1. Establish an emotional atmosphere of democracy and equality
Good teacher-student relationship and harmonious classroom teaching atmosphere are the prerequisites for students to dare to participate. As the saying goes, "Learn from your teacher and believe in it." Students will be happy to learn only if they don't feel pressure and love the teachers they teach. In the process of teaching, without the encouragement and positive evaluation of teachers, teaching is unsuccessful. If teachers give affirmation to every reasonable idea of every student, let students get psychological satisfaction and experience the happiness of success, so as to achieve the purpose of strengthening learning motivation, enhancing learning confidence and initiative development. Strengthen the good side of students and encourage as many students as possible to participate in it with friendly language and considerate language. Creating a pressure-free and authoritative classroom atmosphere not only mobilizes students' enthusiasm and interest in learning mathematics, but also effectively cultivates students' imagination and flexibility of thinking. To do this, teachers should first put down their airs, communicate with students more, make friends with students, and care about them in life and study, thus arousing their love for teachers and mathematics; Secondly, teaching should be equal, teaching should be oriented to all, and some people should not be partial, but students with learning difficulties should be indifferent.
2. Correct evaluation of students
Students' learning attitude, mood and emotion are closely related to teachers' evaluation of students. In mathematics teaching, we often see many students actively thinking about problems and trying to speak. When one of their ideas or calculation methods is affirmed by the teacher, it can be seen from the students' eyes and expressions that they are greatly satisfied and will repeatedly study and discuss when they encounter difficulties in their studies. It can be seen that the correct evaluation of teachers is also an important factor to promote students' active learning. There is a clip in the American film Teacher-Student Relationship: In the first grade of primary school, a white teacher went to teach in a black community. In the first math class, the teacher held out five fingers and asked one of the black children, "How many fingers are these?" The child held back for a long time before answering: "Three." Instead of accusing him of being wrong, the teacher praised him loudly and happily: "You are really bitter. You only need two to count right. " The teacher's praise relieved the students' psychological pressure and received unexpected results. It can be seen that teachers should be good at discovering students' bright spots with magnifying glasses, focusing on praise and encouragement. They should not easily deny every question and every student's evaluation, and should not say "wrong" casually, otherwise it will dampen students' enthusiasm for learning. In teaching, teachers should also recognize the individual differences of students' mathematics learning and actively encourage and affirm every progress of each student. For example, some students use their spare time to complete exercises or thinking questions marked with * in the book, and praise and encourage them in class in time, praising their love of learning and their ability to learn consciously.
Students with poor learning often have no confidence and motivation in learning. Teachers should not accuse them too much of not working hard and not studying hard. They should not only be reasonable, but also pay attention to discovering their slight progress and encouraging them, such as telling them, "You are not stupid, as long as you can persist in your efforts, you will certainly learn well." Only by making a correct and scientific evaluation can we inspire students, give them strength and let them move forward bravely.
Success is the best motivation.
It is a great power to get a happy emotional experience after successful study, which can make students have a strong desire to learn mathematics well. In order to make students succeed, teachers must design the steps of exploring mathematical knowledge, including classroom questioning and hands-on operation, so that students with different intelligence levels can climb the stairs and "jump to pick fruits", and they can get happy emotional experience after exploring and mastering mathematical knowledge by themselves, thus obtaining psychological compensation and satisfaction and encouraging them to achieve more success. When students encounter difficulties or problems in the process of inquiry learning, they should help and guide students in time and effectively, so that all students can gain a sense of accomplishment in mathematics learning, establish self-confidence and enhance their courage and perseverance in overcoming difficulties. Underachievers, in particular, tend to give up on themselves, feel discouraged and feel inferior. Teachers should give them timely guidance and guidance, such as drawing line segments to help them understand the application problem, let them understand the meaning of the problem in other words, give an example and let them succeed on their own.
Mathematics class, in the process of teaching, can also mobilize the enthusiasm of students through the following two points, improve their interest in learning mathematics.
1. Give the math problem a real life background.
Most of the exercises that students usually do are purely mathematical problems that have been manually processed. Although some themes come from real life, most of them have become pure "application problems" models after finishing. In fact, editors (teachers) complete the process of collecting information from real life, not students. Students can solve problems by "copying" familiar methods or formulas into the model, which reduces their ability to understand and analyze problems. The grim facts tell us that in daily teaching, teachers should present real problems in life to students as much as possible, or simply process them, and never "condense" them into 100% pure mathematical problems.
2. Let mathematics study return to real life.
We say that mathematics comes from life, which is the most vivid, and all teaching and learning that are divorced from the reality of life are pale and powerless. Because students have never done business, they naturally don't know the way of business. If before teaching this topic, teachers use the business resources of parents, relatives, friends or acquaintances of students to divide into groups, conduct some data investigation and collection after making good contact, and then communicate with shopkeepers, observe on the spot, interview some customers and other activities, I think teachers will not want to silence them at that time. Therefore, teachers should guide students to carry out some practical activities such as small investigation, small practice, small experiment and small research in daily teaching, so as to promote students to integrate mathematical knowledge into hot life and enhance their mathematical application ability. Encourage students to apply life experience to solve mathematical problems and improve their understanding of mathematics. Students can also be organized to carry out a series of thematic mathematical practice activities. As front-line teachers, it is necessary for us to give students a pair of "mathematics" eyes and cultivate students' consciousness of caring about society, life, themselves and themselves.