In junior high school, children's psychological and emotional development is still not perfect, and their learning ability is great. Teachers' emotional input can make students have indirect interest in learning. "Dear teachers, you can believe and be happy." Therefore, according to students' curious psychological characteristics and the internal relationship between teaching materials and knowledge, a vivid learning environment is created to stimulate students' interest in exploring new knowledge and enlighten students' thinking.
1. Teachers themselves should show strong interest in mathematics.
Interest is contagious, and the art of teaching lies not in the ability to impart, but in inspiring, awakening and encouraging. Therefore, as long as teachers can be strict with themselves, set an example and win the respect, love and admiration of students, then the correct guidance of teachers will stimulate students' interest in active learning.
2. Teachers should have certain artistic accomplishment in order to arouse students' interest.
As a teacher, we should not only have good language, well-designed blackboard writing and profound knowledge, but also have incisive analysis, rigorous reasoning and organic connection to explore and reveal the beauty of "masculinity" in mathematics, the symmetrical and harmonious image of mathematical formulas and geometric figures, the bold and straightforward beauty of straight lines, the wonderful data of Pythagorean numbers, the concise and bright geometric proof and the multiple solutions of mathematical problems. In teaching, we should deeply explore the characteristics of mathematical beauty, so that students can feel and discover the beauty of mathematics from effective mathematical methods and flexible and ingenious problem-solving skills, experience the beauty of mathematics, appreciate the infinite charm of mathematics, and express and create the beauty of mathematics through their own problem-solving, thus generating feelings of loving mathematics, freeing themselves from boredom and entering endless fun situations.
3. Teachers can use various means to teach and improve students' interest in learning mathematics.
Because students' thinking has changed from intuitive thinking to image thinking, it is difficult to arouse students' desire to explore, let alone understand and master mathematical laws only by teachers' explanation and students' imagination. Hands-on operation and intuitive perception are effective ways for students to form mathematical concepts and master mathematical laws. Carefully design problem situations to improve students' interest in learning mathematics.
The ancients said, "Learning begins with thinking, and thinking begins with doubt". Students' positive thinking often begins with "doubt", and curiosity and doubt are only students' nature. However, the ability and habit of students to question and ask difficult questions are not easy to form. It is the teacher's careful design of the problem according to the procedure of "asking-asking-solving" and gradually guiding it.
1, guide interest
Introducing new courses is an important part of a good class. A good beginning can create a good situation for students and bring them into the learning atmosphere, which can get twice the result with half the effort. Therefore, whether the teacher's "opening remarks" (introducing new lessons) are well spoken will have a certain impact on the teaching of the whole class.
2. Use questions to attract interest
Einstein said, "It is more important to ask a question than to solve it". Questions are the window of wisdom, and being good at asking questions is the golden key to open the door to innovation. Many inventions in the world originate from doubt, which leads to exploration and exploration leads to the discovery of truth.
In teaching, we should set questions appropriately, encourage students to question and ask difficult questions, and cultivate students' interest in learning.
3, to attract interest.
Mathematics itself is boring, but it also has supreme beauty. As long as we carefully set up and arrange, we can use different teaching AIDS, multimedia and different teaching venues to make teaching move and make our classroom teaching a paradise full of fun and vitality. Connect with real life and stimulate students' interest in solving practical problems with mathematical knowledge.
Mathematical knowledge comes from life and serves it. Our teaching should also be linked with life, close to life, so as to close the distance between students and mathematics knowledge, make students feel close, and thus generate interest in learning.
1, refining mathematical problems from life
Students live in reality every day, and we can let them find math problems from around them. One year's water and electricity bills, temperature and negative numbers, and one month's expenses at home are all good teaching resources. In fact, everything in life can help them learn math, so we must pay attention to guidance. In this way, mathematics knowledge is integrated into students' real life, which satisfies students' sense of demand and doubles students' interest in learning.
2. Apply mathematics knowledge in life.
Learning is for use. Once a student solves a difficult problem in life with what he has learned, his sense of superiority and pride will stimulate him to have a stronger interest in learning. Therefore, it is especially necessary to guide students to apply what they have learned. Students can appreciate the value of mathematics and life, and the importance of mathematics to life. Students' interest and confidence in learning mathematics will naturally increase.