How to teach mathematics well in the first grade of primary school? Pupils are lively and active, and their interest in learning comes and goes quickly, while mathematics is an abstract subject. The following is what I have compiled for you about how to teach mathematics in the first grade of primary school well, hoping to help you. Welcome to read the reference study! 1 How to teach mathematics well in the first grade of primary school 1. Lead-in to stimulate interest The first important link in class is classroom lead-in. Successful introduction can help students pursue new knowledge independently and stimulate their interest in learning. A good beginning is half the battle. Therefore, teachers should attract students with interesting clues at the beginning of class. For example, when calculating the addition within 50, the teacher can carry out the activity of "testing the teacher", so that students can ask questions, the teacher can answer them, and then the teacher can answer them accurately. At this time, students will have a lot of doubts and stimulate students' interest, thus becoming an effective knowledge-seeking activity. Second, teaching through intuitive methods Because students are more interested in vivid things, we can use intuitive teaching methods to make abstract knowledge more specific, so that students can master mathematics knowledge in tangible things and enhance their interest in learning. For example, if the teaching result is the addition of 5, the teacher can post four ducklings on the left side of the blackboard and ask, "What am I posting on the blackboard?" How much is a * * *? "When the students have finished their answers, write down" 4 ",then put one on the right and ask," How many ducklings are there? "? How to calculate? After the students answer, write "+"on the blackboard, point to the picture and ask, "What is 4+ 1?" Write "5" after the students answer. Students are induced by pictures, which can stimulate their interest, help them understand and deepen their impressions. Third, cultivating students' good listening habits is the first step for students to accept knowledge. Whether students can concentrate on listening determines how much knowledge they accept. In class, students are required to listen carefully, give positive guidance, give praise to students who listen carefully, and give eye hints to students who don't listen. First-year students are still very simple and like to be praised. It is better to give students positive guidance. The first-year students have special age characteristics and vivid thinking. In teaching, we should use more diverse and intuitive teaching forms to attract students' attention, so that students are not easily distracted in class and put their energy into their studies, thus forming a good habit of listening to lectures. 2 Stimulate students' interest in learning mathematics and optimize the effectiveness of classroom teaching methods. The design and implementation of mathematics teaching should change from "emphasizing teaching" to "emphasizing learning" and from "forcing students to be suitable for teaching" to "creating teaching suitable for students". We should attach importance to students' learning, attach importance to learning activities in teaching design, implement "teaching for learning" in teaching implementation, and promote students' love of learning, learning and thinking. Students are the masters of learning, and independent inquiry and cooperative communication are important ways for students to learn mathematics. Encourage students to develop their own problem-solving strategies, promote cooperation and communication among peers, so that students can learn how to study, learn how to be a person, learn how to live, and let students feel the inner charm of mathematics learning. Attach importance to students' subjectivity, advocate students' autonomous learning, cooperative learning and inquiry learning, and guide students to actively participate in the whole learning process. Let students learn how to acquire mathematical knowledge independently, experience the process of mathematical thinking and creation, enhance their interest and self-confidence, constantly improve their autonomous learning ability, help students establish the desire of lifelong learning, and lay the foundation for lifelong development. Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. The teaching process is a demonstration of communication, interaction and development between teachers and students. Teachers should change their thoughts, update their educational concepts, shift from condescending authority to equal dialogue with students, give students the initiative in learning and encourage them to actively participate in teaching activities. Teachers should go beyond the role of speakers and become organizers, motivators, guides, coordinators and collaborators of students' learning. The introduction of game teaching method, love to play is the nature of children, especially when playing with peers, will show unprecedented joy and excitement. When we are teaching mathematics in primary schools, we might as well use children's playful psychology to enhance their interest in learning, thus improving teaching efficiency. Playing games is a good tool. In math class, we might as well let children play games more, so that they can deepen their impression of math problems in the happy experience of playing games. For example, when learning the internal angles and laws of triangles, we might as well let them know this law by playing games. The props of the game are all kinds of plastic triangles and protractors prepared in advance. We divide the pupils into several groups, and each group measures the sum of the internal angles of the three triangles to find out the law of the sum of the internal angles of the triangles. The first team to complete the measurement and find the pattern can get the corresponding reward. There is nothing special about this game, but it can fully mobilize the enthusiasm of students, and in addition, it can make children aware of the existence of competition. Under such circumstances, games are very beneficial to children's future mathematics learning, and they will also deeply understand the existence of mathematics learning content. In the process of playing games, teachers should also strengthen interaction with students and improve teaching efficiency through the joint efforts of teachers and students. 3. Guide pupils to learn mathematics reasonably and strengthen successful experience. In the evaluation of teachers' motivational language, every student can actively participate in the process of learning and exploration, think in exploration and find out 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 "how much to subtract from a dozen", let students put a stick and explore the algorithm of 16-9 independently. 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 the correct answer 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. How to make students like math class (1) can stimulate students' initiative and enthusiasm in learning. Learning-centered teaching can be reflected by students' initiative and enthusiasm in the teaching process. Improving primary school students' interest in mathematics learning can make students have the desire to explore mathematics independently, and then achieve good learning results. Under the guidance of learning interest, students get the happiness of learning success in mathematics learning, and then become interested in mathematics. The teaching method of cultivating students' interest in learning has changed the traditional teaching method of instilling mathematics knowledge into teachers. Students can like and learn mathematics from the bottom of their hearts. The strong interest in mathematics learning makes students become the masters of mathematics learning, which changes the traditional situation of students passively accepting knowledge and makes the classroom learning atmosphere better. (2) A strong interest in learning can realize students' happiness. Learning mathematics is a subject of thinking. If students have no strong interest in learning mathematics knowledge, their thinking can't be active. In math class, students' thinking is always in a static state, and they can't learn math effectively. If this continues for a long time, it is not conducive to the formation of students' good study habits and the formation and development of students' good thinking. Therefore, primary school mathematics teachers realize the importance of cultivating primary school students' interest in mathematics learning, and pay attention to cultivating primary school students' interest in mathematics in daily mathematics teaching. When primary school students have a strong interest in mathematics, students will look forward to the arrival of mathematics classes, show enthusiasm for actively exploring new knowledge in teaching, and change the traditional situation that students passively accept knowledge and feel unhappy. Therefore, a strong interest in learning can realize students' happy learning. (3) A strong interest in learning can make teachers happy. In teaching, what teachers want to see most is that students can actively participate in their own teaching courses, students can constantly acquire new knowledge under their own teaching, and all comprehensive skills can be developed and improved. As a teacher, the greatest comfort is that his students make progress and learn successfully every day with their own efforts. The success of students' learning is the greatest comfort to teachers. A strong interest in learning can realize students' happy learning and teachers' happy teaching, and finally achieve the goal of learning from each other. Therefore, in teaching, teachers should first cultivate students' interest in learning, and realize happy teaching by cultivating students' interest in learning, so that students' strong interest in learning can promote teachers' happy teaching, and finally achieve the teaching realm of "happy learning" for students and "happy teaching" for teachers. Related articles: 1. Fast learning methods of mathematics in the first grade of primary school II. What are the learning methods of mathematics in the first grade of primary school 3. Methods and skills of mathematics learning in the first grade of primary school IV. What are the learning methods of mathematics in the first grade of primary school? How to educate first-grade pupils?