Confucius, an ancient educator, said, "Knowing is not as good as doing, and doing is not as good as being happy." To make students learn mathematics happily, easily and effectively, the key is to cultivate students' interest in learning mathematics. Classroom teaching is the basic organizational form of middle school mathematics teaching at present, and it is the most important link in the process of middle school mathematics teaching. So I think classroom teaching should be carefully designed to fully cultivate students' interest in learning mathematics.
First, carefully design the introduction of new courses to stimulate students' interest in learning.
"A good beginning is half the battle", so is classroom teaching. Because students are curious and exploratory about what they come into contact with, it is very important to design a good lead-in in order to attract students' thinking to the teaching content of each class. Teachers can ask interesting questions, tell a short story or play a small game according to the textbook. For example, telling students stories about famous scientists and scholars' dedication to the motherland and science, and telling stories about their career successes and failures, successes and setbacks in overcoming difficult problems will give students profound enlightenment and greatly enhance their interest in learning. For another example, there are many historical materials about Pythagorean Theorem, so students can be arranged for research study. Through the exploration and study of Pythagorean theorem before class, students not only improve their ability to find, analyze and solve problems, but also embody the purpose of "applying what they have learned", fully tap this mathematical knowledge point, which is conducive to the consolidation of knowledge.
Second, carefully create teaching situations to stimulate students' interest in learning.
In classroom teaching, in order to create a good teaching situation, it is necessary to turn proving a conclusion into an exploratory experiment, let students participate in the whole process of exploring, discovering and acquiring knowledge in a research way, give full play to students' subjective initiative, and make them feel the pleasure of success through themselves, resulting in strong interest and strong desire for knowledge. For example, in the teaching design of isosceles triangle, I created the following problem situation by solving specific problems: a piece of isosceles triangle glass is broken, and part of it is gone, leaving only a bottom BC and a bottom angle ∠ C. Excuse me, did you redraw the original isosceles triangle, draw a residual picture first, and then think about how to draw the broken part? At this time, various strokes appeared. So I grabbed "Do all triangles have to be isosceles triangles?" Lead out the topic, and then guide the students to analyze the essence of strokes, and summarize this essence in geometric language, that is, "in △ABC, if ∠B=∠C, then AB=AC", so that students can judge from the question themselves. Then, according to the inspiration of the above practical problems, guide students to think about the proof method and draw a conclusion.
Third, with the help of modern teaching methods, cultivate learning interest.
The continuous development of modern technology provides a higher teaching method for cultivating students' interest in learning mathematics. Teachers can use computers, slide projectors, calculators and other visual AIDS to provide students with various forms of perceptual materials, so as to turn the difficult into the easy, simplify the complex, visualize abstract knowledge, pave the way for students' thinking, and make students interested in learning mathematics. For example, in the course of "Axisymmetric and Axisymmetric Graphics", I used computer-aided teaching to show a large number of axisymmetric graphics in my life, which attracted the attention of students, who were extremely active and curious. Under my inspiration and guidance, students can get two demonstrations of symmetrical triangle on the screen through their own observation, and guide them to find out the relationship between symmetry point and symmetry axis, and between symmetrical line segment and symmetry axis, so as to easily get three property theorems of symmetry axis and their inverse theorems.
Fourth, show the beauty of mathematics and expand students' interest in learning.
Everyone has a love for beauty, and the pursuit of beauty is human nature. Mathematics contains beauty everywhere, and it is a hundred flowers garden. Mathematician Lokras asserted: "Where there are numbers, there is beauty." If we lose no time in the teaching process to reveal the inherent beauty of mathematics to students, students will be strongly infected, stimulate their interest in mathematics, and then feel the fun of learning mathematics from the heart. For example, in the "golden section" class, I showed some beautiful pictures including Venus, Notre Dame de Paris and dancers, and asked if these pictures were beautiful. Where is the beauty? After discussing with the students, I told them that these beautiful pictures are beautiful because the proportion of these figures conforms to the principle of "golden section", which is the most beautiful and the right proportion. Then I introduced the concept of "Huangmeishi" to the students, and received good teaching results.
Fifth, carefully design classroom exercises to consolidate students' interest in learning.
Doing math problems sometimes takes brains and requires a lot of calculations, and students often hate tedious calculations. Therefore, when designing classroom exercises, arrange more topics with calculation skills in calculation, so that students can experience endless fun in plain calculation. The more successful the times, the stronger the students' interest in learning. Teachers should also design more exercises related to real life. For example, when I was talking about the application of a quadratic equation, I asked a question in class: There are 32 football teams participating in the group match in this World Cup, and each team has 4 teams. How many football matches will there be in the group match? How many teams are there in each team? The design of such questions accords with the psychology that many middle school students like football at present. Interesting and not difficult, the problem can be solved through discussion. Students are interested in this kind of problems and can experience the joy of success, feel the charm and strength of mathematics, activate their love, study, use and practice of mathematics, and thus consolidate their interest in learning mathematics.
Through years of teaching practice, I deeply feel that we must seize the main channel of classroom teaching, adhere to the student-centered principle, carefully design classroom teaching from the perspective of improving students' enthusiasm and interest in learning mathematics, form a development trend of cultivating interest, imparting knowledge and improving ability, and really improve the teaching quality. I believe that as long as our math teachers seriously discover, think, study, accumulate, summarize and improve in peacetime, our students will gain knowledge in a relaxed and happy atmosphere and fully enjoy the joy of learning.
thank
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