Stimulate students' interest in learning mathematics.
In classroom teaching, mathematics is abstract and difficult for many students because of its own particularity. Most students' poor grades in mathematics are due to their lack of interest in mathematics. Teachers can use some vivid, vivid, intuitive and interesting teaching methods according to the teaching content to create an environment for students to use mathematics, guide students to participate and actively explore. In every link of learning, they can feel the happiness of learning, realize the happiness of learning and establish the confidence of learning.
(1) Create a situation to stimulate interest introduction.
According to students' cognitive level, create questions and question situations to attract students' attention, so that students can actively participate and think, and enter the realm of "anger" and "sadness". On the one hand, it can arouse students' interest in learning, on the other hand, it can cultivate students' ability to process information and solve problems, and it can also deepen the influence on what they have learned. For example, when learning the commutative law, let students explore and find the formulas of addition (or multiplication) independently, so that the similarities of these formulas are only algebraic expressions on both sides of the plus sign (or multiplication sign), and their sum (product) remains unchanged. Then ask the students if there is such a law in subtraction (or division). What should I do if I want to apply this rule in subtraction (or division)?
So the teacher's teaching method lies in enlightenment. Wonderful lead-in will stimulate students' interest in learning, ignite students' desire for knowledge, and make students change "want me to learn" into "I want to learn".
(2) Connecting with practice to stimulate interest.
"Mathematics Curriculum Standard" requires that "we should attach importance to learning and understanding mathematics from students' life experiences and situations". When teaching mathematics knowledge, we should pay attention to putting knowledge points in the background of corresponding practical problems, so that students can feel that mathematics knowledge is closely linked with real life, mathematics comes from life, and mathematics is everywhere in life, thus cultivating students' ability and consciousness to look at practical problems from a mathematical perspective. For example, when talking about the theorem of triangle interior angle, let each student prepare a triangular cardboard, cut three angles into right angles, and seize the opportunity to make a point. Students will find that the sum of the three internal angles is 180 degrees, and they will study happily and remember it firmly.
When talking about the positional relationship between two circles in grade three, we made a group of slides, combined with physical knowledge, and applied the viewpoint of kinematics. On the curtain, a circle gradually approaches another circle, and the two circles go from outside to outside, then to intersection and inside to inside, so that students can find five positional relationships between the two circles, which enhances the intuition, reduces the difficulty and reduces the burden. Students have mastered knowledge in a relaxed and pleasant atmosphere.
(3) Make full use of multimedia-assisted teaching to improve students' interest in learning.
Using multimedia technology to create various situations for students can mobilize the participation of students' various senses, delay the learning process, stimulate students' learning motivation, interest and strong thirst for knowledge, and thus achieve good teaching results. For example, when teaching "The Nature of congruent triangles", I use multimedia technology to comprehensively process sound, graphics, images and animations. , creating a vivid and vivid teaching environment, allowing students to feel from the perspective of hearing and vision, and cultivating students' interest in learning.
(4) Consolidate students' interest in learning mathematics while enjoying the happiness of success.
Suhomlinski once warned the teacher: "Please remember that the fun of success is an internal emotional force, which can promote the desire to learn from time to time. Please remember, no matter what, don't let this inner strength disappear. Without this power, any ingenious measures in education will be of no help. " It is better to give students a praise than to preach ten times, and it is better to give students a success than to praise ten times. Every student is willing to learn and eager for progress and success.
When organizing classroom teaching, teachers should create more opportunities for students to succeed. According to the principle of from easy to difficult, from simple to complex, from known to unknown, the teaching content should be decomposed into several progressive levels, so as to minimize students' frustration and enable students to participate in teaching activities consciously and actively. Pay attention to finding every progress of students, even if it is a trivial bright spot, and give praise and affirmation in time, so that students can form a learning atmosphere in the joy of success, and achieve rapid feedback and incentive evaluation at every teaching level to stimulate students' interest in learning mathematics.
(5) the topic should be "targeted" and don't engage in "sea tactics".
Exercise practice is an extremely important link in mathematics teaching. Only through proper practice can we lay a solid foundation and form ability. The principle of compiling exercises is to meet the curriculum standards, select exercises according to the teaching objectives, and strive to be conceptual exercises, reflecting certain knowledge and ability requirements. Students of different levels can practice in the form of problem groups, pay full attention to the gradient of problem groups, control the difficulty and quantity, and do not engage in sea tactics, stray from the topic, which is not unusual. In the form of exercises, according to the needs of teaching objectives, some exercises can be developed to consolidate concepts, expose problems, solve multiple problems and solve multiple problems. You can practice first and then talk or talk first and then practice, or you can practice while talking, and talk and practice together. In practice, students often have some problems and mistakes, and some will lose confidence, which requires teachers to give timely feedback, timely guidance and timely comments. Students are required to revise on the basis of understanding, and then the teacher will give students some similar topics to practice again, so that students can find success from failure, so that they can learn a little new knowledge, make a little progress and enjoy the joy of success in each class, thus stimulating their self-confidence and seeing their own value. Through this practice, students at different levels can gain something and enjoy the happiness of success.
Second, respect students' cognitive level in the teaching process, so that students can study with confidence.
Many students think math is difficult and lack confidence in learning. In teaching, we should respect students' cognitive level and design the teaching process from the perspective of cultivating students' interest in mathematics, cultivating students' mathematical literacy and their actual level.
(1) Flexible use of teaching materials to eliminate polarization
Some difficult concepts and formulas are abandoned in the new textbook, such as the cubic sum (difference) formula in the multiplication formula; Group decomposition and cross multiplication in factorization: the relationship between roots and coefficients in quadratic equations; The difficulty of proving plane geometry is reduced. We shouldn't dig and explain these hard-to-understand knowledge that has been preserved. For the concepts that are difficult to understand in textbooks, don't impose them on students, but adopt a layer-by-layer breakthrough method so that large-scale students can understand and master them.
For example, the algebraic expression in the first volume of seventh grade mathematics published by People's Education Press has many concepts, including eight related concepts such as monomial and polynomial. Because students' learning ability is uneven, it is difficult to master these eight concepts in this course. We can use the following steps to break down the teaching difficulties: (1) Concept formation teaching. Think and answer the question: -3x, ab? How are these algebraic expressions, -xy, formed? What are the common features? First, individuals think independently, and then groups exchange views, initially forming the concept of single item, and then generating single items and related concepts. Teach polynomial concepts in the same way. (2) Design gradient exercises to break through difficulties. It is divided into three levels: first, the direct application of concepts; The second is an open question: students design a single item or polynomial as required and communicate in groups; The third is to list algebraic expressions from practical problems, point out whether they are monomial or polynomial, and apply these eight concepts. (3) Individual guidance and extra-curricular remedial classes. Some students with learning difficulties gradually understand the true meaning of the concept from the feedback of homework and the individual guidance of teachers. All these reflect the flexible use of teaching materials and the accurate grasp of learning situation, which conforms to students' cognitive laws and understanding of standards, and not only successfully completes the teaching task, but also achieves good teaching results. Let students think in practice and feel in feedback, which enhances their confidence in learning mathematics well and prevents polarization.
(2) Change the way and attach importance to students' autonomous learning.
Teaching is a bilateral activity process of teaching and learning, while the traditional teaching mode is that teachers prepare lessons, give lectures and students attend lectures. The initiative in the classroom is mostly in the hands of teachers, and teachers' teaching activities occupy the whole classroom, which is extremely unfavorable for cultivating students' autonomous learning ability. Only by transforming teachers' teaching activities into students' active knowledge and highlighting students' dominant position can students' awareness of autonomous learning be cultivated. To make students in the dominant position in classroom teaching, teachers can start from the following two aspects:
First, change the traditional way of preparing lessons. Before preparing lessons, teachers should not only draw up the knowledge points and problem designs that should be involved in this lesson according to the text and teaching reference, but also consider the valuable problems reflected by students in the preview homework to prepare lessons. When the teacher participates in the things that students are interested in in in class, students are naturally willing to take the initiative to participate in classroom learning.
Second, pay attention to students' ability to ask questions in class. "Learning begins with thinking, and thinking comes from doubt", but traditional teaching makes students passively accept it in the state of "no doubt", thinking is bound in the teaching circle, and personality is suppressed. Therefore, teachers must encourage students to question boldly and dare to challenge authority. If there is doubt, there is thinking, and there is gain. You will be interested in "doubt", and in "thinking", generate will spark innovation. Teachers should not easily deny students' doubts, but protect their enthusiasm. Suhomlinski said: "There is a deep-rooted need in people's hearts, that is, to feel that they are a discoverer, researcher and explorer." Therefore, teachers should be good at capturing inspiration from students' thinking and providing opportunities and motivation for students' autonomous learning.
(3) Learn to evaluate students.
Influenced by the traditional concept of exam-oriented education, teachers pay too much attention to the results, that is, formative evaluation, while ignoring process evaluation, which will inevitably lead to the deviation of the focus of teaching evaluation in teaching, thus greatly reducing the effectiveness of mathematics teaching activities. Teaching activities that emphasize conclusion over process turn the vivid process of forming conclusion into monotonous mechanical memory and imitation exercises, and students lack experience, feeling, thinking and exploration of mathematics. Rote memorization and mechanical training have become important forms of expression in the process of mathematics teaching activities. Students' wisdom and nature have been stifled, their personality development has been destroyed, and the formation of innovative thinking has become a bubble, which has seriously affected their all-round development.
Teachers must respect students' individuality and differences, and don't use the same standard to evaluate all students, so that every student can be free. Teachers should know that creativity can only be cultivated in the process of children's growth, and creativity cannot be taught, but improper education is enough to nip creativity in the bud. Teachers should firmly believe that every student can become a talent, and all students should exist in an "ecological" way. Teachers have no reason to criticize their students.
Third, strengthen the guidance of learning methods and teach students to learn.
It is better to teach people to fish than to teach them to fish. Some underachievers spend a lot of time on mathematics, but their academic performance is always unsatisfactory, which is one of the important manifestations of not learning the law well. Teachers should strengthen the guidance of their own learning methods, on the one hand, they should consciously cultivate students' correct mathematics learning methods, on the other hand, they should strengthen the guidance of learning methods in the teaching process.
(1) Teach students to ask questions.
Einstein once said, "It is more important to ask a question than to solve it". It can be seen that only when students are good at finding problems, asking questions and solving problems in the process of autonomous learning can they feel something and innovate. This requires teachers to be good at creating open teaching situations, creating a positive thinking state and a relaxed thinking atmosphere, and striving to protect curiosity, thirst for knowledge and imagination. For example, when learning the axiom that "the line segment is the shortest among all straight lines connecting two points", we can create such a problem situation: from Shanghai to Guangzhou, the distance by train is generally about 18 1 1 m, the distance by boat is about 1690 m, and the distance by plane is only/kloc-. After the students read carefully, the teacher can guide them to put forward; "Why are the three trips different? What is the shortest range of the plane? " Then guide students to abstract problems, find and get the axiom content, and then inspire students to find examples of applying this axiom in the real world. Teachers construct an open teaching mode of "creating problem situations-asking questions-guiding exploration-drawing conclusions-asking new questions" to promote students' thirst for knowledge (problem consciousness) to be continuously enhanced. Gradually cultivate the courage to question, be good at asking questions and actively explore the mysteries of knowledge.
(2) Teach students to learn to "participate"
Students' active "participation" in learning is helpful for students to consciously master scientific knowledge and related thinking methods, gain opportunities for self-expression and active development, and form a good personality and sound personality. Students' participation in teaching should focus on the whole process of the occurrence, development, abstraction and perfection of the knowledge they have learned. For example, in the teaching of "judging congruence of right triangle", the following attempts can be made: (1) Students begin to practice ruler drawing: known line segments A and C (c > A) make △ ab = c; , so that ∠ c = 90, right angle CB=a, hypotenuse AB = C；; (2) Students discuss and think in groups: whether the number of right triangles meeting the above conditions is unique or whether the shape and size are unique; (3) Group discussion and thinking: Why two sides are equal and the triangle corresponding to one diagonal is not necessarily congruent, but when one diagonal is right angle, the two triangles must be congruent. Through independent exploration, personal practice and cooperative communication, students can get rid of confusion, understand mathematics, and understand and master basic mathematical knowledge, skills and methods.
(3) Teach students to learn to "perceive"
Understanding is the key to learning, and understanding is the high realm of learning, but students' perception ability is not innate, which is closely related to our training. For example, when teaching "chord tangent angle", we can use multimedia to design three different situations of chord tangent angle. Through the dynamic changes of graphics, let students think and feel these three different situations, and appreciate and experience the proof method of special chord tangent angle. There are many ways and means to cultivate students' perception. As long as teachers usually pay more attention to one detail and follow the instructions, they can believe that it will add vitality and spirituality to mathematics teaching.
Fourth, establish a democratic, harmonious and good new relationship between teachers and students.
(1) Building a new teacher-student relationship
Psychology believes that people's emotions are related to the cognitive process, and any cognitive process is accompanied by this feeling. Junior high school students' interest in a subject is inseparable from their learning emotions. They often rationally think that a subject is not important and can't learn well. They often give up studying a subject because they don't like being teachers. As a teaching activity of two-way information exchange between teachers and students, this kind of communication is based on trust and carried by emotion. A harmonious relationship between teachers and students will make students feel relaxed in the classroom. Not only teachers are willing to "teach", but students are also willing to "learn", thus greatly improving the effectiveness of classroom teaching. Teachers should put down their airs, not only be friends who care about students, but also be double guides of students' hearts and wisdom. Therefore, teachers should spend more time in emotional communication with students and enter their study life, so that students can "respect" you, "fear" you, "respect" can achieve love me, love my dog, and "fear" can complete the learning tasks assigned by you as required. Harmonious teacher-student relationship is an important factor to ensure and promote learning. In particular, we should give enthusiastic guidance, sincere help, more spiritual encouragement and more guidance on learning methods to build their confidence and improve their interest and ability in learning mathematics.
Teachers are not only the guides and organizers of students' learning process, but also the collaborators of students' learning, which requires a harmonious teacher-student relationship between teachers and students, so as to open their hearts to each other and stimulate emotional excitement.
(2) Make good use of teachers' personality charm.
Teachers' speech, behavior, taste and personality are the key factors that affect students' development and growth. Teaching is carried out through language and body movements. Sometimes an appropriate metaphor, a philosophical remark, even a look, a silent gesture, will be like a wand in a fairy tale, which will make students pay attention and generate interest. In mathematics teaching, teachers should use the charm of mathematics itself to stimulate students' desire and emotion for knowledge. At the same time, teachers themselves should lead students to explore the mysteries of the mathematical world with full enthusiasm, strong thirst for knowledge, passion for mathematics and extensive knowledge, which will have a great impact on students' learning.
Good teacher-student relationship is the premise of cultivating students' interest and carrying out efficient teaching. The reality of education calls for teachers to change their previous attitudes, learn to listen to and encourage students to talk about their own problems, learn to communicate with students and learn to communicate with each other. Students will naturally "trust the teacher" and their interest in learning will naturally increase.
In short, in classroom teaching, teachers should actively develop students' thinking according to their characteristics, and cultivate and train students' awareness of active participation and their ability of observation, thinking, independent analysis and induction in time. Provide more creative opportunities for students, so that students with different intelligence levels can develop their thinking ability to varying degrees. Only in this way can we stimulate students' interest in learning, broaden their knowledge and comprehensively improve their mathematical literacy.
Cultivating and stimulating students' interest in learning mathematics is an important subject that the majority of mathematics educators need to study. It has a lot to do with improving the quality of mathematics. It is impossible to cultivate students' interest overnight, but it needs to be persisted in teaching for a long time, and teachers need to constantly sum up experience and learn from each other's strengths in teaching. Only in this way can the expected effect be achieved.