From the psychological point of view, learning interest is the main psychological component of learning motivation, and it is the intention to promote students to explore knowledge, which has the color of emotional experience. With the deepening of this emotional experience, there will be further learning needs and a strong thirst for knowledge. Japanese scholar Kimura Kuiyi said: "Genius is a strong interest and tenacious infatuation." Darwin was a "mediocre child" when he was a child, but he developed a strong interest in nature and went to the field to study and collect specimens with great enthusiasm, and later became a famous biologist. It can be seen that interest is the driving force of learning and the forerunner of success. When a person has a strong interest in the problem he studies, he succeeds without exception. In teaching, when students are interested in the subjects they have learned, they will study actively, actively and happily without feeling overburdened, so teachers should improve students' interest in learning in many ways. In recent years, although there have been some changes in the problems existing in classroom teaching, due to the long-term influence of exam-oriented education, some teachers still can't get rid of the shackles of traditional educational ideas and regard the classroom as a "lecture hall". This kind of teaching is often manifested as less demonstration by teachers, less use of teaching AIDS and learning tools, less hands-on by students, replacing learning with lectures, and replacing vivid and meaningful learning with boring mechanical imitation, which leads to a cold classroom atmosphere. Some students are afraid of difficulties in the process of learning mathematics. The main reason is that teachers don't really arouse students' interest in learning and students don't have a strong thirst for knowledge.
How to motivate students to study actively, stimulate their interest in knowledge and make them feel the fun of learning? Let's talk about some views according to my teaching and research practice, and discuss them together.
1, set suspense in the lead to improve students' interest in learning mathematics.
Strong curiosity is an important source of interest, which will firmly grasp people's attention and make people actively explore the cause and effect and its connotation in an impatient mood. Therefore, in mathematics teaching, teachers should skillfully ask questions, and an appropriate and intriguing question can arouse the waves of students' thinking. However, there are suspense questions when importing, which lays the foundation for a good math class. For example, when teaching "Understanding the Circle", the teacher will ask the following questions: "Students, do you know what the wheels of a bicycle are like?" The student replied, "It's round". "If it is a rectangle or a triangle, is that all right?" The students laughed and shook their heads again and again. The teacher asked again, "What if the wheel is oval?" Draw an ellipse on the blackboard. The student answered quickly, "No, I can't ride." . The teacher then asked, "Why is it round?" Hearing this, the students immediately became active and talked about it in succession. This series of questions not only makes students have suspense about the problems to be solved, but also provides necessary psychological preparation for future teaching. Students' thinking string of "finding a conclusion" is very tight, so the conclusion they find is easy to understand and remember. For another example, in the teaching of "time-sharing understanding", teachers can lead in by guessing. As soon as the students heard that they wanted to guess, every student showed great interest and immediately focused on the "mystery" to guess. "Elder brother long brother short, brother with elder brother. My brother runs a circle and my brother walks a grid. " As soon as the riddle came out, the students had different opinions and actively discussed it. At this time, the teacher took out a clock face with an hour hand and a minute hand and said to the students, please look at who the elder brother and younger brother in the riddle refer to. How did they leave? What is the relationship between them? Today we will learn this knowledge in this class. In this way, the introduction creates a situation for the study of the new curriculum, stimulates students' desire for knowledge, and makes them in a state of positive thinking from the beginning.
2. Set up diversified multi-level exercises to improve students' interest in learning mathematics.
Exercise is an important part of mathematics classroom teaching and an important way to cultivate and develop children's thinking ability. It can enable students to master knowledge more firmly and form skilled skills, and it is also an important link to test the teaching effect, feed back teaching information in time and develop students' thinking. However, there are still some teachers who are arbitrary in the arrangement of practical content, with a single form and unclear levels. Students' exercises are mechanically repeated, which makes students' academic burden heavier and their physical and mental health suppressed, so their enthusiasm for learning will be reduced. Careful design of practice content can cultivate students' interest in practice. Therefore, when designing exercises, teachers should design flexible and diverse forms of exercises, which are not only suitable for children's psychological characteristics, but also attract students' willingness to learn. For example, change the topic, open a topic, find a friend, be a doctor and so on. Let students improve their interest in learning through practice. For example, oral arithmetic exercises, the main forms are: listening, gesturing, answering first, holding cards, guessing and other forms, which are very popular with students and have a high enthusiasm for learning. At the same time, design different types and levels of exercises to meet the needs of students at different levels, take care of students at different levels, and maintain students' enthusiasm for learning. Various math games, such as picking apples, pulling radishes, pointing, lighting lanterns, etc., are also popular practice forms for students, thus stimulating their enthusiasm and interest in learning.
3. Create a competitive situation to improve students' interest in learning mathematics.
Comenius, a famous educator, once said, "All possible methods should be used to stimulate children's desire for knowledge and learning." Teaching practice also shows that creating a competitive atmosphere in teaching is an important way to cultivate students' interest in learning and acquire knowledge. According to the characteristics of primary school students' thinking in images, the form of competition can best stimulate their interest in learning. In teaching, teachers should often and properly carry out some intentional competitions, so that the whole class can actively participate in such competitions as much as possible, and use competitions to enliven the classroom atmosphere and stimulate students' interest in learning. For example, in statistics, a group competition is adopted, and which group performs well or answers the question correctly will be rewarded with a small red flower. Finally, which group has more red flowers will win. Finally, the result of the competition formed a statistical chart, which brought it back to the theme of this lesson. Competition runs through the whole class. Every student thinks actively, tries to answer questions, and strives to win more red flowers for his team and win his team. The classroom atmosphere is very active, which greatly stimulates students' interest in learning.
4. Use inspiring language to give students a sense of success and improve their interest in learning mathematics.
The so-called motivation is a means and an art, which refers to the activity method of using some external motivation means to mobilize people's enthusiasm and give play to people's intelligence. Teachers' language packages contain incentives such as respect, trust, praise, encouragement and wishes for students, which can often appeal to students. Happiness and happiness, confidence and courage all come from success. When students find their progress, they will praise and affirm it in time, so that they can think they are successful. Let every student enjoy the joy of success through language. For example, in questioning language, we often use enlightening language such as "Who worked hard, who told the teacher, who worked hard, who is better" to stimulate students' thirst for knowledge and satisfy their desire for success. In evaluative language, say "It's really good, you are really smart, your solution is great, try harder" to make students feel the joy of success. For those who are smart and don't study hard, we should warn them that "genius+diligence = success." You have a genius of 99 points, but you will realize your dream without diligence. " For those students who scribble, we want to give him "you are a beautiful child, can you write as it is?" Help them form good study habits.
5. Cultivate students with learning difficulties' interest in learning mathematics in practical activities.
"Moving" is a child's nature. In the teaching process, only by doing it yourself can we learn more and master it more firmly. I seize this feature and guide students to operate actively. Such as sorting, counting, drawing, posing, spelling, etc. Visualize and concretize some abstract mathematical concepts. Make students understand the source and development of new knowledge in operation and experience the joy of participation, thinking and success. At the same time, in teaching, teachers should advocate the learning mode of independent exploration and group cooperation, constantly create meaningful problem situations and mathematical activities, encourage each student to explore mathematics, think independently, express his own opinions, and be good at listening to other students' different opinions, so as to achieve the purpose of acquiring knowledge and developing ability in group communication and cooperation. For example, in the activity of "building blocks", the study group made various shapes through cooperation, exchange and discussion. Teachers give encouragement and encouragement, and students sprout innovative consciousness in a relaxed and harmonious atmosphere. In the "random spelling" activity, let students use all kinds of physical objects and three-dimensional models to exert their imagination and spell out what they like. Students spell out the shapes of trains, cannons, tanks, giraffes, robots and other objects in an unrestrained atmosphere. This kind of practical activity better embodies "mathematics comes from the reality of life" and "different people learn different levels of mathematics", which makes students taste the fun of learning and stimulates their thirst for knowledge.
In short, students' interest in learning is a very active psychological intention activity. If teachers can consciously stimulate and cultivate in teaching, this kind of intentional activity will become more and more obvious and intense, and even fascinated. This is the truth of the old saying that "good is not as good as wonderful, and wonderful is not as good as mystery". Once the interest is aroused, students will feel the joy of learning, feel that learning is a need, not a burden, and will study hard.