The so-called interest is a positive tendency to recognize things, is a complex personality quality, which promotes people to explore new knowledge, the development of new abilities. The Czech educator Comenius also pointed out that "interest is one of the main ways to create a joyful and bright teaching environment." Our teaching practice has also fully proved that when students' interest in learning arises, it will give rise to a strong desire to learn, students will be willing to learn, love to learn, happy to learn, and learn to live, learn to learn, that is, the so-called "happy to learn under the no burden". So how can we make the classroom atmosphere active, so that students have a strong interest in learning? As a teacher, according to the psychological characteristics of elementary school students curious, active, winning, from the following aspects to cultivate students' interest in learning mathematics:
One, cleverly set up the situation, arouse the desire to know
1, create a story situation, stimulate interest in mathematics
Lower elementary school to the intermediate grades, students are more concerned about the "interesting, fun, novelty" things. Therefore, we need to create interesting learning scenarios for them according to the characteristics of elementary school students. The selection and presentation of learning materials and the arrangement of learning activities should fully take into account the actual background of the students' lives and their interest, so that they can feel that learning mathematics is an interesting thing, and thus be willing to approach mathematics. The creation of a storytelling context is a very suitable form for children in the lower grades. We all know that children are very interested in stories, fairy tales, animals, so the problems in the textbook into a fairy tale, a short story, with small animals to do the main character, so that the students are in the anthropomorphic world, "to cast their good and do". In this way, not only enhance the fun of classroom teaching, but also can effectively mobilize students' learning enthusiasm, so that the students are fully engaged in the study of mathematics.
For example, the teaching of the "0" knowledge, I created a fairy tale situation, the picture has a family of kittens, which cat dad, cat mom and cat sister caught a varying number of small fish, only the cat brother returned empty-handed, from the cat brother's expression of chagrin, "0" is not the same as the cat's face. From the expression of the cat's brother's annoyance, "0" comes out. The students realized that the cat brother did not catch any fish, and that "none of them" can be represented by "0".
For example, in the teaching of "100 within the number of comparative size", I made up such a small story: today is the birthday of the little squirrel, the calf and the little goat agreed to go to the forest to celebrate the birthday of the little squirrel. To go to the forest to take the bus **** car, they went to the station early in the morning, buy a good ticket. The calf's seat number was 23, and the goat's seat number was 25. After a while, the monkey driver came in his Chinese bus. The monkey driver wanted to test the calf and the goat, and said to them, "Whoever has the biggest seat number will get on the bus first." Neither the calf nor the goat had learned to compare the size of two-digit numbers yet, so you looked at me and I looked at you, not knowing what to do. They wanted to go back and ask the puppy, but they were running out of time. Children, can you help the calf and the goat? The children are all eager to try, highly motivated, who all want to help the calf and the little goat. Teachers in time to guide, students quickly learned the two-digit method of comparing the size.
2, create a game situation, stimulate interest in math
Pupils love to talk, love to laugh, love to move, love to play. If the teaching ignored this feature, a plain speech to speak, will certainly make them feel fatigue and tedious, is not to achieve good results. Practice has proved: create a game situation, both to stimulate students' interest in learning, but also to enable students to learn without boredom, happy and not tired.
As in the teaching of first grade (first book) "know the object" of this content, the teacher can be based on the age of the students, the organization of students hands-on practice, cooperation and communication. Teachers can let students build blocks together, so that the game in the perception of the object is a different shape; and then guide the students to classify some of these objects, in turn, observe each type of object, and then were abstracted rectangular, square, cylinder and ball intuitive graphics, the initial understanding of these shapes; and then let the students in turn to touch, and once again perceive the main features of each type of object, and in small groups with their own words to say that each type of objects, and form representations of the shapes of different objects. Through active participation in mathematical activities, students experience the process of observing, classifying, and forming representations, and deepen their understanding of different shapes of objects.
For example, in the exercise of teaching "dollar, angle, cent", I designed a game of "bear selling stationery". Ask a child to put on a headdress as a bear, everyone as a customer, to the stationery store to buy things. This scene, a true reproduction of the children's lives, suddenly happy, can not wait to join the ranks of the game, looking at the store want to buy things, happy feelings overflowing. At this moment, the teacher in time to buy things in the store into a simple dollars, cents, minutes conversion, looking at the price of the formula to get the price can buy the things you want to buy. Learning in the game, students learn without boredom, get twice the result with half the effort.
3, create a life situation, stimulate interest in learning mathematics
Math comes from life, life everywhere there is math. Let mathematics teaching full of life, in order to truly mobilize students to learn mathematics enthusiasm and initiative. The new standard emphasizes that the teaching of mathematics should reflect the life, should pay attention to the "book world" and students "living world" communication. Teaching, contact with the students' real life, the use of materials they like to see to create life situations, so that students have a sense of "math is around us" proximity. Create a life situation, let the math from life, and then back to life, so as to stimulate students' interest in learning mathematics.
For example: I was teaching "statistics" content of the first lesson "organization of the game", with the textbook provided by the rope skipping, kicking the ball, shuttlecock and a few projects, but found that it did not achieve the effect I expected, the reason for this is that the original first-grade children are unfamiliar with these projects, there is no personal experience, so they can not raise interest. Later I changed the subject to "fall tour" to let students discuss which attractions to go to the botanical gardens, zoos, Happy Valley, water parks, students watched part of the introduction of these attractions immediately after a high interest.
For example, I'm on the "recognize the clock" this lesson. I am so dealt with: at the beginning, I created a riddle for students to guess the situation. Children love to guess riddles, and when they hear about riddles, they immediately mobilize all their attention to participate. The riddle is like this: "The little steed doesn't stop hoofing it, day and night without rest. The sound of ticking reminds people to compete for the day and night." The children raised their hands enthusiastically and the mood was very high. Finally, someone guessed the answer to the riddle: clock. I used this to introduce the topic: recognizing clocks and watches. The children entered the learning of new knowledge with high emotions. In the teaching process, I designed a scenario: on the way out of school, it suddenly started to rain heavily. The teacher was worried whether the students had arrived home safely. So the teacher called the students to ask. Teachers and students simulate the phone call performance. Get students to play the roles of Xiao Ming, Xiao Ling, Xiao Jiang and Xiao Li respectively. The children are very enthusiastic and the learning effect is naturally very good. At the end of the classroom, I designed it this way: What time do you usually get up? What time do you go to school? What time do you get home from school? What time do you go to bed? Can you look at the clock to record them all? Combine inside and outside the classroom, and closely link math and life. Make mathematics living, life mathematical.
2, create a competitive situation, stimulate interest in math learning
Educator Comenius once said, "should be used in every possible way to stimulate the children's desire to know and desire to learn." Since we are in a large competitive environment, we may as well set up a competitive situation in our small classroom, teachers in the classroom to introduce competition, teaching to do "a low starting point, highlighting the key points, scattering the difficult points, emphasis on the process, slow half a beat, more encouragement. Create opportunities for students to show themselves and express themselves, and promote all students to compare, learn, catch up and surpass. For example, to carry out the "see who answered correctly and quickly", "see who set up correctly and skillfully", "capture the red flag competition", "men and women against the competition "red flag contest", "male-female competition", "group competition", "class competition", "little master" and other competitions. These activities are always fun for the students. This momentum of wanting to stop is unknowingly building up students' interest and inspiring them to look forward to the next lesson.
Second, the language of interest, stimulate interest in mathematics
Vivid and interesting language, not only can fully mobilize the attention of students, but also stimulate students' strong interest in learning, with the charm of the language of mathematics to attract and lead the students, is to promote the students to actively explore the mysteries of mathematics, to open the door to the wonders of mathematics, a key.
When organizing teaching in the classroom, teachers should be able to create an equal, harmonious and relaxed classroom atmosphere. The use of the best teaching art, the use of flexible methods to create fascinating teaching scenarios, stimulate students' hobby. Mobilize the enthusiasm of students to learn, maximize the activation of students' potential desire to learn, so that students actively participate in learning activities, to become the master of learning, that our classroom teaching is successful.
For example, in the teaching of the "quotient in the middle of 0 division", I repeatedly emphasized: the divisor is smaller than the divisor, not enough on the "1", do not forget to "0". But students just can't remember, either forget to "0", or "0" is not in place. Later, I added a bit of humor in teaching, this phenomenon has gradually been changed. When it comes to the middle of the quotient must be on the "0", I said: "We have a 'pit' in front of us, we know that the pavement must be filled with potholes in order to walk, jump over the inevitable injury to the feet. Okay, let's figure out how to fill in the pothole. Hey, I found a way to fill in the pothole! I found a cobblestone (i.e., a '0') to fill in the 'pit' - Shang Shang '0'. " The class grinned. Because my language is more vivid image, has the potential to induce force, rich sense of humor, in the middle of the quotient on the "0" problem, the students are quite impressed, no longer have the error.
In short, teaching the use of teaching humor, fun, cohesion of the creative thinking of teachers labor of art of teaching, a shallow smile, a simple gesture, can be refracted to the light of humor. A teacher with a sense of humor can often make students feel that he has the power, charm, and thus get endless fun, but also let the students in a pleasant and interesting environment to obtain knowledge.
Three, the use of multimedia teaching, stimulate interest in learning mathematics
In teaching, the teacher alone from the improvement of language skills and language intuitively on the work or far from enough to solve the problem of mathematical knowledge of the abstract and image of the contradiction, should also make full use of various means of visual teaching, that is, with a specific, graphic, vivid things to fully mobilize their multiple senses, in order to enrich the Deepen the perception.
such as the teaching of the "circumference of the circle", a teacher first computer classroom, the screen displays a picture of spring scenery, turquoise grass on the graphic: the starting point, accompanied by a piece of relaxing music, I told the students a rabbit race story: two rabbits from the same point of departure, the white rabbit along the side of the big circle, the small black rabbit along the sides of the two small circle in the shape of a zigzag to run after a period of time, it was both back to the same time, and then back to the circle. After a period of time, both of them returned to the starting point at the same time, at this time they argued, who said they ran more distance than the other. Now ask the students to give the rabbit as a referee, in the end who ran more distance? In this way, the students in order to be a fair referee, eager to know the method of calculating the circumference of the circle, I will take advantage of the situation, so that the students in a relaxed and pleasant to master the calculation of the circumference of the circle, fully mobilized the students' learning enthusiasm.
In short, the cultivation of students' interest in learning mathematics should start from various aspects, more observation of students' psychological activities, stand in the students' perspective to think differently. What do students really need? What do they like? How to do is that they are happy to learn, we are in the teaching process, to truly see students as "developing people" rather than the container of knowledge, everything should be centered around a goal, that is, for students to learn to create a pleasant, harmonious teaching atmosphere, stimulate students' interest in learning, arouse students' learning conscientiousness and creativity, so that Students enjoy learning, love learning, so that students really love math. This is what we are looking forward to and what we are pursuing.