A brief discussion on cultivating primary school students’ interest in mathematics learning
Mathematics is an abstract, logical and applied subject. Due to the characteristics of the subject itself, it is sometimes difficult to understand or even prohibitive for primary school students whose understanding and imagination are not yet mature. Over time, students' enthusiasm for learning gradually weakens, and mathematics learning becomes a burden for them over time. So I avoid mathematics, hate mathematics, and reject mathematics. In this way, students fall into a vicious cycle. To change this situation of students' mathematics learning and allow students to truly throw away their burdens and learn mathematics, we must start from cultivating students' interest in mathematics learning. "Interest is the best teacher." Interest is the source of students' knowledge and ability. Only when they are interested can they be eager, and only when they are eager can they be enterprising. Under the guidance of interest, students will get rid of "I want to learn" and become "I want to learn".
Tolstoy once said: "Successful teaching is not about coercion, but about cultivating students' interests." For primary school students' mathematics learning, interest plays a particularly prominent role. Six or seven-year-old children have just entered school, and they have a sense of novelty about everything and feel that all activities are so interesting. They often listen to every mathematics class with curiosity, always hoping that the teacher can bring something interesting to them in every class, and they are easily attracted by interesting and novel content. It can be said that interest plays a decisive role in the enthusiasm and initiative of primary school students in learning mathematics, and interest is the main motivation for their learning. So how can we cultivate students' interest in learning? This article will talk about the cultivation of primary school students' interest in mathematics from two aspects: the importance and ways to cultivate their interest in learning mathematics.
1. The importance of cultivating primary school students’ interest in learning mathematics
What is interest? Interest refers to an individual's psychological tendency to focus on something or engage in a certain activity, which is manifested as an individual's selective attitude and positive emotion towards something or engaging in an activity. Students' interest in mathematics refers to students' psychological tendency to strive to understand mathematics. Manifested as selective attitudes and positive emotions toward mathematics learning. A strong interest in learning can make students concentrate, produce a happy and tense mental state, and keep the brain in an active state. This state is the best time for students to receive teaching information. It can induce students' learning motivation. Whether students are interested in mathematics will directly affect students' learning results. Cultivating students' interest in mathematics learning can help students further understand mathematics, understand mathematics, clarify the meaning of mathematics learning, and grab students' initiative and motivation to learn, turning students from "wanting me to learn" to "learning for me." Confucius also once said: "Those who know well are not as good as those who love to know, and those who love to know are not as good as those who enjoy knowing." It can be seen that cultivating primary school students' interest in learning is a crucial condition for mobilizing students' enthusiasm for learning and improving the quality of teaching, so that students can Studying in a pleasant atmosphere is also an effective measure to reduce the excessive burden on students. In today's rapidly developing information society and the promotion of quality education, cultivating students' interest in learning is particularly important. Primary school students are in the initial stage of accepting new things and new knowledge, and have positive and active psychological factors for new things. In the teaching process, we must firmly grasp this characteristic of them and mobilize their interest in learning. Make learning fun and help them achieve better results.
From ancient times to the present, all successful careers are driven by strong interest. The ancient Chinese scholar Weng Sen expressed his strong interest in reading in his famous work "The Joy of Reading in Four Seasons". Pure Guitar praises: "How is the joy of reading? The green grass in front of the window is not weeded"; Summer: "The joy of reading is endless, the music of the Yao Qin soothes the wind"; Autumn: "The joy of reading is intoxicating, the moon rises "The frost is high in the sky"; Winter: "Where can I find the joy of reading? Count the plum blossoms in the sky and the earth." His deep interest in reading is revealed between the lines, and it is precisely because of his interest that he achieved his status as a scholar. Confucius said: "Those who know are not as good as those who are good at it, and those who are good at it are not as good as those who enjoy it." This means that for knowledge, those who understand it are not as good as those who like it, and those who like it are not as good as those who are obsessed with it.
Nobel Prize winner Ting Zhaozhong said: "In any scientific research, the most important thing is to see whether you are interested in the career you are engaged in, in other words, whether you have a sense of professionalism. This cannot be forced at all... For example, this physics experiment "Because I am interested, I can stay in the laboratory for two days and two nights, or even three days and three nights, watching the instruments. I am eager to discover what I am exploring." So he and his colleagues finally discovered the "J particle."
Interest is the key to developing intelligence and plays an important role in the development of intelligence. The famous educational psychologist Piaget pointed out: "... all intellectual work depends on interest." As far as mathematics is concerned, strong interest can promote the formation and development of students' mathematical thinking.
This shows the importance of cultivating students’ interest in mathematics learning. Cultivating and stimulating students' interest in learning mathematics and comprehensively improving the quality of mathematics teaching are issues that every mathematics teacher must pay attention to. Only in this way can mathematics teaching become a source of water and a tree with roots.
2. Ways to cultivate primary school students’ interest in mathematics learning
(1) Care for students and cultivate interest
If students like their teachers, they will naturally be interested in this The subjects taught by teachers generate a strong interest in learning. If this continues, I believe their academic performance will definitely improve. Therefore, teachers need to have a philanthropic and tolerant heart to be considerate and caring for their students. Especially students with poor grades often have low self-esteem, no interest in learning, and are listless and discouraged in class. In order to eliminate their strong sense of inferiority, teachers need to work hard to find their strengths in teaching, praise and encourage them in time, stimulate their interest in learning, and study hard. This is what is said in the saying, "It is better to count ten pieces than to win one piece." "Once a teacher, always a father" teachers have a lifelong influence on students, and the establishment of a teacher's image directly affects students' attitude towards this subject. "Love the house and the bird" If you love students, students will love you, and if students love you, they will fall in love with the course you teach. "Love is the best teacher" If students fall in love with this course, they will unknowingly become interested in it. This is the key to cultivating students' interest in learning.
I once read in a book that a mathematics teacher conducted such an experiment: In a mathematics test, two students with similar learning levels both scored 52 points. The teacher criticized Student A in the class. Instead of criticizing Student B, he praised him for his unique solution to a certain problem. From then on, Student B's interest in mathematics classes increased significantly, and he was able to actively think about problems and raise his hands to speak. However, Student A became depressed, often dozed off in class, and almost lost confidence in mathematics. By the time of the final exam, Student A only scored 27 points, while Student B had increased to 79 points. It can be seen that teachers should educate every student enthusiastically and patiently during teaching, strive to discover their respective strengths, praise and encourage them in a timely manner, thereby stimulating their interest in learning mathematics and gradually enhance their self-confidence. In the long run, they will definitely increase their interest in learning mathematics.
(2) In the teaching process, fully mobilize students’ enthusiasm for learning and thirst for knowledge
Due to the characteristics of the mathematics subject, many students feel intimidated, boring, and boring during the mathematics learning process. , have no interest in mathematics. I get a headache when it comes to math. So in the teaching process. Teachers should be good at creating conditions, using mathematics to infect students, attract students, and mobilize students' enthusiasm and initiative. How to fully mobilize students' enthusiasm and initiative requires teachers to work hard on teaching methods:
1. Create situational teaching to stimulate interest
Primary school students mainly think concretely, and they are curious Active, combined with this characteristic, teachers should find ways to create teaching situations in the classroom to attract students. Once they are attracted, they will often think positively. For example: When teaching "The Lesson of Kitten Eating Fish" in the first grade of elementary school, the teacher brought an apple to each student. During class, the teacher can say: "Today, the teacher will reward the students with apples to eat" and then distribute the apples to the students one by one. After each distribution, ask the students, "If you give xxx, how many will the teacher have left in your hand?" Let the students count. Until the apples are divided.
Finally, the students were asked: "Does the teacher have any apples in his hand?" The students answered "No." This allows students to easily recognize the number "0".
2. Carry out hands-on operations to arouse interest
Educational psychology research shows that during class, primary school students can generally concentrate for 15-25 minutes. As time goes by, pay attention The force will be dispersed. Younger students have shorter attention spans. According to this psychological characteristic of children, in order to continue to attract students' attention during teaching, students' excitement must be stimulated at intervals. Hands-on operations can arouse the interest of primary school students. Teachers can design relevant hands-on exercises based on the teaching content. Let all students have hands-on operations so that they can perceive knowledge unconsciously.
Educational psychology research shows that during class, primary school students can generally concentrate for 15-25 minutes. As time goes by, their attention will be distracted. Teachers should give way to students, let students become the main body of learning, and allow students to actively master knowledge while participating in teaching, forming a vivid situation with students as the main body. Students do it themselves, which is an active learning activity. It has a concrete image that is easy to understand, easy to promote interest, and conducive to understanding and mastering knowledge. For example: When teaching "Understanding Three-dimensional Figures", I provided students with a large number of physical materials (table tennis balls, rubber balls, Rubik's cubes, tea tubes, building blocks, various packaging boxes, etc.). First let students observe, touch and play with these objects. Then ask the students: "Do you know these things? Are there any of these things with the same shape?" Then he asked the students: "Then ask the students in each group to work together to put the objects with the same shape together. Together." The students immediately started working on the classification. After each group is divided, organize students to communicate: "How many categories did your group divide the objects into? How did you classify them?" and guide the students to name the different shapes of the divided objects (ball, cylinder, cube, cuboid). . Then ask students to talk about which shape of object they like and what does it look like? Guide students to touch, roll, and use their own words to summarize their characteristics, which helps students establish the representation of balls, cylinders, cubes, and cuboids on an intuitive basis. Hands-on operations not only promote the development of students' thinking, but also enable students to enjoy the fun of acquiring knowledge through hands-on operations, making them more willing to learn new mathematical knowledge.
3. Game teaching, arouse interest
The famous educator Mr. Chen Heqin once pointed out: "Games are an indispensable activity in life. Regardless of age and gender, people always like games. If we can turn the activity of reading into a game during the reading era, wouldn’t reading become more interesting, happier, and more progressive? "Children in lower grades often continue to show the kind of attitudes that preschoolers have. Due to the interest in games and the demands of sports, they can play for hours, but they cannot sit motionless in one place for a long time. In teaching, I often organize students to learn mathematical knowledge through flexible and changeable game activities, so that they can have a strong interest in learning and stabilize their attention on the learning object for a long time, so that the teaching can achieve good results.
For example: When teaching "Three-dimensional Graphics", I designed games such as guessing and touching objects. In the teaching of this class, students' understanding of rectangles and cubes is a difficult point. Since there are many types of shapes of cuboids, it is difficult for students to master them, so I designed a guessing game to let some students close their eyes. Eyes, another group of students open their eyes, and then flip the cuboid and cube at the same time, asking students to tell what changes have occurred? Through this game, students have made it clear that no matter how the cube is flipped, the result we see is the same. We can use this characteristic of the cube to distinguish between cuboids and cubes. Through game activities, students can learn this knowledge more easily.
Another example: After learning "The Points and Combinations of 10", in order to prevent students from being bored, they read and memorize mechanically. I used the game "Find Friends" to help students remember.
I first asked each student to choose his favorite number from 1 to 10 and stick it on his chest, and then asked them to find friends who could make 10 with them, and during the game, they learned A children's song "One nine and one nine are good friends, two, eight, two and eight hold hands, three, seven, three and seven are really close, four, six, four and six go together, five and five make up a pair of hands" not only helps students consolidate the knowledge they have learned, but also makes them more familiar. Students feel the fun of learning mathematics through happy games.
The game activities I often use include guessing, catching the red flag, running a math hospital, picking apples, driving a train, relay races, etc. Students perceive abstract mathematical concepts in perceptual, intuitive, and relaxed games, and they enjoy it so much that teachers would not enjoy it.
4. Use multimedia to assist teaching and stimulate interest.
Brunner said: "The best stimulus for learning is interest in the material being learned." In traditional teaching, the presentation form of teaching content is mostly one-dimensional, that is, from abstract mathematical words to abstract mathematical formulas, which obviously cannot effectively improve students' interest in learning, cannot mobilize students' enthusiasm for thinking, and is not conducive to students' understanding of the subject. Knowledge acquisition and retention. And if you use multimedia, you can reproduce objective things with bright colors, beautiful patterns, beautiful music and popular animated images, fully stimulating students' senses, attracting students' attention for a long time, and participating in classroom teaching with a relaxed and happy mood.
When I make courseware, I often use cartoon images that students like, such as Pleasant Goat and Big Big Wolf, cats and mice, etc. When students learn knowledge from their favorite cartoons, their minds are always highly excited and their mastery is better than usual.
Another example is when I was studying the lesson "Translation and Rotation", I used multimedia to show the students the dynamic movement process of different objects, and the students' eyes were immediately attracted. While watching, they used their hands to indicate the movement of objects, and learned new knowledge in a relaxed and pleasant atmosphere.
5. Encourage students to be more connected with life
To be connected with life is actually to pay attention to the practicality of mathematics and make full use of this feature in mathematics teaching to connect with reality. Use real life examples to solve math problems. Let students experience mathematics in life and let them realize that mathematics is actually around us and is not a mystery. For example: when teaching the lesson "Rich Graphic World", guide students to observe the things around them, let them find patterns and find out the mathematical knowledge implicit in them, feel the connection between mathematics and life, and let students realize that everything around us is There is math. For example, in the lesson of "discount sales", you can give students examples of "clearance processing" and "discount sales" around them to illustrate the mathematical knowledge involved.
6. Correctly evaluate students' learning effects and encourage students to make progress
Regular encouragement of students is an affirmation of students' learning effects and an important means to arouse interest in learning. Students all have self-esteem, and teachers must know how to respect them and care for them. They must also patiently guide and actively encourage poor students.
7. Extracurricular expansion to consolidate students’ learning interests
Teachers not only teach textbook knowledge, but also pay attention to students’ extracurricular knowledge expansion. For example, when talking about the section "Knowing Clocks", not only should students know the hours, minutes, and seconds of the clock, but they should also be asked to look at the time and be able to convert hours, minutes, and seconds. Another example is when it comes to "graphic understanding", students should be allowed to observe more of the life around them and draw conclusions. In this way, students not only master textbook knowledge, but also pay attention to life and connect life with practice. It not only expands extracurricular knowledge, but also consolidates interest in learning.
In short, students’ interest in mathematics learning is very important to students’ mathematics learning. It is also the prerequisite and source of motivation for learning this subject well. Therefore, teachers must find ways to cultivate and stimulate students' interest in mathematics during the teaching process, and fully mobilize students' enthusiasm and initiative. In this way, students' mathematics learning will be motivated and teachers' mathematics teaching will be dynamic.