A brief discussion on how to improve lower grade students’ interest in learning mathematics

"Interest is the best teacher"

In primary school, it is mainly about the cultivation of students' interest in learning and good study habits. Only when a student has a strong interest in mathematics can he be "enjoyed to learn - love to learn - and be able to learn"

. Cultivating

students’ interest in learning in mathematics teaching,

allowing students to learn in a pleasant atmosphere is to mobilize students’ enthusiasm for learning,

improving the quality of teaching is important

Conditions are also the fundamental guarantee to reduce students’ academic burden.

In teaching mathematics in lower grades, I realized that children in lower grades are fun, active, innocent and lively.

"Game-based teaching"

is their A welcome form.

In addition,

interesting mathematical situations,

the teacher’s vivid language, anthropomorphic animal illustrations in the textbook,

Competitive exercises, etc., can also stimulate their interest. Therefore, when teaching, I based on this characteristic of lower grade students

I adopted various teaching methods and methods to inspire them

Students' desire for knowledge,

cultivate students' interest in learning mathematics

. Let’s talk about some of my practices:

1.

Create vivid and interesting life situations to stimulate interest in learning

According to students’ fun,

The psychological characteristics of being active and competitive,

For this reason, teachers should fully explore

the interesting factors of teaching materials based on these psychological characteristics of students,

To inspire them to think positively and explore proactively. Let them experience the fun of learning mathematics,

gradually

make them want to learn and enjoy learning.

For example: when teaching "Preliminary Understanding of Multiplication", the teacher designed "Puzzle Game"

"Happy Lawn"

"Ladder Climbing Competition"

Activities such as "Dragon Boat Racing" are used throughout the course to stimulate students' interest in learning and enable students to understand the meaning of multiplication in vivid and concrete situations

.

2. Enrich teaching aids to stimulate interest in learning

In view of the fact that primary school students are relatively inattentive and prone to making small movements, teachers should adopt a variety of teaching methods during teaching.

For example: use intuitive courseware, real objects, pictures, slides, etc. to attract students' attention, thereby stimulating interest and making students want to read again after reading

Accept new knowledge,

consolidate new knowledge through teaching activities that you have done and want to do again,

and be willing to explore the mysteries of mathematics, and take the initiative to

experience the endless fun of mathematics , develop good personality qualities.

3.

Stimulate students’ interest in learning through debate

The analysis and understanding of lower-grade students are weak,

Difficulty learning mathematical concepts especially,

Not interested.

When I teach

these contents,

often use the form of image debate to teach,

to cultivate students' analytical and judgment abilities,

Stimulate students' interest in learning

. For example: When teaching the lesson "meters and centimeters", since the units of length are still relatively unfamiliar and abstract to students, it is especially important to use the "meters and centimeters" units correctly in concrete life. A lot of jokes often happen.

In order to prevent students

from not understanding when learning,

I designed an image debate session:

Let students estimate the length of the classroom first,

When the students said that the length of the classroom

is

8

meters, the teacher said that the length of the classroom is "

8

Centimeter"

The student wanted to refute it. At this time, the student was very interested and stood up and said:

"Teacher

If the classroom teacher is

8

Centimeters, you can’t even put your head in”

(What a vivid description this is!

)

When the student said that the length of the pink

pen is

5

cm, the teacher said:

"

5

meters"

, the student immediately retorted and stood up

5

with a small hand Pull, tell the teacher

5

meters

are so long, and say:

"Teacher, you can't even write"

(Oh, well-founded)

. For example, in the lesson of "grams and kilograms", students are asked to estimate the weight of eggs. When the students say that an egg is about 60 grams, The teacher said "an egg

60

about 1 kilogram"

The student immediately retorted,

It is impossible to be heavier than the teacher;

p>

When the student said a thumbtack

1

about 1 gram,

the teacher said

"One

Pushpins

1

About a kilogram”

The student immediately retorted that it was impossible to be as heavy as two packets of salt, it was too heavy. In this way, through image

metaphor,

students will never use the wrong unit of length and unit of mass again.

This kind of debate between teachers and students helps students eliminate some vague understandings, expand students' thinking, and deepen their understanding and mastery of concepts.

It helps to clear some vague understandings, expand students’ thinking, and deepen their understanding and mastery of concepts.

4. Add a variety of practice questions to stimulate students’ interest in learning

Mathematical practice is the process of forming and consolidating students’ mathematical understanding structures.

It is the It is an important means for students to master knowledge formation skills and develop abilities.

However, the practice format is not easy to be boring and single.

Especially for lower grade students, their attention is easily distracted.

It is easy to become boring and boring

In order to stimulate students' interest in learning,

design various types of exercises during exercises.

For example, during the practice of teaching

100

counting

, counting is quite boring, so I designed it as a little monkey Maze-breaking (counting connected lines according to rules) practice questions. When practicing comparing small and large numbers, it is designed to be an exercise form of spelling out the map of China or an exercise form of small animals returning home, etc.

It helps to clear some vague understandings, expand students’ thinking, and deepen their understanding and mastery of concepts.

4. Add a variety of practice questions to stimulate students’ interest in learning

Mathematical practice is the process of forming and consolidating students’ mathematical understanding structures.

It is the It is an important means for students to master knowledge formation skills and develop abilities.

However, the practice format is not easy to be boring and single.

Especially for lower grade students, their attention is easily divided