How to Cultivate Junior Middle School Students' Interest in Mathematics Learning

Children in lower grades are fun, active, naive and lively, and "game teaching" is their favorite form. In addition, interesting math scenes, teachers' vivid language, anthropomorphic animal illustrations in textbooks and competitive exercises can also stimulate their interest. Therefore, in teaching, we can stimulate students' thirst for knowledge and cultivate their interest in learning mathematics according to this characteristic of junior students. There are several methods for reference.

First, create a lively and interesting life situation to stimulate interest in learning

According to the psychological characteristics of students' fun, active and competitive, teachers should fully tap the interesting factors of teaching materials according to these psychological characteristics of students, and inspire them to think and explore actively. Let them experience the fun of learning mathematics and gradually realize that they have to learn to be happy. For example, in the teaching of "Preliminary Understanding of Multiplication", teachers design activities such as "puzzles", "happy lawns", "ladder climbing competitions" and "dragon boat competitions" to stimulate students' interest in learning in the whole class and let students understand the significance of multiplication in vivid and concrete situations.

Second, stimulate students' interest in learning through debate.

Junior students are weak in analytical understanding, especially in learning mathematical concepts, and have little interest. When I teach these contents, I often teach them in the form of image debate to cultivate students' ability of analysis and judgment and stimulate students' interest in learning. For example, in the teaching of "meters and centimeters", because the unit of length is unfamiliar and abstract to students, especially when using the unit of "meters and centimeters" correctly in concrete life, many jokes will often be made. In order to prevent students from not understanding when studying, I designed an image debate session: let students estimate the length of the classroom first. The students said that the length of the classroom was 8 meters, and the teacher said that the length of the classroom was "8 cm", so the students had to refute it. At this time, the students were very interested and stood up and said, "If the teacher's classroom is 8 cm long, even the head can't be stretched out" (what a vivid description! ), when the students said that the length of chalk was 5cm, the teacher said, "5m". The students immediately retorted, stood up and pulled five hands, told the teacher that it was 5 meters long, and said, "Teacher, you can't even write" (oh, well-founded). For example, in the "grams and kilograms" class, students estimate the weight of eggs. When students say that an egg is about 60 grams and the teacher says "an egg is about 60 kilograms", students immediately refute it, which is heavier than the teacher. When the students said that a thumbtack was about 1 g, the teacher said that "a thumbtack was about 1 kg", and the students immediately retorted that it could not be as heavy as two packs of salt, which was too heavy. In this way, through image metaphor, students will never use the wrong length unit and quality unit again. Because this kind of argument between teachers and students helps students to eliminate some vague understandings, expand their thinking and deepen their understanding and mastery of concepts.

Third, enrich teaching AIDS to stimulate interest in learning

In view of the characteristics of primary school students' relatively inattention and easy to make small moves, teachers should adopt various teaching methods in teaching, such as using intuitive courseware, objects, pictures and slides to attract students' attention, so as to stimulate students' interest, make students accept and consolidate new knowledge in teaching activities that they want to see and do, and be willing to explore the mysteries of mathematics and actively experience the endless fun of mathematics.

I hope this helps.