Studying math, too? Cultivating students' interest in learning mathematics is of great significance to learning activities. It can help students to further clarify the social significance of mathematics learning and stimulate greater learning desire and motivation. The formation and development of interest is always associated with success. People are interested in it, and cultivating students' interest in mathematics learning is an important psychological factor in learning activities. It can make students have tenacious pursuit and active exploration of mathematical knowledge. In the teaching process, cultivating interest should be combined with mathematics knowledge teaching. Therefore,
First, realize the importance and necessity of mathematics learning and cultivate students' interest.
Interest is the psychological tendency to explore something or engage in some activity. It makes people give priority to certain things, actively explore and have positive emotional color. Interest can be divided into direct interest and indirect interest. Direct interest refers to interest in things or activities themselves. Such as interest in painting, singing, etc. Indirect interest means that you are not interested in an activity or the activity itself, but interested in the result of the activity or the meaning of something. It can be seen that the two can be transformed into each other. People's interest is not innate, but formed and developed under certain conditions, and interest can be cultivated. In other words, only when a person is interested in something will he want to touch it, know it, understand it and explore it.
Second, help students correct their learning attitude.
Establish confidence in learning mathematics well and stimulate learning motivation.
The enrolled students are full of confidence and hope in their studies. With the increase of mathematics content, the difficulty and breadth have been greatly improved. Although many students usually study hard, they can't adapt to school life quickly because of their learning methods and other reasons.
. After a period of study and several unsatisfactory exams, you will doubt your ability and think that your brain is stupid and not suitable for learning mathematics, and your learning mood will soon be low and you will lose interest in learning mathematics. In view of this situation, we should give students facts, reason, analyze the reasons and encourage them to realize that their shortcomings can be overcome. Usually, when asking questions and writing papers, we should pay attention to step by step, grasp the gradient, let students get good grades, have a sense of accomplishment in their hearts, and make students feel that mathematics is not as difficult as they think. As long as you work hard and persist, your efforts will be rewarded. Usually, for the mistakes in exams and homework, we should patiently help analyze the causes of the mistakes, whether it is carelessness, inexperience in knowledge points or other reasons. Then let the students do similar exercises for re-examination, so as to enhance their self-confidence and cultivate their interest in mathematics learning.
Third, flexible use of modern teaching methods, active classroom, to stimulate students' interest in learning from the senses.
With the continuous development of modern educational technology, multimedia computer-aided teaching will enter the classroom. Multimedia technology is used to comprehensively deal with powerful interactive functions such as words, sounds, graphics, images and animations, and teaching courseware is compiled to fully create a vivid teaching environment, so that students can cultivate their interest in learning from various sensory contacts such as hearing and vision. Advanced computer technology can inject vitality, gorgeous colors, clear pictures and wonderful music into mathematics classroom teaching, turn boring preaching into multi-sensory stimulation, and make abstract concrete, static dynamic and illusory reality. It can not only create real scenes for students, but also introduce students into the imaginary world, make teaching materials come alive and make the classroom come alive. In traditional teaching, students generally passively accept the teacher's facts, and multimedia software provides students with the opportunity to operate. As a researcher, students study mathematics, which highlights their dominant position, makes them change from listening to mathematics to doing mathematics, and from passive learning to active learning, thus stimulating students' interest in learning.
Fourth, carefully create problem situations, introduce thinking realm, and stimulate students' interest in learning.
Creating effective problem situations can stimulate students' interest in learning and promote students' active learning. And mathematics comes from reality, exists in reality and is applied to reality. In teaching, teachers can borrow mathematical problems in reality to create problem situations, make examples come alive and make students easy to understand and master. Let students realize that mathematics is of great help to our lives, and learning mathematics is useful, which invisibly generates the motivation to learn mathematics.
For example, in the teaching of mathematical modeling, we can create such a problem situation. On the gas stove, under the same conditions, the same water is boiled, what angle is the knob of the switch turned, and the gas fuel is used at least? Under the guidance of the teacher, let the students do the experiment by themselves. Through data collection and data fitting, a mathematical model is constructed to experience the mathematical process of transforming a practical problem into a mathematical problem. Because mathematicization is the process of organizing the real world with mathematics. The trend of mathematics socialization and social mathematization is becoming more and more obvious. There are many practical problems in the real world. We should not only learn mathematical theoretical knowledge well, but also learn mathematical thinking and use the learned mathematical knowledge flexibly to solve practical problems. Experience the transformation of practical problems into mathematization of mathematical problems and from symbols to concepts, feel the fun of mathematical discovery, enhance the confidence of learning mathematics well, and form the consciousness of application and innovation.
5. Clever suspense can trigger cognitive conflicts, give satisfaction to success and stimulate students' learning motivation.
Desire is a psychological feature that tends to know, study and obtain something. In the process of learning, students can be eager to know some knowledge by cleverly setting suspense, thus stimulating their desire to learn. For example, when talking about the relationship between the roots and coefficients of a quadratic equation, first tell the students a short story: One day, Xiao Ming went to visit him in Xiao Li's family, and when Xiao Li was doing exercises about a quadratic equation, Xiao Ming told Xiao Li at first sight which problem he had done wrong. Xiao Li was surprised and asked Xiao Ming what the secret of judgment was. At this point, I asked my classmates if they wanted to know this secret method. . The students said in unison that they wanted to! So the students ended the class with great interest.
Interest is an emotional cognitive tendency. In learning, if students succeed, they will have a happy mood. If this kind of emotion appears repeatedly, a relatively stable relationship will be established between learning and happiness, and students will have a certain interest in learning. As Suhomlinski, an educator in the former Soviet Union, said: The joy of success is a huge emotional force, which can promote children's desire to study hard. Please be careful not to let this inner power disappear under any circumstances. (Advice to the teacher).
Sixth, train thinking and teach methods to stimulate students' interest in learning.
Mathematics teaching is inseparable from solving problems. Paulia, a famous American mathematics educator, attaches great importance to problem-solving teaching. He pointed out what it means to master mathematics. This person is good at solving problems, and he is also good at solving some problems that require independent thinking, rational thinking, unique insights and inventions. He thinks that a good math teacher or student should strive to ensure a good appetite for solving problems. We must think when solving problems, and the correct thinking method is the key to improve the ability to solve problems. In problem-solving teaching, teachers should not only fully reveal logical thinking, but also strengthen the cultivation of intuitive thinking and attach importance to the cultivation of mathematical guessing ability. Teach them to look at problems from various angles, encourage them to innovate and explore new ways, and seek the best solution from them, thus stimulating their interest in continuous innovation.
Seven, pay attention to the emotional communication between teachers and students, be intimate friends, and enhance interest in learning.
The traditional teacher-student relationship is me-the other type. In class, the teacher said that students can only passively accept knowledge or mechanical training, which fetters students' thinking, hands and feet and makes them gradually lose interest in learning. An educator once said something similar. In today's class in China, students are sitting and teachers are standing. Mentally, this situation is just the opposite. The standing teacher occupies the supreme position, but there is a trembling soul standing or even kneeling in the body of the sitting student. The unequal status and teaching methods between teachers and students make it more difficult to communicate with each other and achieve the expected results in learning.
Modern teacher-student relationship is a dialogue between me and you. This relationship essentially embodies a real interpersonal relationship. The relationship between teachers and students is equal, mutual promotion, mutual communication, mutual dialogue and mutual transformation. Teachers should pay more attention to their study and extracurricular life, talk to them more, talk about their families, learn more about students' situation, and narrow the distance between them, so that students can feel that teachers are not only imparting knowledge, but also listeners in life and troublemakers who encounter difficulties. Harmonious and healthy teacher-student relationship is conducive to mobilizing students' enthusiasm for learning, making them respect and love their teachers, and transferring their emotions to the subject of learning mathematics.
In short, there are many ways to cultivate students' interest in mathematics learning. As long as you are diligent in thinking, dare to explore, closely connect with students' real life and constantly change teaching methods, you can make students realize the importance of mathematics, let them feel the infinite charm of mathematics, free themselves from the so-called boring and enter interesting mathematical situations. Let students learn with a positive attitude, so as to maintain the persistence of mathematics learning interest. Of course, there is no definite teaching method, and it is of far-reaching significance to consciously cultivate students' interest in learning mathematics in mathematics teaching, which is the need of the development of educational reform and rich in connotation. In addition to the above problems, more problems need to be solved in practice, further exploration and research.