2. Enhance students' self-confidence in math class with appreciative language.
Third, hands-on operation-guide students to take the initiative to explore
Fourth, create story scenes to stimulate students' desire to explore mathematics.
5. Using intuitive teaching to guide students into mathematics classroom.
Keywords: appreciation, encouragement, pleasure
Piaget, a famous educator, pointed out: "Children's activities are dominated by interests and needs, and all effective activities must be based on children's interests." The famous mathematician Hua also said: "If you are interested, you will never get tired of watching it, so you will have time to study it." It can be seen that interest is the premise for children to fall in love with learning, and whether students are interested in math classes directly affects the effect of math learning. Teachers should well mobilize students' enthusiasm and initiative in learning mathematics, make students like and fall in love with mathematics classes, and let them enjoy the enrichment and pleasure brought by knowledge in mathematics classes. Let me talk about some explorations in mathematics classroom teaching.
1. Stimulate students' interest in math class with vivid and interesting language.
Lenin said: "Without human feelings, there will never be, and no one can pursue the truth." According to the new curriculum standard, mathematics teaching is a process of communication, interaction and common development between teachers and students. Teachers are regulators of classroom atmosphere. In classroom teaching, teachers can use wonderful language to make children feel relaxed and happy, so that they are more willing to participate in activities, more relaxed and more daring to express their wishes. In classroom teaching, especially for children in lower grades, teachers should not only make oral language intuitive, but also give vivid explanations and descriptions in combination with various body languages, so as to satisfy students' desire for publication and expression, encourage students to innovate boldly, and make it a powerful means to develop children's thinking ability in images.
For example, when senior one teaches "knowing clocks", I first ask my children to collect all kinds of clocks and let them introduce their own clocks. The children are full of enthusiasm, and some say that the students have also collected many pictures and materials about clocks and watches from the Internet, scrambling to introduce their own clocks and watches and their own little discoveries. Then I introduced the new class conveniently, so that the students could learn more about the children's enthusiasm in the whole half hour of the class.
2. Enhance students' self-confidence in math class with appreciative language.
Self-confidence is the beginning of all success and one of the important goals of education, and the language that teachers appreciate and encourage is the main means to achieve this goal. Therefore, in mathematics classroom teaching, teachers should also sit down: first, carefully discover the little progress of each child, and say more: "You are great", "You have made progress", "Great", "Learn from you" or pat the child on the shoulder, give the child a thumbs-up and so on. Teachers should take students' questions or ideas seriously and actively guide them. In the process of exploration, teachers should use a variety of evaluation strategies to inspire students with their own demeanor, movements and language, so that students can maintain their enthusiasm for exploration, stimulate their emotions in classroom learning, and promote their active participation in exploring mathematical knowledge. For example, the teacher "speaks well", "speaks well", "You are such a brainy child" and "Good answer to this question!" Praise and other evaluation methods. You can't completely deny students who have poor oral English. On the contrary, we should encourage them and patiently enlighten them. For example, "your idea is right, can you say it more completely?" "Can you change your mind and have a try?" Second, it is necessary to clearly and specifically point out the progress and advantages of children or places worthy of praise and learning. For example, in classroom teaching, children observe carefully, find the left and right objects and friends around them, and say what is on the left and what is on the right. Children in Li Zixing are aware of the relativity of "left" and "right" positions in situational activities. I actively arouse children's interest and let them shake hands at the same table to see you. In the process, I also participated in their activities. Finally, they found that Li Zixing was very right. Similarly, the children in Li Zixing got applause from the whole class. He was more confident and bold in his later teaching, and the whole class also realized the role of learning mathematics in a relaxed and happy atmosphere, which stimulated their desire for learning.
Similarly, when teachers use the guiding language of appreciation and encouragement, they should also pay attention to choosing appropriate ways, methods and opportunities, and grasp the sense of proportion and "temperature", instead of abusing praise without principle, otherwise it will only encourage children's pride, complacency or silence and indifference.
Third, hands-on operation-guide students to take the initiative to explore
There is a gap between physical objects and concepts in primary school students' learning mathematics. How to turn some abstract mathematical concepts into mathematical facts that pupils can see, touch and reason clearly? Many successful cases show that it is an effective strategy to improve mathematics learning to let students operate by hands.
In mathematics classroom teaching, we should fully respect students' dominant position, not only let students do experiments by themselves, but also use various senses to perceive the process of the occurrence, development and change of mathematics knowledge, encourage students to design various feasible operation schemes, put forward different ways and methods to solve problems, and promote the healthy development of students' creative thinking. For example, in the lesson of "Knowing Rectangles and Squares", the teacher asked the students to study in groups, and the students observed and compared on the basis of what they already knew. First, they found the different characteristics of rectangle and square by touching, folding, drawing and tracing. In this way, through hands-on operation, independent inquiry and cooperative communication, students not only gain knowledge and improve their ability, but also experience the diversity of mathematics, feel the joy of success and enhance their awareness of independent learning and innovation. This is also in line with the new curriculum standard: "Students are the masters of learning, and teachers are the organizers, guides and collaborators of mathematics learning." In the process of classroom teaching, according to students' psychological characteristics, I use various effective ways to stimulate students' interest in learning, guide students to take the initiative to learn, let students understand and apply mathematics knowledge in a pleasant atmosphere, make the classroom atmosphere "alive" and let students "move".
For junior children, games are their favorite and an important way to absorb and transmit knowledge. They can introduce interesting and practical games into the classroom, so that students can play and do, understand knowledge and keep interest. For example, in classroom teaching, I often set up some games such as crossing the border and winning the red flag. In order to consolidate my knowledge when learning "carry addition within 20", I created many games such as driving a train, picking apples, and group competitions. In practice, see which group can finish a set of questions in the shortest time, and the calculation speed is fast and the accuracy is high, and each group can win three five-pointed stars. In the process of this game, the children's enthusiasm for learning mathematics is very high, the classroom atmosphere is very active and the effect is very good.
Fourth, create story scenes to stimulate students' desire to explore mathematics.
Students like listening to stories. If teachers integrate some mathematical knowledge into stories, they will gain more mathematical knowledge in beautiful stories. For example, in the class of "Learn Mathematics, Use Mathematics", I designed it like this: In the cheerful music, the Happy Animal Restaurant opened, and all the small animals came to participate, with a total of 17 animals. The owner of the animal restaurant said that eight small animals have come now, and how many have not? He asked the children for advice: "clever boy, come and help me!" " "At this point, the students discussed, exchanged at the same table, and the teachers patrolled and guided, and finally pointed out how to calculate. This lesson introduces topics through cartoon stories to attract children's interest in learning. In the discussion, middle school students initially feel the necessity of solving problems, and at the same time introduce students into a situation related to problems, so that students have a strong desire to explore and the source of thinking is opened.
Another example is teaching 0- 10. In order to help senior one students remember these numbers, we made up interesting songs: 1 thin and long like a pencil, 2 like a duck swimming in the water, 3 like ears listening to sounds, 4 like a red flag floating on the left, 5 like a scale hook to buy food, 6 like a whistle with a big belly, 7 like a sickle to cut grass, 8 like a twist, and 9 like a spoon to hold. Students remember the characteristics of ballads and numbers 10, and experience the joy of learning mathematics.
Mathematics originally came from life, and there is mathematics everywhere in life. Creating a life situation is to pay attention to students' real life, let students experience the problems in the problem situation and enhance their direct experience. Only when students come into contact with mathematics in life can they realize the value of mathematics and engage in mathematics learning with enthusiasm. Therefore, when designing the course content, I try to choose the content that students are willing to accept and close to life as the theme according to the psychological law of mathematics learning, so as to stimulate students' interest in learning mathematics.
5. Using intuitive teaching to guide students into mathematics classroom.
Someone once said, "The best stimulus to learning is interest in the textbooks you have studied." In classroom teaching, teachers should be good at creating situations by using some intuitive means to stimulate students' interest in learning, mobilize their enthusiasm for learning, release their vitality and improve learning efficiency. Therefore, classroom teaching should be rooted in exploration activities, fully mobilize the participation of students' senses such as eyes, mouth, hands and brain, and promote students' development.
For example, when teaching the example "8+9" of 8 plus several, I didn't give any hints for students to try it first. Ordinary children and students think according to the calculation method of 8 plus several, and divide 9 into 2 and 7, 8 plus 2 equals 10, and 10 plus 7 equals 17. However, some active students broke the mindset of "seeing 8 and thinking 2". They think that 8 is less than 9. Divide 8 into 1 and 7,9 plus 1 equal to 10, and 10 plus 7 equals 17. In this way, in the process of learning, students are not limited by teachers' preconceived ideas, have enough time to think, enjoy broad thinking space, and sometimes produce sparks of innovation.
In short, in mathematics classroom teaching, teachers should fully mobilize children's enthusiasm, cultivate students' interest in learning mathematics, and make students become masters of learning, spiritual people and the main body of surging life. Let students take the initiative to receive education in a relaxed, happy and harmonious environment, and let every student fall in love with mathematics and math class.