First, create a life situation to make students' interest "high".
Starting from students' existing life experience, teachers create simulated life situations with students' familiar life as materials, so that students can learn and play mathematics in vivid, concrete and realistic situations, so that students feel that mathematics is approachable, mathematics is around us, and students unconsciously explore mathematical problems and have a desire to learn in games.
For example, when teaching the first class of statistics, the teacher prepared the March of athletes entering the sports meeting before class and played it to the students. The students immediately became interested, and they all contended that it was music played during the sports meeting. The teacher took the opportunity to say, "It turns out that today's' forest game' is on (let students look at pictures while listening to music). Please ask the children to see which teams participated in the competition? " At this time, the students' interest is high, and they are all vying to say. The teacher seized the opportunity and asked, "What else do you want to know?" Through discussion and exchange, some students said, "I wonder which team has more events?" Some students said, "I wonder how many small animals come to each team?" Some students said, "I wonder which team won the championship in the end?" ..... The teacher put forward some statistical requirements and practices. Obviously, it is precisely because students love to play and are very familiar with life in situations that they are not only active in learning, but also full of interest.
For example, in the process of teaching "understanding RMB", I created a small shop to let children be salespeople and customers themselves. Students are enthusiastic, fully experience how to take, pay and find coins, learn to cooperate with others, and experience that 1 yuan can buy different goods. In such a life situation, students' enthusiasm is high, which cultivates students' thinking flexibility and ability to solve practical problems and establishes a good grasp of mathematics.
Second, tap the activity factors to make students' senses "move".
Mr. Tao Xingzhi called for six emancipations for students: emancipating the mind so that students can think; Free your hands and make them capable; Only when the eyes are liberated can you see; Open your mouth so that they can talk; Space liberation gives them time to digest what they have learned and do what they want to do. Junior high school students are active by nature. Let them "play" properly in math class and mobilize students' multiple senses to participate in learning, which can effectively improve students' learning efficiency. Psychologist Piaget pointed out that activity is the basis of cognition, and wisdom begins with action. Let students "move" and realize the "all-channel" acceptance, "multi-function" coordination and "three-dimensional" infiltration of eyes, ears, mouth, hands and brain. To achieve the above points, it is necessary for students to try and practice boldly and actively participate in the learning process.
When we teach "Fun Combination", the whole class takes activities as the main teaching form, so that the whole class can actively participate in various program activities, and students can have fun and learn comfortably. Began to adopt the game form of "who runs fast" and "who piles high", so that students can slide cuboids, cubes, cylinders and balls off the skateboard and pile them up at the same time. The students carried out this activity wholeheartedly, and the whole class soon found that among these four objects, the ball rolled fastest and was the most difficult to pile up; Cuboids and cubes can't roll, and they are the easiest to pile up. From this phenomenon, students can get the reason through observation and thinking. Although students can't express it in accurate language, deep in students' consciousness, they think that the reason why the ball is easy to roll is that the ball is round, and the reason why the cuboid and cube are not easy to roll is that the surfaces of the cuboid and cube are flat, thus cultivating students' inquiry consciousness. Although it took a certain amount of time, the students really "moved", the classroom atmosphere "lived" and the students learned knowledge through "playing". In my mind, I left a clear and profound representation of the four three-dimensional graphic characteristics of cuboid, cube, sphere and cylinder.
Third, open the imagination space and let students' thinking "fly".
Pupils are the epitome of imagination, and every student has a rich imagination. Children are the most free in the imaginary space. They think boldly in this free space, and sometimes even have a whim. If this potential can be effectively tapped, students can spread the wings of imagination and fly to the space of knowledge.
For example, in the teaching of "Fun Patch", when students come to the conclusion that cubes and cuboids can't roll through the activity of "Who can run fast", a classmate said, "I can make them roll". The other students didn't seem to believe it, so the teacher asked him to show them on stage. As a result, he put a ball behind the cube, which knocked it down. Other students and I applauded his bold exploration at the same time. Inspired by this classmate, other students' thinking also gradually "flew". Some students came up with the idea of putting two pillars under the cube, just like car wheels. ...
For example, there is such a question in the first grade textbook: there are tomatoes, vegetables, cherries, apples, cucumbers, beans, peppers, grapes, radishes, strawberries and so on. Please classify them. In teaching, teachers don't restrict students' thinking, but let them divide according to their own ideas. The students immediately expressed many different views. Some are divided by fruits and vegetables; Some are divided by color; There are also forms; According to the size, some students even point according to whether it is a single or a string. It can be seen that students' ideas are novel and have their own unique opinions.
For primary school students, intuitive teaching can easily stimulate their curiosity and thirst for knowledge, and lively teaching games can effectively stimulate students' interest in learning and induce them to think positively. Design children's favorite teaching games, form happy teaching scenes, let students practice in "play" and "fun", and endow our math class with magical charm.