First of all, we should stimulate students' interest in learning mathematics.
Einstein once said, "Interest is the best teacher." Educator Confucius also said: "The knower is not as good as the knower, and the knower is not as good as the enjoyer". Once students lose interest in mathematics, they have no passion for learning, so it is very important to improve students' interest in learning. First of all, in teaching, especially for students who are not interested in learning mathematics, every little progress should be praised and encouraged in time. Cultivate students' self-confidence, let them know the teacher's appreciation for him, let them experience the fun of success, and students are naturally willing to learn. Secondly, we should establish a harmonious and democratic relationship between teachers and students. Harmonious interpersonal relationship is helpful to improve the efficiency of classroom teaching and to bring students' intelligence into play. Harmonious teacher-student relationship can stimulate students' recognition effect on teachers' words and deeds, thus stimulating students' teaching enthusiasm, which is a universal law of educational psychology. In mathematics teaching, we should vigorously strengthen students' dominant position and adopt various teaching forms, such as creating situational teaching, multimedia teaching, independent performance teaching, group cooperation and discussion teaching, etc., to maximize students' participation.
Second, carefully design classroom lead-in and flexibly control the teaching rhythm.
A good beginning is half the battle. At the beginning of a class, students' excitement sometimes stays in the content of the last class or the activities they engage in during the break. Effective introduction can make the teaching content touch students' hearts and improve the teaching effect. Whether students can be guided from "after class" to "in class" and let them devote themselves to learning determines the success or failure of a class to a certain extent, so the introduction of new courses should be carefully designed and ingenious. Teachers' flexible adjustment of teaching rhythm is conducive to restoring and improving students' attention, because students' emotions are directly related to classroom rhythm. Therefore, in teaching, teachers must pay attention to students' emotions and adjust the teaching rhythm at any time. Find that students are tired, insert some interesting things, such as telling a joke, singing a campus song, performing a game, etc. It is helpful to stimulate students' interest in learning and let students find problems from the perspective of mathematics, so as to learn new lessons and solve problems with curiosity. For example, when I was teaching "determining the position", I used the pre-class activity of sticking a nose on Sanmao, which not only enlivened the classroom atmosphere, but also aroused students' attention to the position, from determining the position of Sanmao's nose to determining the position of some objects in life. Therefore, it is natural to focus students' attention on the new lesson, and this lead-in has played a good teaching effect.
Third, we should be good at designing questions and inspire students to "think more" to attract attention.
In the process of learning, when students feel that they have something to think about and something to say, their enthusiasm will be high and their attention will be easy to concentrate. At this time, cleverly designed questions often have the effect of "throwing stones at the bottom of the water". To enlighten students' wisdom, we must be good at guiding students to find and ask questions, be good at arousing students' doubts, and pay attention to actively exploring and increasing their wisdom in questioning. As the saying goes: doubt is learning, so that students can find problems in doubt. But an important way to ask questions is to be good at asking some specious and difficult questions to arouse students' thinking. For example, when I was teaching Chicken and Rabbit in the Same Cage, I cleverly designed such a question: 1. Suppose the cage is full of chickens, how to answer? Suppose the cage is full of rabbits. 3. How to solve the column equation? Such questions can attract students' attention and inspire them to think more.
Fourth, we should apply what we have learned and make students pay more attention to it.
The starting point of students is "knowledge", but the ultimate goal is "doing". "Doing" means "using", and it is valuable only if you can use it. When students find that what they have learned can be used to solve practical problems, they will increase their motivation to learn and attract great attention. For example, when I teach "RMB" to students, let them know and master mathematics knowledge in a series of activities such as recognizing, changing, taking and paying coins, and realize the connection between mathematics and life. There is mathematics everywhere in life, and mathematics is around. In this way, students can realize the mathematical value of living materials. Only in this way can students be willing to learn mathematics and improve their attention in use.
Of course, there are still many problems to be solved in primary school mathematics teaching. But I think paying attention to students' learning is the most critical issue, and I hope to achieve better results in practical teaching through my own ability. The purpose of writing this article is not to raise my point of view to a theoretical level, but to improve my teaching and scientific research level as soon as possible through this form. I will also continue my ability and exploration, so that students can gain more mathematics knowledge in pleasure.