Talk about how to stimulate students’ interest in learning mathematics

1. Design mathematical games to make students enjoy them.

According to the psychological characteristics of lower-grade students, attention should be paid to cultivating students' interest in learning mathematics during teaching and constantly stimulating their desire for knowledge. Primary school students like to play games the most. Let students learn by doing, playing and learning happily. This should become an important form in lower grades. For example, in a math activity class, students can be organized to play the following forms of games.

1. Individual activity games. The class begins with a game of "Who has the most dazzling eyes": let students conduct operational experiments on their own - observing, comparing, touching with hands, rolling on a wooden board, and looking at various objects (cylinders, cubes, cuboids, balls, etc. ) What are the characteristics of each? Through students' independent operations, they can initially perceive some characteristics of geometric objects.

2. Collective cooperation game. During the "Statistics" activity class, students work in groups to count students wearing hats and students without hats and other related issues. They divide the work among themselves, discuss the fastest statistical method, and compete between groups. It stimulates students' enthusiasm for independent inquiry and cultivates students' leadership awareness, social skills and democratic values.

3. Teacher-student interactive games. In order to test students' mastery, a teacher-student interactive game "Best Understanding Award" can be organized. The teacher and the students write the results on slips of paper at the same time and show them at the same time, just like a program on TV. It is lively and interesting, and it also improves students' ability to distinguish right from wrong. It is really a good way to kill two birds with one stone. Through some games such as the above, students will feel motivated, interested in learning, and gain something from learning, and the love for mathematics that arises from this will naturally burst out.

2. Create problem situations to allow students to broaden their minds.

It is human nature to love imagination. Exciting problem situations are attractive to younger students. In teaching, problem situations that can attract students can be designed according to the content of the teaching materials, so that students can actively participate in mathematical activities to gain knowledge, develop thinking, and enjoy beauty at the same time.

1. Provide food for thought. Students' imaginations are rich and colorful, and explicit material media can further stimulate students' ideas. For example, when teaching "Cute Penguin", I used a fairy tale as a clue to let students understand the meaning of the minuend in subtraction and the meaning of the subtrahend in the situation. And stimulate the students' imagination, one person says the formula, and the other makes up the story. Students' interest in learning is high and the classroom atmosphere is enthusiastic.

2. Leave room for thinking. After the teacher shows the learning materials to the students, the teacher should not talk endlessly, but should leave students with space to think. For example, the teacher teaches that 8 can be divided into 7 and 1. After 7 and 1 become 8, let the students explore how 8 can be divided. How many and how many make 8? With independent exploration and independent research, students can have a deeper understanding of the knowledge they have learned, thereby improving the quality of learning. The dominant position of students has also been fully reflected.

3. Guide guessing methods. Being good at guessing is an important part of students' creative learning. It is very important to teach students how to guess. ① Guess based on experience; guessing cannot be based on imagination. In teaching, students should always be guided to make bold guesses and make guesses based on their own life experiences. For example, let students guess each other's wake-up time. Students will judge the other person's wake-up time based on their own life experience. Then ask students to tell the truth. ② Guess from comparison; only comparison has the right to speak. For example, if students are asked to guess the score of 7, one student will hold out 2 and ask the students to tell the score of 7. Another student said: 2 and 6 make 7. Students then decide whether the question is true or false. The teacher guides students to state the reasons for their judgment. The student said: Because 2 6 = 8, 8 is not equal to 7, so the answer is wrong. The correct one is that 2 and 5 make 7.

3. Pay attention to the learning process and let students taste success.

Actively paying attention to students' participation in learning is an important factor in successful teaching. Teaching without the active participation of students should be a failure. While paying attention to students, teachers should actively create opportunities for students to experience the pleasure of success.

1. Encourage participation.

Students in the first grade of primary schools are curious about everything. Teachers should grasp the psychological characteristics of students in this grade, organize a lively learning atmosphere, and use a variety of means to present learning content. With external temptation, students' internal needs will be induced and they will enjoy it.

2. Provide opportunities. Through teachers' reasonable inspiration and guidance, students can find patterns, discover problems, understand new knowledge, and solve problems through their own active exploration. With such experience, students can feel the fun of inquiry. When they achieve success, the joy is difficult for others to experience. It can be said that the joy comes from the heart. The learning motivation generated by this cannot be replaced by other motivational means.

4. Apply what you have learned to promote students’ distinctive development.

1. Arrange practical activities to enable students to experience the close relationship between mathematics and daily life. Paying attention to the cultivation of application awareness and practical ability is one of the key points of the current mathematics curriculum reform. Active activities are an important way for children to acquire knowledge and develop abilities. The practical activities arranged after the sixth and ninth units: "Mathematics Paradise" and "Our Campus" are good forms. The pictures are vivid and relevant to the students' real life.

2. Able to find life materials on their own, communicate collectively, and solve problems in life. The highest stage of student learning is to apply what they have learned and use their own or collective wisdom to creatively solve problems in life. For example, collect product leaflets, find out the products you need, and calculate how much you need to pay; compare who asks more math questions and how you solve them, etc., to create a family shopping atmosphere. Use the transfer of knowledge to carry out practical activities and cultivate problem-solving abilities.

5. Create a lively learning atmosphere

1. Establish a new teacher-student relationship.

The biggest feature of educational work is that its working objects are all active individuals with thoughts and feelings. The teacher-student relationship is the basic relationship in educational activities. Teachers are the core of teaching activities. Organizers, mentors and participants. During the teaching process, teachers can talk to students in a consultative tone, such as: "Who wants to talk..." "Who wants to talk..." and so on. After listening to the different opinions of the students, a teacher said, "I am really honored. XX and I have the same opinion." Although the words are simple, they are enough to show that the teacher regards himself as a member of the students. The teacher-student relationship established in this way is more equal and harmonious. In addition, teachers should also care, respect, trust, understand and love every student. They need to make friends with students wholeheartedly so that this new teacher-student relationship is a friendly cooperative relationship, thus forming an exchange of ideas between teachers and students. , social interaction relationship of emotional communication and personality collision.

2． Pay attention to emotional infection and stimulation.

A teacher’s appeal is the emotional power he shows when he uses his personality to influence students. In teaching activities, teachers must not only influence students with their professional knowledge, teaching methods, and teaching skills, but also influence students with their own appeal, so that students become the most active and active subjects in the teaching process. During the teaching process, teachers should make timely and appropriate evaluations of students' learning levels, attitudes, and emotions. Even if the teacher says "You are really good" after the students answer the questions, it is a great encouragement to the students to enhance their ability. Students’ confidence in learning mathematics well.

3. Improve teaching methods.

Teachers can use teaching aids, learning tools, multimedia and other audio-visual means; carry out mathematical games or competitions; let students get out of the classroom and learn in contact with school, family and society; lower grades can also compile fairy tales in conjunction with teaching content Stories, etc. to create a lively learning atmosphere.

6. Stimulate motivation and cultivate interest

1. Make use of novel factors in teaching materials to arouse students' curiosity.

"Curiosity" is the nature of children. Curiosity is the potential ability of "innovation" and the bud of innovative consciousness. For example, when a teacher was teaching "The Area of ??a Rectangle", he first arranged a quick answer and launched a unique competition.

If the area of ??each small square is l square centimeters, then what are the areas of the following figures in square centimeters? The students rushed to answer the first three questions, and the classroom atmosphere was very active. When it came to the fourth question, most students did not answer, and only a few students said it was 1 square centimeter. At this time, the classroom was very quiet, and the classroom atmosphere formed A stark contrast. The teacher seized this opportunity and struck quickly, saying: "Do you want to know how many square centimeters the area of ??this figure is?" The children said in unison: "Yes!", and the teacher continued: "Today we will all do it together. Discover this pattern.” In this situation created by the teacher, the children entered a state where “their minds want to communicate but they don’t get it, and their mouths want to talk about it but they don’t”, prompting them to maintain their desire and interest to continue exploring. It greatly stimulates students' interest in learning and makes them happy to learn and love learning.

2． Let students have a sense of success in mathematics learning.

Students’ learning is a combination of cognition and emotion. Every student is eager to succeed. This is the psychological nature of students. Success is a huge emotional force that can cause students to have a psychological impact on actively seeking knowledge. Therefore, teachers should consciously create various situations in classroom teaching to provide all types of students with opportunities to express themselves, and seize the opportunity to provide them with Build bridges and pave the way to success and find ways to make them successful. In actual teaching, different methods can be adopted for different students: for more comprehensive and flexible questions, you can ask students with better academic performance to answer them; for general questions, you can ask students with average academic performance to answer them. Answer: For relatively simple questions, you can ask students who have certain learning difficulties to answer them. In this way, the questions answered are consistent with their actual situation, the correct rate of answering questions will be higher, they will have more chances of success, their sense of accomplishment will be stronger, their interest in learning mathematics will be stronger, and they will be more creative. The possibility of learning is greater. In addition, teachers can also provide timely support and encouragement to students; the teaching content can be connected with the actual life of children; students can be involved in the whole teaching process, such as encouraging students to come up with and change their own questions, and conduct mutual examination and evaluation between groups. and other methods to stimulate students’ interest in learning.

7. Basic strategies to cultivate students’ innovative consciousness

l. Encouraging questioning and daring to ask questions is the starting point for cultivating students' innovative consciousness. The cultivation of innovative consciousness should start with asking questions, encouraging students to discover problems and boldly question. In teaching, students should be encouraged to ask more whys. Although some questions are beyond the content of this lesson, these students have more potential than students who do not ask any questions. For example, at a seminar on quality education, a teacher was teaching the content of "10 minus 9 and 8". At the end of the class, a student asked: "Teacher, 12 minus 9, 2 minus 9 is not enough to subtract, so I subtracted it backwards. First subtract 2 from 9 to get 7, then subtract 7 from 10 to get 3, so 12-9 = 3. Is this okay? "The venue was very quiet at first. After a while, this question came up. It was like a "bomb" was thrown, and the teachers present were talking about it. Obviously, this way of thinking about the problem was not only unexpected by the lecturer, but also the teachers who were attending the class were shocked. Instead of criticizing this student, the teacher spoke highly of him for daring to ask questions and express his own opinions. He also adopted a very flexible teaching method, organized students to discuss the issue in a timely manner, and finally reached a consensus. This approach is not only reasonable. And it is very original.

2． Creating problem situations and guiding students to carry out teaching re-creation activities are the main ways and methods to cultivate students' innovative consciousness. In teaching, teachers should be good at creating problem situations to inspire students to actively use their hands and brains, so that students have enough room for creativity. For example, when a teacher teaches the content "Calculation of the area of ??a trapezoid", he prepares the basis of both learning methods (the derivation process of the formula for the area of ??a parallelogram) and emotions (encouraging students to master old knowledge). On, let students use old knowledge to find out how to calculate the area of ??a trapezoid.

Students spend about 10 minutes in the group, after thorough discussion and research, and after reaching a consensus, write the group's research results on a blackboard and stick it on the blackboard for display. There are six main methods. (1) Use two identical trapezoids to form a parallelogram;. (2) Cut along a diagonal line of the trapezoid and divide the trapezoid into two triangles; (3) Cut along the median line of the trapezoid and piece it together into a parallelogram; (4) Find on the bottom of the trapezoid At one point, divide the trapezoid into three triangles; (5) Draw two heights along the two endpoints of the trapezoid's top and bottom to divide the trapezoid into a rectangle and two triangles; (6) Along the median line of the trapezoid, Fold it in half, and then draw a vertical line downward along the midpoints of the two waists to turn the two triangles inward into two rectangles. Therefore, giving students more space and time to think during the teaching process, and using teachers to create situations and guide students to carry out learning re-creation activities are the main ways and methods to cultivate students' innovative consciousness.

3. Letting imagination spread its wings is a special magic weapon to cultivate students' innovative consciousness.

"Innovation" means constructing assumptions about things that do not exist in front of you (or do not exist for the innovator), which requires imagination. Imagination is an important way of image thinking. Innovation activities require creative image thinking ability. It is a thinking activity in which people create new images and new concepts by reorganizing and processing the representations in memory based on the original knowledge. For example, when a teacher was teaching "Reunderstanding Fractions", the teacher showed a rectangular piece of paper and told the students that the paper was a figure. What did this figure look like? Ask everyone to work as a group to lay out the shape of the original figure and then paste it on the blackboard. The students' placement methods mainly include the following: Through this activity, students can realize that the same long shape can be different shapes, thereby experiencing the abstraction of fractions, and for future learning "how many fractions of a number are known" "What is the number, find this number" has a perceptual basis.

4． The training of divergent thinking is the main form of cultivating students' innovative consciousness.

Divergent thinking refers to a way of thinking that seeks multiple answers from different aspects along various directions and angles. In the process of seeking multiple answers, the creative component of thinking often emerges. For example, when a teacher was teaching a review class on applied problems with fractions and hundreds, he asked a question based on the number of students in the class: 25% more boys than girls, and how many percentage fewer girls than boys? The teacher inspired the students to use multiple methods to answer this question, and the students finally got three different methods. From these three different solutions, students analyze the problem from different angles, and the problem-solving strategies they obtain are also different.

5. The main purpose of cultivating students' innovative consciousness is to be good at flexibly using the knowledge they have learned and their own life experience to solve practical problems. Combined with daily homework, teachers can consciously guide students to learn creatively, discover, explore and solve problems by themselves. This requires teachers to appropriately design some open-ended exercises. I listened to a first-grade class on "Addition of Numbers Within 100" and was deeply moved. During class, the teacher first shows a picture of the students going on a spring outing. On the screen, representatives of each class of students held signs indicating the number of students in each class. There is also a big car on the screen and a child thinking about the question: Each car can seat up to 80 people. Which two classes are more suitable for students in one car? For this question, every student can find one or two matching solutions, and everyone contributes to solving the problem. During the discussion, the teachers fully affirmed the various collocation methods, and everyone unanimously rated the better method.

In short, in the lower grade mathematics classes of primary schools, teaching methods that meet the psychological characteristics of students should be adopted. , can maximize students' subjective initiative in learning mathematics, enable students to learn new knowledge and skills in a relaxed and lively atmosphere, and enable classroom teaching under the new curriculum standards to achieve a good interactive model of autonomy, cooperation and inquiry.

Let us start from every lesson and truly regard students as "developing people" rather than knowledge containers, so that they can gradually and independently "do" in problem situations designed by teachers and themselves. And "enlightenment", learn to learn, learn to create, so as to learn to survive and learn to develop. This will be the mission and responsibility of each of our teachers. Only when teachers are creative can they inspire students' creativity. Only in a teaching environment full of vitality and harmonious atmosphere, where teachers and students participate and interact together, can sparks of wisdom be rubbed out and the fruits of creation be produced.