First of all, create vivid and interesting situations to stimulate students' learning emotions.
Students' emotions have a great influence on their physical and mental health. Maintaining a positive and optimistic learning mood is an important sign of mental health. There are many abstract concepts, rigid rules, unchangeable theorems and boring numerical operations in mathematics, which are relatively boring compared with Chinese and other disciplines. Therefore, it is necessary for teachers to choose learning materials and activities full of children's interest, create vivid and interesting situations to stimulate students' interest in learning, promote students to actively participate in mathematics learning, and let students do mathematics in mathematics activities and experience happiness. For example, when I teach addition and subtraction within 100, I use the resources provided by the flower-carrying situation designed in the textbook to ask students to add and subtract whole tens, organize students to discuss and explore the calculation method. Adding and subtracting integer decimal into the exploration with situations and plots makes the operation rich and vivid, which not only helps students understand and master the calculation method, but also stimulates students' interest in learning mathematics. In addition, teachers should make full use of children's life platform to make the teaching content more interesting. Pupils, especially juniors, are interested in stories, fairy tales and animals. Weaving the questions in textbooks into short stories, focusing on small animals, can make students feel immersive, enhance the interest of classroom teaching, effectively mobilize students' enthusiasm and maintain a pleasant learning atmosphere. For example, when I was teaching the lesson "Divide Peaches" in the first volume of the second grade, I created such a story situation: Monkey and Monkey picked eight peaches on the mountain, but they had a quarrel over how to divide the peaches. My brother said he should at least eat more, and my brother said he should eat more when he is strong. At this time, the mother monkey came back, which led to problems. If you were a monkey mother, how would you divide it? Therefore, primary school students have the desire to learn new knowledge, and their attention is in a highly concentrated state, which effectively stimulates students' interest and self-confidence, and makes students have a positive emotional experience that I want to learn.
Second, attach importance to classroom evaluation and cultivate students' self-confidence in learning.
Teachers' expectations of students will have a great influence on students' psychology. Teachers expect students with a positive attitude, and students may make progress in a positive direction; On the contrary, teachers' prejudice against students will also produce negative results and affect students' learning enthusiasm. Teachers' concern, encouragement and expectation for students will make students feel cordial, happy and excited, which will have an important incentive effect on their study. For primary school students, when their learning purpose is not clear, studying for the sake of caring for teachers will often become their learning motivation. In math class, we should put forward different requirements for students at different levels and sincerely affirm their imperfect answers. For any shortcomings of students who are regarded as "poor students" by others, we can divide them into two parts, find some "bright spots" from them and affirm them, so that students can regard their teachers as friends psychologically, listen to their exhortations wholeheartedly, and at the same time regain their confidence from their exhortations. For example, in the review class after abdication and subtraction within 20 minutes, I asked a poor student in my class to talk about the oral calculation method of 1 1-9. Under my proper inspiration, the students told the process of oral calculation with the method of "breaking ten" Although what he said was not perfect, I seized the opportunity to praise him in class. "Look, this boy answered very well, too. Let's give him some applause to encourage him. " Hearing the whole class think of warm applause, the child's face showed a bright smile and looked very happy. Since then, not only He, but also several other underachievers who never took the initiative to answer questions in class before, often bravely raised their confident hands and asked to speak.
Third, set up a performance stage to encourage students to show their elegance.
In the future society, a good competitive atmosphere, courage to sell yourself, independent ability and courage are all essential. The new curriculum standard also puts forward that "hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics". Combined with the new curriculum standard, we have also constructed the infiltration of mental health education on such a new way of learning, so that teachers can serve students, build a stage to show students' abilities and talents in all aspects, and let students sing the leading role of mathematics. For example, in math class, teachers can create more opportunities for students to debate. Debate is an oral exercise of fierce competition and fair competition. It can cultivate people's abilities of improvisation, great pressure, quick response, careful logical thinking and tight language organization. It can be said that debate is an advanced thinking movement. Although primary school students do not have such strict logic, such sharp language and such detailed materials to prove the correctness of their views, they can help students master some knowledge more effectively by pointing out the shortcomings of the other party. While mastering knowledge, it also exercises students' different abilities, which can be described as "killing two birds with one stone".
Fourth, organize cooperative learning to cultivate students' group consciousness.
Cooperative teaching is a kind of learning activity based on group and under the guidance of teachers, in order to achieve the same learning goal, students cooperate and communicate with each other. The factors that affect the success of students' cooperative learning are positive interdependence, personal responsibility and interpersonal skills. Teachers should promote students' cooperative learning according to these factors. The process of students' cooperative learning is helpful to cultivate their group consciousness. Students who don't like thinking at ordinary times and have little hands-on activities will also have a sense of responsibility in cooperative learning, so as to actively participate and contribute their own strength. For example, in the teaching process of graphic appreciation and design, teachers use group cooperation to design patterns. Then, for the honor of the group, the members of the group will continue to coordinate and reach an opinion through cooperation and exchange, and strive to present a novel and aesthetic work to teachers and other students. Carrying out cooperative learning not only cultivates students' group consciousness, but also cultivates students' cheerful personality, prevents the formation of students' withdrawn personality, and deepens the friendship and communication ability between students.
Fifth, fully tap the psychology teaching content contained in the textbook and carry out targeted infiltration.
The content of mathematics tends to be more rational and less humanistic. However, we can still find many contents that are beneficial to the development of students' mental health. In the course of number and algebra, students are mainly trained to calculate and estimate carefully; Comprehensive practice and application of more courses can make students explore actively and experience the joy and pride of finding their own conclusions; In the course of graphic understanding, we can focus on cultivating students' spatial concept and spatial imagination ability; In the course of statistics and probability, we can increase the connection with social life and let students learn to apply what they have learned. For example, the content of "possibility", we can naturally infiltrate the idea of fairness, equality and mutual benefit, and cultivate students' peaceful mentality; For another example, there are a lot of information such as gross national product, raw coal output and per capita annual income in many application problems. Through this information, students can have a sense of pride, thus cultivating their noble sentiments of loving the motherland, the people and socialism. For example, in the lesson "The circumference of a circle", the teacher fully considered the knowledge about Zu Chongzhi in the textbook, consulted the information and printed it on the slide. When calculating the circumference of a circle, the students found through group cooperation that the circumference of a circle is always a little more than three times its diameter. The teacher revealed the concept of pi and made a slide to tell the students something about Zu Chongzhi. On the one hand, students feel that their findings are actually consistent with those of great mathematicians, and there is a sense of joy that "I can actually become a mathematician"; On the other hand, Zu Chongzhi's discovery was earlier than that of foreign mathematicians 1000 years ago. As a native of China, he felt a sense of pride and made comments one after another to experience his superiority as a native of China.
In a word, the infiltration of mental health content in mathematics teaching is not untraceable, although it has certain limitations compared with other disciplines. As long as we study hard, dig hard and do it with our heart, we can also "dig" out the psychological infiltration materials we need from these abstract and boring mathematical knowledge such as formulas, theorems, properties, laws, concepts and examples.