The first grade of primary school is the best time for children to form various habits. Paying attention to cultivating good study habits at this stage will not only directly affect students' academic performance, but also affect students' ability and personality development to some extent. The new mathematics textbook of Yiwu Education Primary School points out: "Good study habits cannot be simply understood as external forms such as asking students to sit well in class and raise their hands to speak. More importantly, we should gradually guide students to think independently, dare to ask questions, listen carefully to other people's opinions, and be willing to express their ideas. " In order to further cultivate students' good study habits, we should pay full attention to the cultivation of students' good study habits and run this goal through the whole teaching process. So, what good study habits should students develop?

First, cultivate students' habit of listening attentively.

Listening attentively is the basis of students' active participation in the learning process and positive thinking, and it is also the premise of improving classroom learning efficiency. Therefore, teachers should cultivate students' habit of listening carefully in class. Listening attentively in class includes four aspects: watching, listening, thinking and doing.

Look: just look at the teacher's demonstration, blackboard writing and action;

Listening: just pay attention to the teacher's explanation and the students' answers;

Thinking: think about what you have learned, what you have learned, and what is different from others;

Doing is to operate the learning tools and do exercises by hand.

In order to cultivate students' habit of listening attentively in class, first of all, students are required not to be distracted, not to make small moves, but to concentrate; Secondly, listen carefully to other students' answers and carefully study whether your answers are correct or not. Thirdly, we should carefully observe the teacher's demonstration and blackboard writing, carefully operate the learning tools and do exercises as required.

In order to attract students' attention and make them concentrate on listening in class, I think teachers must be full of energy, vivid and interesting language, clear organization and flexible methods when giving lectures, so as to make classroom teaching attractive and make every student happy to listen.

Second, cultivate students' habit of independent thinking, cooperation and communication.

Mathematics is a highly reflective subject. In mathematics teaching, students should actively use their brains, be willing to think, be diligent in thinking and be good at thinking, and gradually develop the habit of thinking independently and communicating with their peers.

To let students think independently, we must first choose good thinking materials and create thinking situations. For example, the open topic in the first volume of the new textbook "Arrangement and Review" is □□□□ = 12,14 =□□□□□□□□□□ □, so that students can solve problems independently first, and then they can communicate in groups to discuss how to write all the formulas, which not only cultivates the habit of independent thinking, cooperative communication and orderly thinking, but also cultivates the students' habit of thinking.

In order to develop the habit of independent thinking, teachers should give students enough time to think while providing thinking materials. Generally speaking, after the teacher asks questions, students with high intelligence can quickly raise their hands to answer them. However, in order to take care of students at the lower and middle levels, we should leave more time for everyone to think. After a considerable number of students raise their hands, students of different levels can answer according to the situation. Sometimes let those students who don't raise their hands answer, let them talk about their ideas and what difficulties they have, so as to promote them to think with their brains. When asking questions, avoid talking to only a few students with good grades and ignoring most of them. Attention should be paid to arouse the enthusiasm of the whole class, such as cooperative learning, group discussion and hands-on operation, or under the guidance of teachers, some introverted students who are unwilling to ask questions in public can have the opportunity to think and ask questions independently.

Guide students to think independently, but also encourage students to question and ask difficult questions. In fact, asking questions is sometimes more important than answering. Any invention begins with finding and asking questions. Students ask questions to find contradictions and problems from what they have learned, and put forward their own views and opinions. This kind of questioning ability is an important ability in students' learning activities and an effective way to cultivate students' independent thinking. Therefore, teachers should encourage students to question and ask some difficult questions, even if students ask some bizarre questions, it doesn't matter. Teachers should also guide and encourage students to analyze and discuss with them. Some problems that can't be solved temporarily can also be stored in the "question bank" for later solution, which not only develops students' questioning ability, cultivates students' innovative thinking and awareness, but also gives students the motivation to continue learning. For example, in the lesson "I grew up with young trees" in the second volume of the Standard Textbook for Teaching New Curriculum (Beijing Normal University Edition), it is counted that after one class planted 32 trees, two classes planted 43 trees and three classes planted 45 trees, which class planted the most trees in the textbook? Which class has the fewest trees? On the basis of these two questions, the teacher encouraged the students: "Can you ask other questions? Can you try to answer it? " After thinking, how many trees should be planted in Class One, Class Two and Class Three? How many fewer trees have been planted in Class One than in Class Two? How many more trees have been planted in Class One and Class Two than in Class Three? How many more trees have been planted in Class One than in Class Two? How many trees are there in Class Two of Class Three? Wait for more than twenty different problems and try to solve some problems with my team members.

After independent thinking, students may have new ideas. With ideas, there will be a desire to communicate, with communication, there will be new thinking, so that students are willing to think, diligent in thinking, good at thinking, and gradually develop the habit of independent thinking.

Third, cultivate students' habit of reading textbooks carefully.

Textbooks are the main source for students to acquire systematic mathematics knowledge. Reading textbooks should require students to read, understand and memorize, so as to avoid becoming a mere formality. In the process of guiding students to read textbooks, cultivate students' thinking methods and good thinking habits. More importantly, students can get twice the result with half the effort by reading textbooks for routine thinking activities such as analysis, imagination, generalization and reasoning.

To cultivate students' habit of reading textbooks, we should first adopt different methods according to different grades and ask students to read textbooks carefully. Because the first-year students are illiterate and lack reading ability, teachers should first teach students how to look at pictures and cultivate their observation ability, and then teachers will lead students to read together and gradually cultivate their ability to read formulas and narratives. In the future, with the improvement of literacy, the composition of reading should also be appropriately increased. For example, according to the actual situation, organize students to discuss, grasp key words, sentences or places that students don't understand, or ask students questions about key issues, so as to cultivate students' ability to analyze problems independently.

Secondly, it is necessary to cultivate students' habit of reading textbooks independently according to pictures and meanings. Some students often rely on teachers to read questions and tips, which is not conducive to improving students' thinking ability. Although the first-year students don't have much literacy, they can read the questions with the help of the teacher, and they can also let some students with more literacy read the questions. For example, cartoon characters such as "naughty", "smiling", "wise old man" and "smart dog" appeared in the teaching materials for the first time. In the process of reading, students not only know the characters in the new textbook, but also stimulate their interest in learning. While reading independently, teachers can also let students look at the catalogue and talk about what to learn in each unit. What is your favorite part of the content and so on.

Third, students are required to develop good reading habits before and after class. When arranging reading before class, it is generally necessary to explain to students: see clearly the meaning of the picture, the dialogue of the characters, what problems are given, how are you going to solve them, and what is the difference between what you learned tomorrow and what you learned today. Read "Say", "Do", "Calculate" and "Try" by yourself first, and then find some topics to try. Mark what you don't understand and so on.

When reading textbooks, students should learn to use both hands and brains to correct the reading method of "reading novels" with only eyes but no notes: you should mark while reading and write down the problems encountered in reading, so that you can gradually develop the habit of reading textbooks independently by perseverance and repeated practice. In addition to guiding students to read textbooks, students should also be encouraged to read more extracurricular books, and at the same time, find out the math problems in extracurricular books and in life.

Fourth, cultivate students' habit of discovering and applying mathematics from life.

Mathematics comes from real life. Teachers should train students to perceive, learn and discover mathematics from real life and things around them that can be seen and touched at ordinary times. For example, when practicing "Snail and Ant Race" in the second volume of the first grade textbook, there is a question: "Who is most likely to reach the finish line first?" According to the picture, the snail climbed 70 cm and the ant climbed 80 cm. Of course, the ants reached the finish line first. When the teacher said softly, "Why did you say' Who is the most likely'?" The students immediately thought according to the reality of life that there might be a race between the tortoise and the rabbit. Ants stop to rest when they are tired of climbing, while snails continue to climb hard, and the result is to reach the finish line first; A gust of wind blew away snails and ants at the same time, resulting in a draw; A child saw the snail was cute and picked it up. The ant won. A child poured a basin of water on them, and the ants were flooded and couldn't climb. Snails who are not afraid of water continue to climb, so they reach the end first ... On this basis, the teacher encourages the students to draw their own imaginary pictures, and the students are very interested. They draw ants and stop to eat when they see food. The ball hit the snail; People's feet step on ants; The wheels crushed the ants, and so on. Teachers should not only let students connect the knowledge in books with life, but also often guide students to discover the mathematics around them, draw the mathematics around them and write down the mathematics around them. For example, teachers can assign homework like this: How old is your father this year? How old is your mother this year? How old are you this year? Measure how tall you are. Weigh? Compare who is taller and heavier between you and your deskmate? ..... These are all things that happen around primary school students, but through the teacher's step-by-step and planned training, students have developed the habit of writing down and drawing problems they encounter and trying to solve them, thus stimulating students' initiative in learning mathematics and innovating mathematics.

Fifth, cultivate students' habit of writing carefully.

Writing carefully can not only improve the accuracy of homework, but also have positive significance for correcting students' learning attitude and forming serious and responsible habits. Beautiful and neat writing is the basic skill of students. Doing math homework generally requires students to write in a standardized format, and the writing of Arabic numerals and symbols should also be standardized. When calculating vertically, they should draw an equal line with a ruler. For the writing of homework, teachers should always comment, give priority to typical demonstration and praise. In the process of doing classroom homework, the first-grade primary school students often play around and feel uneasy. The teacher wants the group of students to urge them to finish their homework carefully.

Although primary school students will not develop good study habits overnight, first-year students are active in thinking and accept new things quickly. Therefore, as long as teachers are properly guided and well trained, they can accelerate the formation of good study habits and let them take root and sprout in their studies.