How to cultivate junior high school students' interest in learning mathematics

The ancients said: the knower is not as good as the knower, and the knower is not as good as the knower. Interest is the forerunner of career success, and it is also the key to stimulate learning enthusiasm and generate internal motivation. Primary school students' learning motivation and interest will certainly directly affect their learning activities, because of their age characteristics and cognitive level. Therefore, cultivating learning interest is an important condition to improve learning ability and achieve good learning results. So, how to cultivate and stimulate primary school students' interest in learning mathematics? ……

First, the course is novel and arouses interest.

A good beginning is half the battle. How to stimulate students' direct interest in learning is related to the learning content and learning activities themselves. It is very important for students to have a strong desire for knowledge from the beginning of the new curriculum.

For example, when teaching writing, at the beginning of the class, the teacher wrote on the blackboard without saying anything: "There are white clouds floating in the blue sky." The students opened their eyes wide and felt very strange. Then the teacher asked the students to shorten the sentences. At this point, the students can't help asking the teacher: "This class is not a Chinese class!" The teacher still didn't say a word. After the students abbreviated the sentences, the teacher wrote "What is the product of the sum of 45 plus 18 multiplied by their difference?" Ask the students to shorten the sentences again, and the students will suddenly realize it and raise their hands to answer it. This kind of guidance not only grasps the key to solving text problems, but also arouses students' strong interest in learning.

Second, clear the purpose and generate interest.

Psychological research shows that interest is generated on the basis of needs and is formed and developed through human practical activities. When a person has a certain demand, he will pay attention to related things and become interested. Therefore,

When introducing a new lesson, teachers should clearly and specifically explain the learning objectives, so that students can clearly understand the position and role of the learning content of this lesson in the knowledge system and practical application, thus attracting students' attention, generating psychological needs, stimulating students' desire for learning, and thus generating strong interest.

Third, create scenarios to stimulate interest.

In teaching, create a harmonious and pleasant knowledge-seeking scene in time, stimulate students' inner drive to enjoy learning and love learning mathematics, and induce students' interest in learning. For example, when I was teaching fast arithmetic, I created such a scene: One day, Pig Bajie and the Monkey King were full of peaches in Huaguoshan, and Pig Bajie said, "Monkey, let's have a competition and count 311-89,4813-87 to see who is accurate." The Monkey King said, "Bajie, you can't even figure this out. It's a pity that you ate so many peaches. " The Monkey King hurriedly said that the numbers were 222 and 4726. Pig said, "Monkey, how do you calculate so fast?" The Monkey King explained to Bajie: "Look at these two questions, they are all multi-digit minus two-digit, and the minuend and the minuend are complementary. We can use a quick algorithm: subtract 1 from the number before ten digits, multiply the number after one hundred digits by two, and then connect the numbers to get the result of the original formula. Namely: 3- 1 = 2,11x2 = 22,31-89 = 222,48-1= 47,1. By creating this scene, the students were very interested and quickly mastered this algorithm.

Fourth, hands-on operation to promote interest.

Hands-on activity is an active learning activity, which has the characteristics of concrete image, easy to stimulate interest, easy to establish representation and easy to understand knowledge. It requires students to participate in activities with a variety of senses, think with their brains, express with their mouths, and use knowledge to solve problems independently and consciously. In short, it is to let students master abstract mathematics knowledge in pleasant operation activities, which not only develops students' thinking, but also improves students' interest in learning. For example, when teaching the calculation of triangle area, let students prepare two identical acute triangles, right triangles and obtuse triangles, and let them put together to form a learned figure. Students are very interested and highly motivated. Some of them are made into rectangles, while others are made into squares.

Some are spelled into parallelograms, etc. Then let them observe the relationship between the spliced figure and the base height and area of the original triangle, and then get the calculation formula of the triangle area. Teaching practice has proved that students' hands-on participation in teaching is much stronger than the knowledge gained by watching the teacher spell, swing and listening to the teacher explain, which can not only improve students' interest in learning, but also develop their mathematical potential.

Five, seek the law, cultivate interest

One of the characteristics of mathematical knowledge is highly abstract and rigorous. Therefore, mathematics teaching must attach importance to cultivating students' analytical reasoning ability, highlighting the characteristics and laws of mathematics knowledge, and guiding students to discover and master laws directly or indirectly, so as to make students more interested in learning and solve problems correctly. For example, when teaching the changing law of factor and product, first show a verbal problem 5x3= (), and students can calculate the result as 15, and then show 50x3: (), 500x3 = (), 0.5x3 = (), 5x0.03 = (). After students work out the results, they can observe the changing law of product and factor. Another factor is the expansion (or reduction) of 65,438+00 times, 65,438+000 times, 65,438+0000 times ... The product is expanded (or reduced) of 65,438+000 times, 65,438+0000 times ... "Because students have discovered ...

Six, skillfully set exercises to increase interest.

In the design of classroom exercises, we should not only pay attention to practical results, scientifically arrange the levels and methods of exercises, but also make use of the curiosity and enthusiasm of primary school students to arrange some game exercises in a timely and appropriate manner, which is an effective means to enhance the interest in practice. For example, in practice, all kinds of game exercises, such as "seeing who is quick to whom", "winning the red flag", "seeing whose flowers bloom first", "being careless", "finding friends", "delivering letters by postman" and "finding a home for small animals", can arouse students' sense of competition and get opportunities for self-evaluation and self-expression. So as to increase interest, expand thinking and develop intelligence.

Seven, class summary, to maintain interest.

A good teaching class is not only interesting at the beginning of the class; Taking classes is more interesting ",and we should do" classes "