So how to arouse students' initiative and enthusiasm in math class? The following are some experiences of this exploration:
First, cultivate students' interest in learning and stimulate students' initiative and enthusiasm in learning.
Interest is the best teacher. Stimulating and cultivating students' interest in learning mathematics is an important condition for cultivating students' mathematical ability and developing students' intelligence, a breakthrough for deepening classroom teaching reform, and an important symbol for students to change from passive learning to active learning. More than 2,000 years ago, Confucius put forward that "those who know are not as good as those who are kind", indicating that taking interest as the operating mechanism of students' learning process is an inevitable choice to form an effective classroom. In order to let students actively participate in learning, it is necessary to cultivate students' interest in learning mathematics.
1. Pay attention to the application of mathematical knowledge and stimulate students' interest in learning.
Mathematics comes from life. In classroom teaching, teachers should be good at digging up the mathematical materials in life, leading out mathematical knowledge from students' real life, so that students can feel the generation process of mathematical knowledge, feel that mathematical knowledge is around them, and there are mathematical problems everywhere in life. Second, we should be good at transforming abstract mathematical problems into familiar daily life phenomena. Starting from students' existing life experience and background, let students see that what they have learned in mathematics is what is happening around them, and realize that mathematics is inseparable from life everywhere, thus generating a sense of intimacy for mathematics. For example, the application of sine and cosine theorems in architecture and measurement; The application of series in saving, doing business, buying a house by installment, environmental management, etc. For example, the probability problem in sports welfare lottery. Asking some interesting questions to students can make the above questions interesting, create an illustrated and vivid teaching environment, stimulate students' thirst for knowledge and cultivate students' interest in learning mathematics.
2. Use information technology and multimedia teaching to promote students' interest in learning.
With the rapid development of modern educational technology, the application of information technology and multimedia is more and more closely related to the process of mathematics teaching. In mathematics teaching, the use of multimedia courseware can skillfully set the scene, let students start, move their eyes and use their brains, and make the creation of problems visual, clear and intuitive. For some mathematical problems, especially those related to graphics, the exploration of some invariants in dynamic graphics, etc. Using mathematical software to show problem situations, observe figures, analyze laws, or drag the mouse to track points, it is easy for students to find ideas and methods to solve problems, so that students can not only experience the process of mathematical discovery and creation, but also gain more and more experience in exploration and effectively cultivate their ability of analysis and induction.
3. Encourage students to ask questions and improve their interest in learning.
Students' questions in class reflect their interest and enthusiasm in learning. Teachers must give great encouragement and guidance to this and make great efforts to inspire students to ask questions. Even if students sometimes ask irrelevant or contradictory questions, they should fully affirm their positive thinking spirit and guide students to discuss the questions raised by their classmates instead of denying them easily. In this way, students' ability to find and ask questions will be enhanced, and their interest and enthusiasm in learning will be consolidated and improved.
The second is to pay attention to students' learning process, improve students' learning methods, and strive to create a good learning atmosphere of independent inquiry, hands-on practice and cooperation and exchange, so as to give full play to students' initiative.
Learning activities such as "mathematical inquiry" and "mathematical modeling" set in senior high school mathematics curriculum have created favorable conditions for students to form active and diverse learning methods. Teachers should be good at paying attention to students' learning process, improving students' learning methods, advocating proactive and exploratory learning methods, discovering students' learning motivation, stimulating their desire for knowledge, allowing them to participate in the process of learning new knowledge with interest, and giving full play to students' initiative.
1. Respect students' dominant position, create appropriate problem situations, and stimulate the motivation of independent inquiry.
The ancients said, "Learning begins with thinking, and thinking originates from doubt" and "its enlightenment excites interest". Halmos, a famous American mathematician, said, "Theorems, proofs, concepts, definitions, theories, formulas and methods are not the core of mathematics, only problems are the core of mathematics. With questions, thinking has a direction; With problems, thinking has motivation. " Therefore, in teaching, teachers should constantly design problem situations, change one-dimensional knowledge explanation into multi-dimensional problem situations, and change passive indoctrination into active exploration, so that students can have the feeling of "a wave of unrest, another wave of unrest" and stimulate students' motivation to explore independently.
Einstein once said, "It is often more important to ask a question than to solve it." Let students ask their own questions, which is the premise of independent inquiry, because it is often the bud of students' discovery and creation. In teaching, we should respect students' dominant position and cultivate students' problem consciousness. Only when students have problems can they guess and explore scientifically. In addition, starting from students' real life knowledge, we should create appropriate problem situations to attract students' attention, stimulate students' interest in learning, and make students eager to try in class and have a desire to acquire knowledge. Only in this way can we induce students' thinking activities of independent inquiry, produce the psychological orientation of actively discovering and exploring problems, thus induce their inquiry consciousness and further stimulate their interest and motivation of bold exploration and innovation.
2. Pay attention to students' learning process and improve their learning methods.
In math class, teachers should fully understand and pay attention to how students learn and what they have learned. In order to make students change from passively accepting knowledge to actively exploring knowledge, teachers should provide students with more time for independent exploration, design some open questions appropriately in teaching, and give students sufficient thinking space. If students can think independently, they should be allowed to explore and acquire by themselves. All problems that can be solved through group cooperation should be studied through group communication, so as to cultivate students' habit of being willing to learn, good at thinking and diligent in doing things and promote the development of students' innovative ability. In such a teaching environment, students keep a happy and excited attitude, change passive learning into active learning, change learning into me, and give full play to learning initiative.
Third, love students, establish a harmonious relationship between teachers and students, and stimulate the internal motivation of emotion in learning.
Psychological research shows that any cognitive activity is carried out under the influence of emotional motivation, and emotion is the golden key to open students' hearts. "Only people who are close to the teacher will believe it." Students' interest in learning is often diverted by teachers' emotions. If teachers insist on "emotional teaching" in teaching, put love in teaching and infect students through emotional language, movements and expressions, students' learning enthusiasm can be mobilized. Therefore, in teaching activities, teachers should love, respect, trust and understand students. It is the easiest to arouse students' enthusiasm and initiative in learning, to establish students' beliefs of self-esteem, self-confidence, self-reliance and self-improvement, and to tap students' infinite divergent potential. Only when students communicate freely with teachers in the learning environment can they dare and be willing to ask and explore questions, stimulate students' enthusiasm, initiative, creativity and intellectual potential, and fully mobilize students' intellectual activities without restraint. At the same time, students' understanding, respect and love for teachers can easily strengthen teachers' initiative, pertinence, inducement and effectiveness.
Fourth, pay attention to students' differences, respect students' personality, attach importance to non-intellectual factors, and promote students' initiative in learning.
The individual differences of students are mainly the imbalance of intellectual development and the difference of knowledge base. This kind of teaching may be effective if considered. The basic idea of the new curriculum reform is "student-oriented development", and developing students' personality is not only the need of individual growth, but also the need of talent construction in the future society. Therefore, teachers must attach importance to individual differences, respect students' individuality and non-intellectual factors to promote the formation of students' learning initiative. In teaching, we should pay full attention to the development of students' personality, take the differences among students as resources and use them as positive factors in teaching. Teachers can set different and challenging teaching objectives in teaching to stimulate each student's learning motivation. In learning, every student will use his own learning methods to acquire knowledge. Teachers should respect students' individual differences and consciously guide students to choose learning methods, especially pay attention to guiding students to choose "suitable" learning methods, so that they can enjoy the pleasure of acquiring knowledge in their independent choice, learn to choose from them, learn to sum up and accumulate experience, and thus improve their discrimination and learning ability.