A relaxed and harmonious classroom atmosphere is the premise for students to establish confidence, actively participate in the learning process and experience success personally. First of all, teachers should respect every student, believe that every student can succeed, and let every student establish learning confidence. Psychological research tells us that everyone's own potential is huge. As long as you believe in your own potential and constantly develop your own potential, everyone can succeed. In teaching, teachers should respect the rights of each student and protect the original spirit of each student. Even if it is a trivial opinion, the teacher should fully affirm it, so that every student feels capable and capable, "I can do it!" " Thereby arousing self-confidence and self-esteem.
Secondly, teachers should carry forward teaching democracy. In class, students should be allowed to make mistakes, and don't be cynical when they make mistakes; Students should be allowed to change their views and ideas at any time; Students should be encouraged to express different opinions from teachers and dare to deny the so-called "authoritative" conclusion; Students should be encouraged to think from different angles in order to find new problems. Only in this way can we create a relaxed, harmonious and democratic classroom atmosphere, and only in this classroom atmosphere can we make every student feel "I am really fine", experience the joy of success and establish confidence in learning.
Second, guide students to actively construct
How students learn mathematics affects their understanding and confidence in mathematics learning. Constructivism tells us that knowledge cannot be simply taught to students by teachers or others, but can only be actively constructed by each student according to his own existing knowledge and experience. Teachers should study the role of students' existing knowledge and experience in new learning activities, promote the continuous reform and reorganization of students' cognitive framework, promote the continuous generation, perfection and expansion of students' cognitive structure, experience the process of their own active construction, explore the hardships of new knowledge, get the pleasure of success, and thus establish enough confidence.
1. Bring forth the old and bring forth the new, stimulate motivation and arouse students' confidence in comparison. First of all, we should grasp the connection point between old and new knowledge, provide a cognitive fixed point for new knowledge learning, and improve the availability of suitable concepts in learners' cognitive structure. Make students feel the inner connection between old and new knowledge, give full play to the positive transfer of knowledge, and promote students from "learning" to "learning", gain successful experience and establish sufficient confidence. Secondly, students should be inspired to find out the growing point of new knowledge from the original cognitive structure. When teaching, we should not only consider the foundation that students need to learn new knowledge, but also fully consider how much students already know about the new knowledge to learn, so as to determine the starting point of learning new knowledge and make "the newly learned sailboat firmly fixed on the known anchor pile". Third, we should highlight the differences between old and new knowledge. Contradictions are found in the comparison, which leads to cognitive conflicts, so that students can reach an "angry" state, create a "zone of proximal development" for learning new knowledge, give full play to its cognitive bridge function, make its cognitive structure break through in development, develop in breakthrough, and promote students to construct the meaning of what they have learned at present.
2. Take the initiative to participate and follow the process to build students' confidence in the activities. In the teaching process, students should be fully allowed to practice, speak and think, learn mathematics in activities, experience the occurrence and development of knowledge in activities, experience the joy of success in activities, and establish learning confidence in activities.
3. Organize exercises and combine learning with application to enhance students' confidence in solving doubts and doubts. In teaching, we should not only guide and help students to carry out this kind of "re-creation" in the process of learning new knowledge, but also skillfully set up slopes in organizing exercises, which will constantly cause students' cognitive conflicts, let students "jump to pick fruits", find ways to solve their doubts and carry out this kind of "re-creation", experience the joy of success in the process of "re-creation" and enhance their confidence in learning.
Third, enhance students' sense of self-efficacy.
With the growth of age, primary school students will gradually have the need for self-affirmation. They don't want others to treat them like children and demand respect and affirmation of their efforts. Self-efficacy is students' subjective experience about whether the influence of their learning ability and learning behavior on their academic performance is effective. Enhancing students' sense of self-efficacy is of positive significance for meeting students' needs for self-affirmation, protecting students' self-esteem and enhancing students' self-confidence.
1. Evaluation has a strong guiding function. Incentive evaluation can make students experience the joy of exploration, taste the joy of success, stimulate the motivation of learning and enhance their self-belief; Criticism, accusation, even satire and sarcasm can only make students feel scared, depressed and depressed psychologically. Over time, they formed a loser mentality, lost confidence in learning, and some even became lifelong regrets. Therefore, non-inferiority evaluation should be actively implemented in teaching. Allow mistakes to occur, protect students' self-esteem and build confidence in success.
2. Conduct frustration training. Modern primary school students' psychological endurance is relatively fragile, and they are unwilling to use their brains and dare not move forward when encountering some difficulties and setbacks. Therefore, our teacher should guide students to arouse their desire, expectation and hope for in-depth exploration while being suspicious and confused, so that they can finally succeed through their own efforts or group cooperation. Compared with the success achieved by smooth sailing, the success achieved after setbacks is hard to come by.