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Procedural materials on how to cultivate students' interest in mathematics learning.
Mathematics is an indispensable foundation and tool for studying modern natural science and social science. With the rapid development of science and technology, the application of mathematics has increasingly penetrated into all fields of human society. Learning and mastering certain basic knowledge and skills of mathematics is one of the cultural qualities that every citizen in modern society should possess. Primary school mathematics is the most basic knowledge for primary school students to learn mathematics, so it is more important to learn primary school mathematics well.

Mathematics has a high degree of abstraction, strict logic and wide application. Learning mathematics is a monotonous and abstract process. Therefore, it is necessary to stimulate students' interest in learning mathematics, develop good study habits, develop students' intelligence and ability, and create favorable conditions for further study.

First, create situations to stimulate students' thirst for knowledge.

Stimulating curiosity is an important psychological condition to mobilize students to actively participate in learning. In daily teaching, it is to let students pursue the knowledge they have mastered with a positive attitude, try to solve new problems, and constantly improve their cognitive structure, which is conducive to cultivating students' ability to think independently and actively seek knowledge, and to let students actively explore knowledge. Ausubel, a modern American psychologist, believes that it should be the primary task of teaching to let students learn meaningfully or psychologically, and one of the subjective conditions of meaningful learning is that learners should be psychologically prepared for meaningful learning. Therefore, in mathematics teaching, teachers should strive to create different teaching situations closely related to students' lives, choose reasonable teaching methods, make full use of various teaching means, stimulate students' thirst for knowledge, and change passive learning into active learning. For example, when teaching "Division with Remainder", I made a slide show about "Blue Cat" by taking advantage of students' interest, and asked "Blue Cat" to share watermelons with her partners: There are 23 watermelons, so how many should each partner share? How much is left? Because the situation is the children's favorite cartoon character, which aroused students' interest in learning, the students actively thought and finally came to the conclusion that each person was divided into four, and there were three left. In this way, by creating case situations, students can deeply understand the meaning of "division with remainder", thus stimulating students' strong thirst for knowledge. Teachers can use mathematical games and other situations to arouse students' learning enthusiasm, cultivate students' awareness of accepting challenges, develop students' thinking of seeking differences, provide conditions for students' innovative learning, and guide students to learn mathematics actively and creatively.

Second, attach importance to learning attitude education and stimulate students' interest in learning.

The correct learning attitude of students is an important prerequisite to arouse their enthusiasm for learning. Teachers should make use of various opportunities, combine with the actual life, and constantly educate students about the importance and necessity of learning mathematics, so that students can clearly understand the significance of learning mathematics, see the real value of mathematics, and stimulate students' interest in learning. The core idea of the new mathematics curriculum standard is "people-oriented", which fully embodies that "everyone can learn valuable mathematics and obtain necessary mathematics". In the teaching process, teachers should clearly put forward and explain the significance and importance of subject content. They can also learn that what they have learned can solve practical problems in life through examples in life or from life situations and fairy tales that students are familiar with, so as to feel the close connection between mathematics and daily life and realize the importance of mathematics learning, thus generating interest and gradually cultivating students' enthusiasm and creativity in learning, so that they will not only learn, but also love learning and develop good study habits. This laid a solid foundation for his lifelong learning. For example, after learning "Calculation of Rectangular Perimeter", I guided the students to observe the blackboard in the classroom and asked them to find ways to measure its length and width, and then calculate its perimeter. After class, arrange students to measure the length and width of computer monitors in the basketball court at home or school, and then ask students to find out their perimeters. Students can experience the practical application of mathematics knowledge in life through their own hands-on practice, thus improving students' interest in learning mathematics.

Third, give full play to students' main role in classroom teaching.

Classroom teaching is an interactive activity between teachers and students. The teaching process is not only a process of imparting knowledge, but also a process of emotional communication between teachers and students. The effect of classroom teaching directly affects students' enthusiasm for learning mathematics. In the traditional teaching mode, teachers only pay attention to instilling knowledge into students, and teachers become the protagonists in the classroom. Students always passively accept learning, ignoring the communication between teachers and students and between students. Over time, students will be tired of learning mathematics, and the learning effect will of course be reduced. With the implementation of the new curriculum standards, the new teaching concept requires that classroom teaching should give full play to students' main role and return the classroom to students. People-oriented is the main body of classroom teaching, so that students can learn to learn, cooperate with their classmates under the guidance of teachers, find mathematical problems, be willing to find answers, establish the consciousness of active learning, and truly become the main body of classroom teaching, and teachers only play a guiding role. Therefore, we should make full use of the teaching mode of autonomy, inquiry and cooperation in teaching. Through some questions, teachers should leave some space for students to study independently and discuss with their classmates, so that they have the opportunity to think independently, discuss with each other and express their opinions actively. Only by guiding students to solve problems through student-student cooperation or teacher-student cooperation, exploring the whole process of knowledge generation, formation and development, and gradually cultivating students' ability to analyze and solve problems, can teachers improve students' personal quality and achieve the purpose of our education. Only by changing students from "asking me to learn" to "asking me to learn" can we really mobilize students' enthusiasm for learning mathematics.

Fourth, attach importance to operation and enliven the classroom atmosphere.

Hands-on operation, self-injection inquiry and cooperative communication are the important ways for students to learn mathematics proposed by the new curriculum standards. In the teaching process, teachers should not only make full use of interesting wall charts, teaching aid demonstrations and other methods to attract students, but also let each student do a variety of sensory cooperation activities.