So, how to cultivate pupils' interest in learning?
First of all, teachers and parents should know which classes children like to learn and which classes they don't like to learn through observation, conversation, homework and analysis. What is the reason why you don't like studying some courses? You never liked them? Only in this way can we deeply understand the development trend of their interests, be aware of them, and then carry out targeted education.
Secondly, carry out a series of educational activities to help students establish correct learning motivation and stimulate their desire for knowledge. The stronger the demand, the stronger the interest. On the contrary, the stronger the interest, the stronger the demand. Motivation is the driving force to meet demand. Therefore, to cultivate primary school students' interest in learning, it is necessary to stimulate the demand for knowledge, thus generating the motivation to satisfy knowledge. Therefore, teachers and parents should always educate primary school students about their learning objectives, guide them to define their learning objectives, make learning a conscious and strong need, and establish correct learning motivation. At the same time, we should protect their curiosity, encourage them to ask questions boldly, carry out creative thinking activities, and constantly stimulate their knowledge needs. For some boring subjects, it is necessary to clarify the significance of studying undergraduate courses, educate them to closely link learning with the needs of socialist construction in the motherland, and make their personal interest in learning subordinate to the needs of the motherland.
Third, according to the characteristics of primary school students' interests, try to control their learning emotions and make their interests gradually stable. Pupils' interest in learning has four characteristics:
First, it is easy to stimulate, but it is difficult to maintain stability, and their interest is easily influenced by teachers. For example, a teacher gives vivid lectures and students are full of interest. If another teacher gives poor lectures, students' interest will suddenly drop.
Second, interests are easy to be broad, but it is difficult to concentrate. Pupils often want to learn everything and are interested in everything. They like this today and that tomorrow, lacking core interest.
Third, it is easy to produce biased thoughts. It is not easy for primary school students to understand the importance of all-round development of learning, and they are also easily biased by temporary love.
Fourth, it is related to the difficulty of teaching materials. In the process of learning, if they think the content of the textbook is very simple, they will not find it difficult to master knowledge and the workload is not heavy, then they will feel that there is nothing to learn, so they lack interest in learning. On the other hand, if they find the content of the textbook difficult to understand and have too much homework, they will feel heavy burden, which will lead to irritability, anxiety and fear of difficulties, and even lead to resistance to learning.
These interest characteristics of primary school students are related to their unstable emotional development. In fact, interest in learning is the emotional expression of students in learning. Therefore, teachers and parents should always pay attention to students' emotions and keep students' learning emotions full, positive and stable. Only in this way can their interest be high, strong and lasting.
Fourth, adopt various teaching methods to attract primary school students' interest in learning. Specific practices:
(1) To enhance the attraction of learning subjects, we can hold small exhibitions of some subject knowledge, exhibitions of students' excellent homework, works and achievements, etc. ;
(2) Continuously improve teaching methods. Teachers should use children's language as much as possible to make their lectures lively, interesting, infectious and easy to accept.
(3) Help students with learning difficulties to eliminate psychological barriers and give specific guidance on learning methods;
(4) Clearly tell children the significance of participating in this activity, let them do it by themselves, see the results of their own activities through their own active activities, and cultivate the effective interest of primary school students through practical activities;
⑤ Organize primary school students to visit, so that they can understand the role of what they have learned in practical application;
6. Tell students stories about scientists' interest in learning, and constantly encourage and praise students' studious spirit.
"Interest is the best teacher." But interest is not innate. Interest is the most important thing to do everything well. Let's talk about our views on this issue.
Cultivation of primary school students' interest in learning
Interest is the secret of learning success, the beginning of acquiring knowledge and the basis of seeking knowledge. Students' interest in learning directly affects the quality of learning. Therefore, in the new curriculum teaching, I use various means to stimulate students' interest in learning mathematics according to their physiological, psychological and age characteristics.
First, the use of effective situations to stimulate interest in learning
"Mathematics Curriculum Standard" points out that mathematics teaching should be closely linked with students' living environment and create vivid and interesting situations on the basis of students' experience and existing knowledge. Therefore, when designing the teaching content, teachers should consciously connect the theoretical knowledge they want to learn with the students' existing life experience, so that abstract mathematical knowledge can be carried by intuitive and rich objective things, enhance students' intimacy with mathematical knowledge, and make them realize that mathematical knowledge is around and life is full of mathematics.
For example, in the teaching of "knowing clocks", it is difficult to know the whole time indicated on the clock face. Although students can recognize all the time in life, the concept is vague. At the beginning of teaching, students need to look at the time by creating a problem situation of who won the tortoise and rabbit race, and try to use the existing knowledge to recognize the time, and then start a new teaching. Secondly, we should pay attention to the creation of different small problem situations in the big situation: the tortoise and rabbit race seen by Blue Cat in forest games, the time for pigs to participate in forest games, and helping Blue Cat to repair clocks and watches, so as to keep students interested in exploring new knowledge. In the process of exploration, students' thinking sparks constantly collide, prompting students to actively participate in various learning activities and actively think, discuss and communicate challenging issues.
Second, use vivid language to stimulate interest in learning.
The teaching content of mathematics is abstract, boring and tasteless. It has no vivid language and vivid stories, and it is not easy to arouse students' interest in mathematics. So when teaching students to recognize and count, I use concrete images and some interesting stories to stimulate students' interest. For example, in order to let students remember the shape of the number 1-9, I taught them to recite the jingle: "1 is like chalk, 2 is like duck, 3 is like ear, 4 is like flag, 5 is like hook, 6 is like whistle, 7 is like hoe, 8 is like gourd and 9 is like tadpole." Help students memorize glyphs. Through this kind of teaching, the content of mathematics is endowed with certain emotional color, and the knowledge of mathematics is infiltrated into fairy tales, thus stimulating students' interest in learning mathematics.
Third, use learning tools to stimulate interest in learning.
Piaget, a famous psychologist, said: "Activity is the basis of cognition, and wisdom begins with action." To solve the contradiction between the abstraction of mathematical knowledge and the development level of students' thinking, it is often necessary to do it by hands. The hands-on operation process is a step-by-step inquiry process of knowledge learning. Students build rich representations by operating specific materials and accumulate experience in the process of operation, which not only conforms to students' cognitive laws, but also satisfies students' psychological characteristics of curiosity and love of movement. For example, when teaching "How to find an application problem with more (less) numbers than another one", let students put 10 triangles first, and then put 6 circles below, and explain to students that circles and triangles should be put one by one from the left. The teacher asked, "Which line has more rows?" See which part of the triangle in the first row is as many as the circle. Please draw with your fingers and check with each other at the same table to see if it is correct. Then draw more triangles instead of circles. "Then he asked," how many as many? How many triangles are there than circles? "Then inspire students to think that there are more triangles than circles. What part can a triangle be regarded as? How many triangles are there in the extra part? Make students intuitively see that there are more triangles and fewer circles, and triangles can be divided into two parts: one part is as many as circles and the other part is more than circles, thus realizing that more numbers can be divided into two parts, paving the way for learning new knowledge.
Fourth, the use of mathematical games to stimulate interest in learning
Being active is also the nature of junior students. The game just fits the characteristics of students. In the process of mathematics teaching, combined with the content of teaching materials, the way of game is quoted appropriately to let students explore and apply knowledge in the game. Make students learn to seek knowledge, learn to be human, learn to cooperate and learn to communicate in math games. Taste the joy of success in the game. Have a strong interest in learning. Feel the fun of mathematics. It stimulates students' enthusiasm for learning mathematics, stimulates students' creativity, and creates conditions for them to learn and love mathematics. For example, when learning to observe objects, I let students play with building blocks first. One student says the password, and the other student builds a building block. Through many games, students can quickly understand that the surface of an object is different in different directions.
In teaching, making interesting math games and letting them play middle school math games can attract students' easily distracted attention and achieve better results. For example, in oral arithmetic practice, we often use visual arithmetic, listening arithmetic, looking up passwords, driving a train and so on. If you add "gesturing", "quietly calculating", "group competition", "forest doctor", "king of oral calculation" and "excellent postman", the atmosphere will be more enthusiastic.
Fifth, the use of multimedia teaching to stimulate interest in learning
The thinking characteristic of primary school students is that they are interested in concrete things with thinking in images as the main form. Because the concrete image is vivid and impressive, the use of multimedia in mathematics teaching is helpful to stimulate students' interest in learning, help students understand and master the content of mathematics teaching, and make up for the shortcomings of traditional teaching methods in intuition, three-dimensional sense and dynamic sense. It makes some abstract and difficult contents easy to understand and master, and can achieve the effect that traditional teaching methods can't.
The application of multimedia in teaching can change the difficult into the easy. For example, when teaching two digits to divide into one digit, I made a slide "Planting Trees" to let students know that 36 people plant trees, and each group of three people can be divided into several groups. Let the students see intuitively: 36 divided by 3 can solve the problem. Students are interested and have a good command of it.
Sixth, adopt flexible teaching methods to stimulate interest.
Junior students tend to "like the new and hate the old". In teaching, I use flexible and diverse forms and methods to make students feel fresh and interested in mathematics. For example, by telling stories, asking questions or reviewing old knowledge, introducing new lessons, using multimedia teaching, visual teaching AIDS, math games, asking questions in class, and diversifying practice forms, students will not be bored, thus improving their interest in math learning and ensuring the smooth progress of math teaching.
In a word, interest is the best teacher, which can drive students to pursue new knowledge consciously and actively, overcome many difficulties and solve math problems. Facts have proved that stimulating interest is the fundamental guarantee to learn mathematics well. Therefore, we should strengthen the cultivation of students' interest in learning in teaching.