Interest is the best teacher for students and the golden key to knowledge. Primary school students in grade one are still relatively young, with poor stability and easy distraction. To change this phenomenon, primary school students must have a strong interest in math classes. With the interest in learning, they can devote themselves to learning. Learning is pleasant, that is, the so-called "no burden under pleasure" So, how can we make them interested in learning? Students are the masters of mathematics learning. The new teaching and practice courses pay more attention to methods. In the new teaching, we can establish an equal position with students, discuss the teaching content like friends, go into children's hearts, let them eliminate psychological obstacles and pressures, and change "I want to learn" into "I want to learn". In the practice class, use a variety of practice forms to complete the exercise. You can let your child be a small teacher and judge whether other students' answers are correct; Or through the form of competition. Give the winning team red flowers or stars as prizes, which will promote students' interest and self-confidence.

Second, adopt flexible teaching methods to stimulate students' interest in learning.

For the first-year students, the learning content of mathematics is abstract, boring and tasteless. It has no vivid language and vivid stories, and it is not easy to arouse students' interest in learning. Therefore, in classroom teaching, teachers should try their best to stimulate students' enthusiasm and interest in learning and adjust students' psychological state to the best state.

(A) create a situation to stimulate students' interest in learning

For example, when teaching "0 understanding", I created a story scene: children, you all know that little monkeys like peaches best. On this day, he went to the mountain to pick peaches, and soon he picked two peaches. Look, how much did he eat? (1) Can you tell me about the process just now? (2 peaches, ate 1, and left 1: 2- 1= 1). But after eating 1 peach, he felt not full, so he ate another one. Look, how many are there now? (0) Can you tell me about the process just now? (1 peach, it's gone after eating 1:1= 0) Can you tell me what 0 means? (None) This design turns the original blunt numbers into stories that students like and attracts them into stories. By telling stories, students are guided to tell their own thinking process, so that students can enjoy learning and learn easily.

(B) the use of mathematical games to stimulate students' interest in learning

Teaching first-year students can choose some games that meet the teaching content to stimulate students' interest in learning, so that students can consolidate their mathematics knowledge in a relaxed and happy atmosphere. For example, when I was teaching 5 Comprehension, I designed a game of "grabbing stools": five students circled around four chairs and the other students sang. After the singing stopped, the students scrambled for seats to see who could react quickly. Through this game, students intuitively established the concept of number and learned that "4 is less than 5, 1, 5 is greater than 4, 1", which not only reviewed the knowledge about "4", but also stimulated students' interest in learning new lessons.

(C) vivid language to stimulate students' interest in learning

First-year students have high requirements for language. Only vivid, vivid and interesting language can attract their attention and stimulate their interest in learning. For example, after teaching the composition of 10, I compiled the composition of 10 into an interesting nursery rhyme to help students master: 1 9 1 9, good friend; 2 8 2 8, hand in hand; 3 7 3 7, so close; 4 6 4 6, let's go together; Five, five, make a pair of hands. In this way, students can easily remember the composition of 10 in children's songs that are easy to understand.

Existing problems:

1, the classroom teaching mode is too single. In the current mathematics classroom teaching process, although many teaching AIDS have been introduced and students' dominant position has been paid more and more attention, the teaching mode is basically "reviewing old knowledge-introducing new lessons-learning new knowledge-practicing-summarizing". Under this teaching mode, students' development is basically centered on "teaching materials" and "teachers", and students are in a passive learning state. On the one hand, this traditional teaching model does not choose the knowledge that primary school students are willing to accept and have a learning and life background according to the requirements of the new curriculum standards and the psychological characteristics and laws of primary school students; On the other hand, instead of arousing students' enthusiasm for cooperation, communication and active participation in mathematics learning, they simply completed the "teaching task" based on textbooks.

2. The evaluation method is single, and students are prone to weariness in long-term study, which is not conducive to students' study.

3. Insufficient counseling for students with learning difficulties. The method of consultation is still insufficient.

Improvement measures:

1. Update educational concepts and clarify educational objectives. Educational concept is the ideology in teachers' teaching, which determines teachers' educational behavior. Now the speed of knowledge updating is accelerating, and people can't master all the knowledge. The main task of learning is to learn to adapt to society, to adapt to the times, to learn lifelong learning and to learn to survive. Every math teacher should understand his task and responsibility.

2. Expand the content of teaching materials. Expanding teaching materials is to make full use of the resources provided by teaching materials, tap the hidden factors of cultivating students' ability in teaching materials, and expand and extend the content of teaching materials. For example, on page 109 of the first volume of senior one, I make full use of the scene map provided by the textbook to guide: What are the children doing on the map? What math questions would you ask? Students will soon say, "There are 8 people in the water and 6 people on the shore. How many people are there? " What kind of formula can you list? "8 + 6 = 14"。 At this point, the problem has been solved and the teaching task has been completed. I should have finished teaching. I asked, "How many people are there in Qiu Yi? What two parts can these people be divided into besides water and shore? " Students expressed their opinions one after another, some said that they could be counted by the sex of boys and girls, some said that they could be counted by teachers and students, and some said that they could be counted by the presence or absence of swimming rings. In this way, the full exploitation of teaching materials resources is not "copying teaching materials" but "using teaching materials flexibly". At the same time, cultivate students' ability to observe and solve problems from multiple angles.

Bruner, a famous educator, said: "A course should not only reflect the nature of knowledge itself, but also reflect the quality of learners themselves and the nature of knowledge acquisition process." Mathematics classroom teaching should be conducive to students' active observation, experiment, guessing, verification, reasoning and communication, and create a "people-oriented" learning environment, which is the ultimate goal of mathematics classroom teaching reform.