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In teaching activities, students are not passive educatees, but conscious and active participants, who are the main body of learning activities. Only when a teacher creates a situation that conforms to and adapts to students' learning according to their age characteristics, psychological characteristics and level can students actively participate, actively acquire knowledge and consciously train their skills, thus achieving the purpose of teaching. Based on many years of mathematics teaching practice, I would like to talk about some of my experiences.

First, pay attention to the purpose of learning and education, and induce students' learning motivation.

Students' clear learning purpose and correct learning attitude are long-term factors that play a role in improving learning enthusiasm. Teachers should take every opportunity to educate students on the importance and necessity of learning mathematics, so that students can clearly understand the social significance of learning mathematics, see the practical value of mathematics and induce their learning motivation. In the teaching process, teachers should clearly put forward and explain the significance and importance of the subject content, and also understand what practical problems can be solved by the knowledge they have learned through life examples, so that they can feel that there is mathematics everywhere in their lives, experience the importance of mathematics learning, and stimulate and cultivate correct learning motivation. For example, after learning "Calculation of Rectangular Area", students can measure the length and width of the TV set at home and then calculate its area; Then ask the students to find out the area of the school sand pool. Students experience the practical application of mathematics knowledge in life through their own personal practice, thus improving their enthusiasm for learning.

In the long-term study of mathematics, students have gradually made clear the meaning of learning, thus becoming interested in exploring mathematical knowledge. In the future mathematics study, they can always keep a positive attitude and achieve excellent results.

Second, give full play to the positive role of emotion and enhance learning interest and confidence.

Classroom teaching is a bilateral activity between teachers and students. The teaching process is not only a process of imparting knowledge, but also a process of emotional communication between teachers and students. In mathematics teaching, we can explore the positive factors of emotion from the following three aspects, so as to promote students' pursuit, desire and satisfaction for mathematics knowledge and mathematics activities themselves.

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. Students will be happy to learn only if they don't feel pressure and love the teachers they teach. 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. Evaluate students correctly.

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 interested. 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.

3. 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 and let them understand the meaning of the problem. In other words, give an example and try it. Let them succeed on their own.

Third, create problem situations to stimulate the desire for knowledge.

The famous educator Suhomlinski once said, "If teachers are eager to impart knowledge and don't try their best to make students enter a high-spirited and intellectually excited state, then this kind of knowledge can only make people have an indifferent attitude, and emotional mental work will bring fatigue." Therefore, when organizing teaching, teachers should create all kinds of enlightening external stimuli by setting up various problem situations, guide students to think actively, and stimulate students' desire to "understand" and "learn mathematics" knowledge and skills. For example, in the teaching of rectangular area calculation, the method of directly measuring the area of plane graphics with area units is reviewed, and then "if the area of swimming pool or the wall area of high-rise building is measured, is it appropriate to directly measure it with area units?" Is there an easier way? "It causes students' cognitive conflicts and makes them have new learning needs, so it is natural to think," What's the simple way? " , so as to stimulate students' thirst for knowledge and arouse their enthusiasm and initiative in learning. Another example: Liu Jiaoshou, a special national teacher, asked students to calculate 2+2+2=6 first, and then 2+2+2+2+2+2, which made them feel a little troublesome. Later, Mr. Liu threw out a long piece of paper full of 2' s and asked, "How many points did you get?" The students couldn't answer, and found it difficult to solve practical problems by addition. Teacher Liu told the students that this problem should be solved in a new way, so the new lesson was introduced smoothly.

Setting some suspense in teaching and creating a special situation can arouse students' * * * singing more, turn this * * * singing into curiosity, and then shift their attention to the study of new knowledge.

Fourth, adopt flexible and diverse forms to enhance students' interest in learning.

Pupils are young, have poor self-control, and are obviously dominated by psychological factors when studying. Only by following the rules of students' psychological activities and combining the subject characteristics with age and psychological characteristics can students be willing to learn and take the initiative to learn. If teachers use the traditional "teacher speaks, students listen;" Teachers ask, students answer, students practice, students will feel very boring, the more they learn, the less they like to learn. Therefore, in classroom teaching, we should strive to be novel in form, entertaining and entertaining, reduce mechanized procedures and enhance students' interest in learning. For example, in the consolidation exercise of "ten MINUS eight", the teacher showed a small blackboard with the following questions written on it:

Subtract 8 from each number in the previous line and fill in the □ sign in the next line.

1 1 13 10 15 12 17 16 14 9 18

Then do the following exercises: (1) Move, and the class answers. (2) In the double competition, the winner moves (out of order) before the little teacher takes the stage so that the whole class can answer. (3) "Drive the train" in groups to see which "train" is driving right and fast. (4) Red Flag Competition. Teachers move cards, students show digital cards, and insert small red flags to encourage all correct groups.

Teachers should be good at concretizing abstract concepts, visualizing profound truths and making boring things interesting, such as colorful teaching AIDS; Novel riddles and stories; Interesting teaching games; Doubts at key points, appropriate suspense; Audio-visual teaching and so on. Turn static into dynamic, make students feel novel, novel, fresh and attractive as much as possible, and provide material content and motivation for students to change from "I want to learn" to "I want to learn". For example, in the teaching of understanding time and minutes, I designed a children's song to introduce: "Tick-tock, tick-tock, tick-tock; Tick-tock, tick-tock, tick-tock, tick-tock, it will tell us when to get up and when to go to bed. " Let the students guess what this is. The students are very interested in guessing riddles. Through this introduction, students' attention can be attracted to their studies.

Teaching content is closely related to students' real life, and it can also focus students' attention on the problems to be solved. For example, in the teaching of "continuous simplification of application problems", students should learn two methods to solve problems. In teaching, I designed a familiar life situation to let students know different problem-solving methods. The first solution can be understood as: My sister has 50 yuan and spent 15 yuan on the first day of buying clothes. How much money does my sister have left? The next day, my sister used the remaining money to buy a 30 yuan skirt. How much money does my sister have left? Students speak fast; 50- 15 = 35 (yuan) 35-30 = 5 (yuan). Therefore, it can be understood that the first solution is to use continuous reduction. Situation 2: My sister spent 15 yuan in the store to buy clothes and went to 30 yuan to buy skirts. How much did it cost? To 50 yuan, the salesman. How much should I get back? The formula is: 15+30 = 45 (yuan) 50-45 = 5 (yuan). Students intuitively understand that the second solution is characterized by finding the sum of the two parts first, and then subtracting the sum of the two parts from the sum. Create situations with students' familiar life reality, so that students can realize that mathematics is around, feel the interest and function of mathematics, and have a sense of intimacy with mathematics.

In a word, the artistry, visualization and interesting performance of teaching make students excited, so as to treat learning activities positively and think about problems consciously.

Five, to carry out appropriate competitions to improve learning enthusiasm.

Appropriate competition is an effective means to stimulate students' enthusiasm for learning. Pupils can often study harder under competition conditions than under normal conditions. In the competition, because primary school students have a strong competitive spirit, they always want to win the first place and get praise from teachers. Using this psychology can greatly increase students' interest in learning and their perseverance in overcoming difficulties. In teaching, various competitions can be organized, such as "seeing who is faster and who is right", "seeing who has more solutions" and "being smarter than who", which can make students "show their talents". For example, in the practice class of "addition by writing", I held a competition to see who was the most careful, praised the students who did the problems seriously, rated them as careful pacesetters, and gave them small gifts. The game was very effective, but there were only a few mistakes. Another example is the practice of "pen division: quotient digits". I designed such a competition: the content of the competition is four written division questions, and the whole class is divided into four groups to compete. The fastest group adds 10, the second group adds 8, and so on, adding 6 and 4 points respectively, and then correcting each other in the same place. Each student who answers correctly can win 5 points for the group, and finally evaluate it.

There are various forms of competition, which can be played by the whole class; Can be divided into male and female competitions; You can compete in groups; Students can also be grouped according to their abilities, so that each student's chances of winning at all levels will increase, the role of motivation will be greater, and the enthusiasm for participation will be higher.

In short, students are the subject of learning, not the container of knowledge. Teachers impart knowledge and skills, and only by giving full play to students' enthusiasm and guiding them to use their brains, words and hands can they become students' own wealth. Teachers should give students the initiative to learn, be good at stimulating and mobilizing students' enthusiasm for learning, give students time and space for autonomous learning, and give students the opportunity to think deeply and experience themselves. In teaching, we should try our best to fully mobilize students to take the initiative to learn, and change from "asking me to learn" to "I want to learn" and "I love learning".

Main bibliography:

1. Editor-in-Chief of Art of Primary School Mathematics Teaching.

2. Primary school mathematics pedagogy, edited by Wang Zusheng.

Baiyun Road Primary School, Dongshan District, Guangzhou City, Guangdong Province