Primary research interest in learning mathematics

Students interested in learning mathematics activities is an important psychological factors, students of mathematics are interested in a direct impact on the effectiveness of students learning mathematics. Psychological research shows that: "a strong interest in learning a wide range of senses, the brain is the most active state; to the best of the information receiving instruction; can effectively induced learning motivation; enable students in the learning process have a happy mood. "the students interest in learning, not only in the present so that students can change from passive to active learning was relaxed and happy, and long-term development of the students will have a sustained impact. Student interest in learning rather than innate, acquired by the guidance and training. So the best interest of the teachers, children born is a good move, full of curiosity of things. Therefore, the teaching of teachers to meet their curiosity so that students want to learn from the heart of mathematics, music school mathematics, as well as the Institute. But how can we make students of students interested in this? Combination of teaching the following cases, to study the following aspects.
First, with love to move their heart, their interest to shock.
In mathematics teaching, teachers love only to himself to deal with students, their teachers would like to be at full energy to learn the school teachers. Moving their hearts to love is to stimulate student interest in learning the premise of treating children with learning difficulties more attention should be paid to this point, not because of his learning "poor" on ignore so that they continue to be badly off. "Poor" is relative, under certain conditions can be transformed into the conditions is "interested." Health is not poor because they are not smart, but they are not interested in mathematics. Facts prove that the "IQ" of high or low, the majority of people are the same, only a small part of the people is very high and there are some people are very low. So there is no absolute "poor" health, as long as the cause of his interest, he will become an "Excellence." An example of such use has proved this theory: A new teacher took a class, class, there is a more difficult learning students. Half a semester, the series of three modules do not pass the test, unit test in the fourth, the unexpected has won 76 points, but which is rather difficult to work together, he also made the title out. Teacher talk in the commentary when the papers said: "The last question right, only three students, one of which is ** the students, he progresses, the test he had 76 points." Students have voted to praise him eyes. He delighted! Who knows this scene in order to become a turning point in his learning, of mathematics, he had a keen interest. Concentrate on class attendance, often raise their hands to answer questions. A year later, his math does not pass from the original to more than 90 points, became the honors classes. In this practical example can be seen, teachers and encourage the timely recognition is the students "interest" of the important reasons. In this case, we can see that the text of the appropriate and timely recognition of teachers, students became the driving force, to enable students to form the "success - joy of life - successfully" virtuous circle. Therefore, students are not smart, but there is no teacher to guide with love, to inspire. Teachers love the students in learning mathematics students interested in the basis of knowledge, you can love can change the fate of many children.
Second, the actual contact, interest in students.
Hua of China's great mathematician once said: "the universe, and the micro-particles, the rocket's speed, the chemical Coincidentally, the Earth changed, the fans biological, and daily on the fan, the ubiquitous use of mathematics." Therefore, when students have a certain degree of mathematical knowledge to enable them to combine daily life, the use of knowledge to answer some real life issues, in order to enable them to appreciate the value of mathematics in order to foster self-confidence to learn mathematics, students of interest. Mathematical origin and life, life everywhere mathematics. Of primary and secondary school students, in the formation of life, common sense, experience is the basis for them to learn mathematics. Expand efforts in teaching students to understand mathematics, mathematics found space, great importance to the students experience of mathematics so that students in the learning of mathematics knowledge as much as possible before the feelings of such an approach in classroom teaching have received a multiplier effect. For example: in teaching, "count" time. Design of a "self-introduction" to introduce the elements of a "there are a few people at home", so that the use of living will "count" of knowledge learned. Another example is in teaching, "height", let the students talk about a "higher father, mother or higher!" In effect on the penetration height of the knowledge of the real life. Again, in teaching 1 - 9 of awareness you can find some items in life, shape and 1 - 9 of the digital shape similar to the students to see. This will make students more profound memory and lead to student interest in learning. Teachers in teaching students to take full advantage of familiar and concrete examples of what he saw and heard them, enrich their learning of mathematics specific materials, such as learning "cuboid" post to enable students to use their learned knowledge to the students to introduce myself Writing case of some students on a very good presentation. "I'm Writing case of a rectangular shape, its length is about 18 centimeters wide, about 8 cm thick that is 3 centimeters high, it is made of metal, about the need (18 * 8 +18 * 3 +8 * 3) * 2 square centimeters of metal, the amount of space it is 18 * 8 * 3 cubic centimeters, I am very like my Writing case. "This study of mathematics through the use of mathematics to solve practical problems caused by students interest so that students can be kept firmly in mind. Primary Mathematics in the classroom, teachers should start to stimulate interest in students so that students in the learning process of mathematical knowledge to fully feel the interest in learning mathematics, notes that primary school students to improve achievement in mathematics has played a pivotal role.
Third, do the operation, stimulate students interest in learning.
Mathematics students to obtain experience to operate mainly through the hands. Is a hands-participation by a number of sensory perception in the form of knowledge-based activities. Washington State Library is written on the walls of this three sentences: "I have heard, but may have forgotten; I saw, you may remember; I did, it would truly understand." Visible, hands-operation, practice and exploration personally involved in how important it is. Actively interested in exploring the psychological tendency of things, it can fully mobilize the students perception, memory, imagination, thinking and other functions into the best condition to learn. To stimulate students interest in the thirst for knowledge, is the internal driving force for the development of thinking, when students have a strong knowledge of the interest in the event, they will have unlimited love for the astonishing burst of enthusiasm to learn. For example, a case in point: a teacher in the teaching "of cuboid and the cube of" pre-arranged so that each student prepare a carrot and a knife used in class so that students with the carrot and the knife into the classroom, the am baffled by the students and teachers so that we are prepared in the end these things is to do? Students are very curious. Class, the teacher said: "The students! This lesson with us, students should pay attention to observe." Students under the guidance of the teacher, the first across-the-board a plane, and then the vertical shear of the surface and the second knife, Cut out a while, and then the two side vertical third knife and cut, cut with a sharp top. At this time the students came to realize that the usefulness of carrot and a knife, each concentration and generated great interest. At this point, the teacher to seize the "heat", to capitalize on the trend and inspired, said: "Students across the board have a face, a two-pronged Prism, a three-pronged vertex, if every vertical surface with a knife to cut it what would happen ? "," the students pay attention to is the force perpendicular to the surface in all it's cut to see who cut faster! "At this time both the students excited and excitement. This interesting situation to the teaching of students in a variety of sensory excited state, when the students according to requirements of the various vertical face with a knife blade when cutting the sixth, a six face, edge 12, top eight in each of the rectangular display in front of students. Then the students cut out the hands according to their rectangular shape of the carrot that they can be summarized the characteristics of the cuboid. This case tells us that through the students found that students own the problem, problem-solving abilities. And students so that everyone can be a successful experience, to share the joy of success, and enhance student interest in mathematics, as well as the self-confidence.
Fourth, the introduction of gaming activities, to mobilize interest in learning.
Psychologists believe that: a person is interested in knowledge and understanding in order to explore the awareness of the tendency of things, with the tendency of students in order to demonstrate initiative, enthusiasm and creativity. Therefore, in math class to learn interest.
(A) humorous and witty language, can trigger the interest of students.
Some abstract mathematical knowledge, in the teaching process, and timely interspersed with humor and witty language, vivid metaphor, it is interesting, for example can often stimulate students interest in learning. Not only to mobilize the classroom atmosphere, teacher-student emotional harmony, and help students to receive knowledge. For example: teaching "into the length of the unit rate", the teachers with his grandfather, father, son and grandson of four generations to describe meters, decimeter and centimeter, the size of the relationship between mm. At the same time to point out to m and cm is the relationship between grandparent and grandchild every generation, so 1 meter = 100 centimeters. In this way, the students remember the laughter in the length of the unit into the rate, but also to strengthen the reasoning and memory of students, an increase of interest in mathematics.
(B) so that students are more interested in the game.
Low-grade students the attention of the persistent short, about 10 - 15 minutes. More appropriate to insert the game, likely to attract better students to study mathematics. Consciously into the vast ocean of knowledge. For example, in teaching "a preliminary understanding of kilograms," the question for this to work together: "1 kilograms of cotton and 1 kg iron compared to what some weight?" When students see on the podium of the cotton and iron, some students think that heavy cotton, iron light. Because more cotton; Some students believe that heavy iron, cotton, light. Everyone said that the results of their own right, who also refused to admit defeat. On the dispute between the students, the teachers do allow students to games, to find a solution to the problem, the students through a hands OK OK, with the balance比一比, I said that. Came to the conclusion that, on the podium, like heavy cotton and iron, by the way do the game so that students find their own answers, to solve the problem so that students in secondary schools in the play, and learned to play in the ability of doing things.
(C) how to design games so that students interested.
Games are favorite activities of primary and secondary school students to the classroom to introduce the game to make mathematics teaching combine with the game, so that students would like to do, play, practice in the understanding of knowledge, expansion of ideas, maintain interest and be positive solutions of mathematical ways of thinking the influence, following the design of a few games:
1, calculated red clearance away
Comparison of the calculation of the number of boring, students often are not interested in teaching and "double-digit addition," when, in the consolidation exercise, in order to improve their computing speed and accuracy. Run in accordance with the form of obstacles in front of the blackboard for some distance, set up several checkpoints, each checkpoint guarded by a student, prepared a calculation of interesting topics, the students divided into several groups, only to do a panel on the topic in order to cross the border ; Department inserted in the end of a red flag, red flag for the first away win.
2, set up the game, "Gordon staircase"
The calculation is divided into three topics, such as time, first-order correlation boarding ladder, such as calculation of a meeting of the exercise of 100 points, and so on. Finish the whole book on the painting in a red five-star, and write down 300 points. At this time student teachers should seize the great importance of the scores of the psychological factors, because of potential lead. This game is in line with the students of psychology. In addition there are many games with a combination of mathematical knowledge. Such as "math relay", "Mathematics" and so on. So that students gain knowledge in the joy.
V. intuitive teaching, the feelings of interest
Comenius educator famous saying: "The best way to an event is to demonstrate." The essence of this formulation is to shift the focus from teaching science, from the behavior of teachers towards students from feeling the effects of turning movement effect, we believe that the only way to allow students to explore their own feelings of interest in learning. For example, in learning "column of the" one class, in order to enable students to fully experience the features of cylinder. First of all, do teachers allow students to touch the hands of the cylinder, and then allow students to talk about their feelings, with some students said: "I got a smooth surface." Some students said: "I got a flat the surface, it is circular. "teachers to capitalize on the trend, concludes that" there are two flat cylindrical surface of the substrate is cylindrical, a cylindrical surface is called uneven surface, the cylindrical surface is called the side. "Through this example we so that students can be aware of intuitive things to reach out so that they can be more firmly in mind, more solid. Because each student has a strong curiosity, like every teacher used teaching aids, students are expected to take a look at the front, touch, so intuitive teaching can enable students to generate interest.
In short, mathematics in primary school teaching, to stimulate interest in students is the most critical entry point, teachers should be teaching students interested in starting to enable students to acquire knowledge in the process, the full feeling of interest in mathematics, as well as more good results, so that secondary school students in the play, music schools, secondary schools interested.