.
1, let students do well, curiosity is the characteristic of primary school students, and they are willing to try anything by themselves. Therefore, according to students' curious and active characteristics, teachers should stimulate students' interest and concentrate their attention through hands-on operation and participation of various senses in teaching. For example, in the activity class "Interesting Tangram", before making Tangram, students are guided to observe the size and position of seven kinds of figures, and then students are allowed to make them according to their own ideas. When doing jigsaw puzzles, first, guide students to observe the figures. After mastering the basic jigsaw essentials, follow the graphic puzzles in the book, and then let the students boldly innovate and spell out their favorite graphics. In the activities, students are fully allowed to operate and cultivate innovative consciousness. For another example, after studying the calculation of the perimeter of rectangles and squares, I asked the students: How many different rectangles can be formed by taking a string with the length of 16 cm? According to what the students have learned, it is concluded that 16 cm is the perimeter of the rectangle to be enclosed, and the perimeter ÷2 is the sum of a length and a width of the rectangle. Then, with the help of the nail board, do it actually, think positively, and express your opinions in combination with group discussion. Everyone's learning enthusiasm is very high, and the classroom atmosphere is very active.
2. Inspire people to question and ask difficult questions and conduct inquiry learning. Aristotle once said, "Thinking begins with doubt and surprise". Einstein once said, "It is more important to ask a question than to solve it." A wise teacher should not only take "solving doubts" as his bounden duty, but also play a leading role in the process of students' questioning, and encourage students to boldly ask questions that they don't understand in their studies, so as to finally understand. How to stimulate students' interest, confidence and ability in asking questions is very important. Therefore, in mathematics teaching, we should use all available methods to inspire students to broaden their thinking, think more, think well, question and ask difficult questions. In the process of students asking questions, teachers should first encourage students to dare to ask questions; Secondly, guide students to be good at asking questions; Finally, we should inspire students to learn to solve problems by themselves. In this way, over time, we can cultivate students' ability to explore, ask, analyze and solve problems independently.
3. Developing group cooperative learning in teaching activities is an important way to achieve this goal. "New Curriculum Standard" clearly points out: "Effective mathematics learning activities can't rely solely on imitation and memory. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics." Therefore, group cooperative learning is the requirement of mathematics teaching activities endowed by the times. Effective group cooperative learning activities in mathematics teaching can cultivate students' good cooperative learning habits. Such as: the habit of thinking seriously, speaking actively, listening to others' opinions with an open mind, practicing actively and operating by hands.
4, reasonable evaluation, strengthen the successful experience in the evaluation of classroom motivational language, every student can actively participate in the process of learning and exploration, thinking in exploration, and discovering in thinking. Teachers should not only stimulate students' inner strong desire to explore, but also let students get successful emotional experience in autonomous learning. Only in this way can students have strong internal motivation. For example, when teaching "J teaching MINUS more than ten", let students explore the algorithm of 16-9 independently with sticks. Some students reduced the number of sticks from 1 to 1, and finally there were 7 sticks left. Some students divide 16 into 10 and 6, 10-9 = 1,1+6 = 7; Some students divide 9 into 6 and 3, 16-6 = 10,10-3 = 7; Some students think of addition and subtraction, which is 9+7= 16, so 16-9=7. These algorithms are discovered by students themselves and the result of students' exploration. We should appreciate and affirm them, actively encourage students, make them gain successful experience and self-confidence in learning mathematics well, and keep their enthusiasm for independent exploration. I firmly believe that as long as our teachers constantly update their concepts, persist in creating a suitable atmosphere for students to explore and guide students to explore independently, students will become discoverers, researchers and explorers and truly realize their own independent development.
Let students realize their progress and promote their active development. Usually, when students encounter difficulties in the learning process, if they get real answers through their own efforts, their enthusiasm for solving problems will become higher and higher. Therefore, as long as students are aware of their progress, they will have a desire to learn happily, so as to learn more actively. This requires teachers to do it in teaching. If students have the knowledge to explore by themselves, let them explore by themselves. If students have acquired knowledge, let them experience it as much as possible. When students' thinking is blocked in the process of exploration, teachers can only realize their success and progress by giving appropriate hints and hints to make students realize that what they have learned is "discovered" and "created" by themselves.
In short, to realize autonomous learning in primary school mathematics classroom teaching and let students actively participate in learning, teachers should pay attention to students' individual differences, respect students' creativity, effectively help and guide students to solve the difficulties and problems encountered in the exploration process through exchanges, discussions, cooperation and other activities, so that all students can gain a sense of accomplishment in mathematics learning activities, establish self-confidence and enhance their courage and perseverance to overcome difficulties; Learn to observe, think and solve problems from the perspective of mathematics, so as to develop students' thinking ability, stimulate students' interest in mathematics and realize the role of mathematics. As long as teachers constantly tap their own factors and give full play to students' potential, they will certainly realize the great transformation from passive learning to active learning, so that students can really play their subjective initiative in learning, thus improving their initiative in learning.