Confucius, a great educator in ancient China, has already expounded the superiority of "happy education". "Education should make people happy, and all education should be happy." Spencer, a modern educator, put forward the theory of "happy education" loudly. Modern teaching theory also recognizes that in addition to knowledge convection, classroom teaching also has a main line of emotional convection. Teaching activities are completed under the interaction and mutual restriction of knowledge and emotion. Emotion is particularly important in primary school mathematics teaching, because children can learn in a pleasant atmosphere, eliminate nervous emotions, restrain fatigue in learning, generate strong interest, and make their inner world lively and cheerful, thus effectively improving their abilities of perception, memory, imagination, thinking and practice. Mr. Tao Xingzhi once said: "Students are interested and willing to do things wholeheartedly, so' learning' and' fun' are inseparable." Therefore, in primary school mathematics classroom teaching, we should change passive learning mode into active learning mode, stimulate students' interest in learning, and let students feel the pleasure of learning mathematics while playing middle school and taking the initiative to learn mathematics, so as to be willing to learn mathematics. Let's take some fragments in the second volume of the third grade textbook as an example to talk about how to make math class full of fun.

First, let students feel the fun of mathematics in cooperation, discussion and discovery.

The traditional teaching method is mainly to accept learning, and most of the teaching contents are directly instilled by teachers to students, and students can only passively accept them. Over time, students' learning process becomes monotonous, boring and boring. This way of learning has cooled students' interest and passion in learning, not only failed to promote students' learning, but has become an obstacle to students' development.

Therefore, in mathematics class, teachers should take students as the main body, give full play to students' initiative, and guide students to solve problems through personal thinking, deskmate conversation, group discussion and hands-on operation. For example, when teaching the content of "living in a new house (two-digit times two-digit)", students did not directly teach the method of writing in class, but abandoned the traditional teaching methods and used a lot of class time to let students experience the autonomous learning process of "discovering algorithms, exploring algorithms and communicating algorithms". In teaching, first, the teacher creates a problem scenario of "living in a new house" for students, arouses students' interest, guides them into determinant, and then asks: "Little children have a question: How many households can live in this building?" Are you willing to help him? "The children are good children, ready to help others, eager to try, and highly motivated. Teachers seize this opportunity in time to guide students to find, explore and discuss in groups. In this process, the students quickly came up with good methods to help Xiaoxiao solve the problem. The method is as follows: first, calculate two digits multiplied by integer ten, two digits multiplied by one digit, and then add the products of these two parts, which is an important basis for vertical calculation of multiplication; The other is vertical calculation, which is usually calculated by multiplying two digits by two digits. Students fully understand the algorithm of multiplying two digits by two digits in cooperation and communication, and also firmly master the algorithm. It can be seen that in the mathematics classroom, it is an effective way to improve the classroom efficiency by taking students as the center, guiding students to actively participate in the learning process and feeling the fun of mathematics in cooperative inquiry.

Second, let students feel the fun of mathematics in their lives.

Mathematics comes from real life and is applied to real life to solve practical problems. There is always mathematics in life, and there is mathematics everywhere. Therefore, in mathematics classroom teaching, teachers should pay attention to the use of students' existing mathematical experience, guide students to find mathematical problems in life and solve mathematical problems around them. For example, when teaching the content of "buying stationery (the meaning of decimals)", teachers use the situation of buying stationery to activate students' existing life experience. Faced with familiar scenes, students feel very cordial and interest arises spontaneously. With interest, the students are more attentive, and the pricing of a commodity is clear, which lays the foundation for the next exchange activities. Then, through the communication between peers, promote each student to feel and understand the meaning of decimals on each stationery price tag. Students feel the happiness of mathematics in life, and it is naturally more effective to understand the meaning of decimals. Let students look for mathematics around them in class, let students find that mathematics is not far away from us, and thus feel the fun of mathematics in life.

Third, let students feel the fun of mathematics in the game.

Learning mathematics, especially the traditional mathematics classroom, can be said to be "boring" and "boring", and it is hard work. However, if children can learn mathematics in their favorite games, they can turn passive learning into active learning, and their interest in learning will be greater. For example, in the teaching of "one point (a preliminary understanding of the meaning of fractions)", the teacher designed a "one point" game. Before class, the teacher prepared a number of apples, which first attracted the attention of the students; Then, several students were invited to play the game of "dividing apples" on stage. The students were in high spirits until they were given half an apple, which naturally led to scores. The students were deeply impressed and fully felt the significance of the score. In addition, the teacher also designed a game, which divided a square piece of paper into four parts and eight parts on average, so that everyone could feel the meaning of the score again in the game operation. Through interesting math games in math class, students' interest in learning can be stimulated, and students can get good emotional experience, so that they can feel the fun of mathematics in the game, and each student can fully understand the formation process of knowledge, and the three-dimensional goal of teaching can be truly implemented.

The fun of mathematics is endless, which makes children's mathematics activities like roaming in the kingdom of freedom, so that they can not only appreciate the hardships of learning mathematics, but also appreciate the fun, so that the boring classroom teaching is full of "life" and "aura" and the mathematics classroom is full of vitality.