Playing games in competitions makes students more active.
Students play games in the competition because they have a strong desire to win. They will work harder in the competition to express themselves and gain self-confidence. Competitive games can cultivate their sense of competition and cooperation. Teachers can take the form of grouping, so that students in the same group can cooperate with each other to complete the task together. The use of competition games can stimulate students' desire to learn, and they can learn mathematics knowledge efficiently in mutual competition and communication.
Interest is the biggest motivation. The encouragement given by the teacher can arouse students' interest. Nowadays, in this era full of electronic devices, students' interest has been completely attracted by games. It is very important to cultivate their interest in mathematics and let them study independently.
We should also use students' competitive spirit to design competition games with appropriate methods. Give students a little pressure in the competition, so as to promote students to study harder and improve their learning efficiency, then teachers' teaching tasks can be completed efficiently. For example, teachers can use balls of various colors as tools to ask students to count the colors of balls drawn by teachers every time. If * * * draws 10 balls, there are four white balls and six black balls, then if you draw the ball again, the probability of drawing the black ball is three fifths. In addition, the teacher can also let the students draw the ball in groups, let the members in the group guess the color and reason of the ball he wants to draw, and each group can guess the accuracy of the probability. Students will certainly learn through their own thinking in the competition, so as to cultivate their own mathematical consciousness and thinking and improve their comprehensive mathematical ability.
Play games in the scene to make students happier.
In the past, teachers used boring and simple explanations, and the classroom was only the teacher's classroom, so it was difficult for students to learn independently. Therefore, in the current teaching situation, teachers can innovate teaching methods and design some scenarios that can allow students to participate. First of all, teachers should determine the theme of setting the scene, and connect the mathematical knowledge with the scene seamlessly, so that students can smoothly transition to the level of mathematical knowledge in the scene, so as to learn knowledge. In addition, when designing game scenes, teachers should pay attention to the physical and psychological characteristics of primary school students and attract them to take the initiative to participate.
For example, teachers can let students practice the scene of supermarket shopping. After determining the theme for students, students can practice freely in groups and give them the opportunity to perform on stage, so that they can bring the results of their training to others. In this scenario, students will buy three pencils at 50 cents each, and then they need student B (supermarket salesman) to settle the bill. In the mutual communication, the knowledge of multiplication in mathematics has been well applied and easily mastered by students. Obviously, the use of games will enhance students' interest in learning mathematics, improve their autonomous learning efficiency and achieve the purpose of teaching.
Mathematics game teaching method II
1. Learn while singing. Mathematics is famous for its accuracy. As an activity in mathematics classroom teaching, mathematics games should also be highly scientific. Just like the old nursery rhyme Counting Toads: "A toad, with one mouth, two eyes and four legs, plopped into the water ..." It tells the law of quantity change. If expressed by mathematical symbols, this law is: I, 2, 4: 2, 4, 8; 3,6, 12; ..... it is difficult to attract students' attention. But it becomes lively and interesting to associate it with the image of toad and vivid written language. As soon as people read this nursery rhyme, they think of toad's lovely appearance and its clumsy action of "plopping into the water", and the boring mathematics knowledge suddenly comes alive. I once let the students play this game, and the students were in high spirits. Some sing and dance like toads, while others imitate toads. The classroom is full of warm atmosphere. Finally, the students found the rule of this nursery rhyme in the game. It can be seen that when mathematical games show scientific knowledge, supplemented by various interesting forms or languages, mathematics can become a relaxed and interesting activity.
2. Observation ability. Observation ability is the most important and basic ability to cultivate children in primary school. Primary school mathematics can take physical materials as "primary materials" and text illustrations as "secondary materials", so that students can learn mathematics by observing physical materials and combining textbook materials. Let students cultivate and strengthen the basic concepts of "number" and "shape", and cultivate mathematical consciousness and keen observation by observing mathematical phenomena. There is an example in teaching: we ask students: "1/2+ 1/2=?" Students can't answer, but if you ask students to spell … spell, think: how many cakes is half a cake plus half a cake? They can answer quickly every year. Because at this time, students will combine "2 l/2 and 2 half cakes", and students can use this specific image to calculate.
3. Entertainment game teaching. Entertainment games pay attention to the entertainment function of math games, and are more vivid and flexible in form, which is very attractive to primary school students in lower grades. Because junior students have just entered school, their psychological characteristics and behavior habits also have the characteristics of kindergarten children: lively, curious and fond of new things. Flexible and diverse game forms can quickly attract their attention and urge them to devote themselves to learning with greater enthusiasm. For example, when teaching addition and subtraction within 10, I play "riding games" with my students. Before the race, I prepared some drivers' headdresses and calculation cards and distributed them to each student. The game has begun. The students who got the driver's headdress became car drivers, put on the headdress and stood proudly in the designated place. I also put on a headdress as a "little driver", and each headdress wrote a 65433. Students who get the formula card will take different "cars" according to the number of points on the card. After getting on the bus, the driver will check the ticket, and those who take the wrong bus will be fined. After the ticket inspection, the driver will lead the passengers to "get on the bus" with the music. Because of my participation, my classmates are very excited. They all want to get in my car and are proud of playing games with their teachers. Students quickly mastered knowledge in happiness.
The third method of mathematics classroom
1, tell a story
For mathematics knowledge, we can put knowledge in stories, and let students learn knowledge in the process of listening to stories by telling stories. Moreover, storytelling can stimulate students' interest in learning mathematics, and has the characteristics and functions of making students understand mathematics, guiding their interest in mathematics, and cultivating their spirit and emotion. In teaching, we can tell some stories about mathematicians, so that students can understand the history of mathematics and stimulate their interest in learning mathematics.
Step 2 observe
Observation ability is the most important and basic ability to cultivate children in primary school. Primary school mathematics can take physical materials as "primary materials" and text illustrations as "secondary materials", so that students can learn mathematics by observing physical materials and combining textbook materials. Let students cultivate and strengthen the basic concepts of "number" and "shape", and cultivate mathematical consciousness and keen observation by observing mathematical phenomena. For example, in teaching, students can observe by showing teaching wall charts and objects.
Step 3 guess
The characteristics and functions of conjecture are to enable students to expand and cultivate their imagination, and to cultivate their ability of reasonable speculation and verification. In mathematics game teaching, we can use the game form that lets students guess, so that students can master mathematics knowledge. Let students guess and estimate, promote the cultivation of thinking and stimulate the interest in learning mathematics. When we teach the understanding of the length unit meter, we don't have to tell the students how long a meter is. Instead, we should guess and estimate first, and then let the students actually measure it, so as to strengthen the superficial understanding of knowledge, thus promoting the development of students' thinking and stimulating their interest in learning.
4. Activities
As an activity form, it is the most commonly used way of mathematics game teaching method, including experiment, simulation, drawing, creation and other specific forms. The characteristics and functions of these activities are to cultivate students' cooperative spirit, practical ability and strengthen their understanding of mathematics. For primary school students, mathematics knowledge is abstract and boring, but for teachers, it is necessary to design some simple and interesting game activities to arouse students' interest, let students learn mathematics in activities, promote students' interest and ability in learning mathematics, and learn mathematics in play.
The fourth method of mathematics classroom
1. A hands-on game to stimulate students' participation.
Pupils are young and like to operate by hand. Therefore, teachers can grasp this characteristic of students, skillfully design hands-on games, stimulate students' interest in learning, and enable them to acquire knowledge in games. For example, when teaching "Interesting Tangram", I designed a game called "Compare and see who can spell more figures". First of all, I use multimedia to show a jigsaw puzzle, let students draw and cut it with thick paper, and then paint it with corresponding colors; Secondly, let the students make puzzles with their own puzzles and think about "what do you want to express with this puzzle". Finally, let the students show their works and compare who has spelled more pictures. When the students began to operate, they found that although there were only seven puzzles, they could spell out various shapes. Designing the hands-on game of jigsaw puzzle can not only let students experience the changing process of graphics, but also develop their spatial concept.
2. Guide students to explore through games.
Every student has the desire to win, and hopes to be praised by the teacher in the activity. Therefore, teachers can design a game to promote students' positive thinking and activate mathematics classroom. For example, when teaching Mixed Operation, I first divide the students into groups, that is, the students at the front and back tables are a group. Students need to answer questions within 30 seconds, and the members in the group take turns to answer them, so that they can exchange ideas. Secondly, I practice with multimedia presentation. When the students answer correctly, the subtitle "Congratulations, successfully breaking into the next level" will appear on the multimedia, and a thumb will appear to encourage the students. If the answer is incorrect, the words "Sorry, continue to refuel next time" will appear on the screen. At this point, students who answer incorrectly will be eliminated to ensure the smooth progress of the game. After students break into the next level, it will become more and more difficult until a team can challenge the last level and win, which is a successful team. Because the game is more exciting, the students focus on the game, and the group members help each other and get the correct answer. In this process, teachers entertain and entertain, use games to enliven the classroom atmosphere, mobilize the enthusiasm of students to participate in activities, and achieve good teaching results. It is worth noting that teachers should pay attention to the gradient of the difficulty when designing the questions in the competition, so as to ensure that there are winners and losers in the competition and highlight the value of the activity.
3. Evaluate the game classroom to improve the effectiveness of classroom teaching.
Evaluation in class is essential, and students are very eager to get the teacher's attention, recognition, praise and affirmation. Therefore, when teaching in combination with games, teachers should pay attention to observing students' performance in games, and be good at discovering the bright spots on students and praising them, thus promoting students to achieve greater success. In addition, teachers can also innovate the form of design evaluation, so that students can integrate into the evaluation and make greater progress.