Graduation thesis of mathematics department 1 on the cultivation of primary school mathematics interest
Confucius once said, "Knowing is not as good as being kind, and being kind is not as good as being happy." This means "interest" is the best teacher. It can be seen that primary school mathematics is not only to impart knowledge, but to cultivate and improve children's quality in all aspects, among which interest in learning is particularly important. A strong interest is an important condition for learning knowledge, cultivating ability and developing intelligence. Years of teaching practice make me feel that in mathematics teaching, teachers should take interest as the core and cultivate students' non-intellectual factors. Next, I will talk about how to cultivate students' interest in learning in primary school mathematics teaching.
First, according to the psychological characteristics of primary school students to cultivate interest in learning
Tao Xingzhi, an educator, pointed out: "In the past, Mr. Wang only taught students according to his own wishes, regardless of students' talents and interests, and reluctantly took students to supplement his teaching methods and match his teaching materials." The result can only be "less success for teachers and more distress for students". Classroom teaching should focus on cultivating students' interest in learning, because "interest is the best teacher". Only when students are interested in what they have learned can they concentrate, think positively and actively discover and explore new knowledge.
1. We should grasp the psychological characteristics of students' curiosity, create the best learning environment and improve students' interest in learning. In mathematics class, teachers should be good at using novel teaching methods to stimulate students' curiosity about new knowledge, their thirst for knowledge and their interest in learning mathematics. In the teaching process, teachers design interesting and novel questions at the growing point and turning point of knowledge according to the key points and difficulties of the teaching materials and students' reality, so as to create the best situation, seize students' curiosity, stimulate students' interest and improve classroom teaching effect. For example, when I was explaining the content of multiplication and division to students, in order to promote their interest in learning, I told them about the accident that Gauss calculated natural numbers in a very short time and from 1 to 100. The story immediately aroused the students' great interest. In this way, students are active in thinking and interested in what they want to learn.
2. Grasp the competitive characteristics of students, create a "successful" situation, and stimulate students' interest in learning. Students' interest in learning mathematics is formed and developed in every active learning activity. Teachers should be good at grasping favorable opportunities and use students' competitive spirit to encourage, guide and guide students to success. Let students get a successful experience from it, so as to attract interest from music, understand the truth from music, and further improve students' interest in learning mathematics.
Second, strengthen teaching intuition and cultivate interest in learning.
People's thinking is the transformation from concrete to abstract, from image thinking to abstract thinking. The thinking characteristics of primary school students are mainly thinking in images, while mathematics is characterized by high abstraction and strict logic. So, how to make students gradually transition from image thinking to abstract thinking? In classroom teaching, vivid teaching methods such as visual AIDS and projectors can make static mathematics knowledge dynamic, which can not only stimulate students' enthusiasm for learning, but also make students impressed with what they have learned and unforgettable.
Third, create scenarios to stimulate students' interest
Educator Comenius once said: "We should use all possible methods to stimulate children's desire for knowledge and learning". In teaching, according to the characteristics of teaching content, teachers try their best to use diverse, flexible and vivid teaching methods to create a pleasant learning situation for students, so that students can feel that every class is innovative and fresh. For example, when learning the area of parallelogram, triangle and trapezoid, the basic method is to convert the newly learned graphics into the learned graphics by cutting and spelling. Once students master this basic method, they can learn to calculate the area of this geometric figure by analogy. Therefore, a special class can be arranged for students to cut and spell the graphics and observe the relationship between the cut and spliced graphics and the original graphics. In this way, when learning the area formulas of the above three figures, it will be "natural" and you can get twice the result with half the effort. "Hands-on" learning method can attract students to participate in learning with multiple senses, thus greatly stimulating students' interest in learning mathematics.
Suhomlinski said: "In people's hearts, there is a deep-rooted need to be a discoverer, researcher and explorer. This demand is particularly strong in children's spiritual world. " Creating problem situations in teaching will stimulate children's strong interest in exploration and research. This can effectively stimulate students' inquiry consciousness and interest in learning, and make students have a good psychological state of eager to explore new knowledge, so as to actively and deeply study.
Fourth, cultivate interest in learning in combination with real life.
Connecting with real life means paying attention to the practicality of mathematics, making mathematics close to life and highlighting the application ability from solving practical problems. Therefore, make full use of this feature in mathematics teaching, try to connect with reality, and solve practical problems with examples from around, life and knowledge. Let mathematics go to life, let students experience mathematics in life, let students understand that mathematics is not mysterious, and mathematics is around us, reflecting the practicality of mathematics.
For example, when teaching the understanding of RMB, let students and parents go shopping in the supermarket before class, realize emotionally that shopping needs RMB, and remember the price of the items they buy. Let the students talk about how to shop in class to pave the way for learning RMB. In the classroom, students are also allowed to buy different kinds of goods with different prices through simulation, so that students can perceive the commodity function of RMB in the process of simple payment, calculation and currency exchange, realize that RMB is everywhere in life, and everyone can learn valuable mathematics, thus realizing the close connection between mathematics and real life. In this way, students' learning enthusiasm will be mobilized.
In short, it is a long-term process to cultivate students' interest in learning, which should run through the whole teaching process. Teachers should be good at excavating the interest factors of teaching materials and the charm of knowledge itself, appropriately adjust the teaching process, flexibly use teaching methods, and always pay attention to stimulating students' interest in sleeping, so as to achieve "class begins and interest has been born; The class is going on and the interest is strong; When the class is over, the fun still exists. "
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