1. Optimize the psychological atmosphere of mathematics classroom teaching
Optimizing the psychological atmosphere of mathematics classroom teaching mainly means that in mathematics classroom teaching, teachers create a harmonious and symbiotic classroom atmosphere according to the psychological characteristics of primary school students' age, personality, interests and hobbies, and infect students with their enthusiasm, thus optimizing classroom interpersonal relationships. This is a necessary condition for effective classroom teaching, because a good classroom psychological atmosphere can not only shorten the psychological distance between teachers and students, students and textbooks, but also encourage students to actively participate in the study of mathematics knowledge, have a sense of closeness to mathematics and form a beautiful psychological feeling.
(1) Optimizing the psychological atmosphere of mathematics classroom teaching requires teachers to have a warm and happy emotional foundation in classroom teaching.
For example, KFC is students' favorite food. In the teaching of "two-digit plus one-digit non-carry addition", I created a teaching scene with KFC as the background and changed the topic to "Knowledge in KFC restaurants". In this way, as soon as the teacher gives a question, the students' positive emotions are mobilized, thus breaking the students' psychological defense line and making them feel relaxed and stress-free, and devote themselves wholeheartedly to the process of knowledge learning.
(2) Optimizing the psychological atmosphere of mathematics classroom teaching requires teachers to stimulate students' emotional resonance with encouraging words and cordial and trusting eyes.
As the saying goes, "a good word warms three winters, and a bad word hurts the cold in June", and "one child is worth ten praises". A teacher's encouraging words can often produce unexpected effects and even change a person's life. If a classmate's answer is incomplete, the teacher can encourage him after the classmate at the same table adds: "Yes, your answers are very satisfactory. I hope you can continue to cooperate. The teacher believes that both of you will be excellent. " In this way, although their answers are incomplete, the language encouraged by the teacher allows them to see their role in answering this question, so as to participate in learning harder. But if the teacher says, "Neither of your answers is complete, who can answer this question completely?" This will inevitably create a psychological shadow for these two students, so that they will not dare to raise their hands casually and even feel afraid to speak in the future. Similarly, "eyes are the windows of the soul", a pair of kind and trusting eyes projected by teachers can also stimulate students' emotional resonance, give students the courage to overcome difficulties and give students the confidence to learn mathematics well without self-confidence.
(3) Optimizing the psychological atmosphere of mathematics classroom teaching also requires teachers to treat students with a fair attitude.
First of all, teachers should be equal to students. Equality with students means that teachers can't take their teacher authority too seriously. Secondly, treat every student fairly. Practice has proved that students want teachers to treat them fairly and equally, and are most afraid of teachers' prejudice, especially students with learning difficulties. In practical teaching, teachers can let students with learning difficulties answer some review, basic or simple questions, so that they can feel that I can actually answer questions and succeed, and at the same time feel that teachers are not looking down on them, but caring about them all the time, thus slowly restoring their confidence in learning mathematics well.
2. Carry out colorful mathematics activities.
The standard points out: "Teachers should stimulate students' enthusiasm for learning, provide students with opportunities to fully engage in mathematical activities, and help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperation, so as to gain rich experience in mathematical activities. "How is the experience gained? Dewey, an American pragmatic educator and psychologist, put forward the "activity-centered theory", which holds that "experience is the most precious and practice is the most important" and advocates more activities to enable students to receive education and improve their ability through activities. "He believes that experience can only be generated through activities. The best education method is to let children do experiments with their own thoughts and get in touch with various facts directly in their study, so that they can deepen their impressions and gain useful experience, that is, "learning by doing", so that children will feel the need and interest in learning and produce the consciousness and enthusiasm of learning. This is the true meaning of education.
(1) Provide opportunities to engage in mathematics activities and improve learning interest.
(2) Hold a math contest to enhance self-confidence in learning math well.
(3) Carry out mathematical practice activities to cultivate students' ability to use mathematics.
To sum up, with the deepening of the new curriculum reform and the comprehensive popularization of mental health education, more and more teachers and parents pay attention to students' mental health. Students' mental health education is not only the task of psychological counseling teachers and class teachers, but also the responsibility of all our teachers. Infiltrating mental health education in primary school mathematics teaching is not only conducive to improving the efficiency of mathematics classroom teaching, but also conducive to promoting the overall improvement of students' psychological quality and the optimal development of personality, and is more conducive to students' forming a correct outlook on life and values.