How to organize mathematics activities to stimulate students' interest in learning

First, introduce the situation vividly and stimulate interest.

A good beginning is half the battle. According to the characteristics of each class, the key to a good new class is to carefully design the appropriate lead-in situation. The purpose of creating lead-in situations is to arouse students' motivation and interest in learning. Only when students are interested will they have the desire to explore. If you explain it in a straightforward way in teaching, it can only be that the teacher is thirsty and the students are not interested. Therefore, it is necessary to set suspense in teaching, so that students have psychological doubts and doubts, thus generating a strong thirst for knowledge and stimulating students' interest in learning mathematics. For example, when teaching inequalities in life, first, a large number of inequalities in life are given, such as speed limit signs of expressways, seesaws, height limit signs of tunnels, nutrient composition table of bagged milk, temperature range in weather forecast, elevator load and a series of common inequalities in life; For example, give the front view, left view and top view of the teapot in turn for students to guess the objects in the picture, or give the top view, left view and front view of the building for students to guess what is depicted in the picture, and so on, so that students can realize that mathematics is around us, and mathematics comes from and serves life. Starting the teaching of new courses with this kind of problem closely related to life makes students have the desire to explore new knowledge from the beginning, and students' desire to explore arises spontaneously, thus mobilizing their enthusiasm for learning, making them concentrate and use their brains, and students enter the classroom with the desire to explore.

Second, cleverly ask questions to stimulate interest.

As the saying goes, learning begins with thinking, and thinking begins with doubt. Setting questions is the main way of teacher-student interaction in mathematics classroom teaching. In order to realize the leading role of teachers and reflect the subjectivity of students, teacher-student interaction is essential. Einstein said: It is more important to ask questions than to solve them. In order to mobilize students' thinking activities, experience the problem-solving process, accumulate problem-solving methods and experience, and feel mathematical thoughts, so as to achieve teaching purposes, setting questions plays a leading role. If we can inspire students to have doubts and doubts in the teaching process, we can make students reach the realm of dispelling doubts and happiness. Mathematics pays attention to rigor and logic, so learning mathematics is often considered a boring thing. However, an appropriate and intriguing question, like a stone thrown in students' hearts, can arouse the waves of students' thinking. Interest is the best introductory teacher for students. Teachers should be good at setting doubts and be good at setting doubts in teaching. By setting questions to create situations, students feel novel and interesting. Students can continue to explore and find out the answers to the questions with their own questions.

In teaching, teachers should break the calm in students' minds and stimulate students' thinking activities by asking questions. Students' thinking process will not be smooth and stagnant, and should start again; If it is blocked, it must be diverted; Judgment and pointing are wrong and should be corrected; Correct, absolutely. Several effective questions in class can stimulate students' positive thinking, open the door to students' wisdom, and also serve as a bridge for information output and feedback, but we should pay attention to whether the one on the left is full of fun or not, and whether the other is superficial. Release.

Third, create a teaching atmosphere and stimulate interest.

Establishing a harmonious relationship between teachers and students is the basis of activating classroom atmosphere, developing students' creative potential and providing students with psychological security and freedom. Teachers' smiling faces and kind eyes can bridge the gap between teachers and students, shorten the emotional distance between teachers and students, set a happy and peaceful tone for the classroom, create a good learning psychological environment for students and create a democratic and active classroom atmosphere. Teachers teach interestingly and students learn vividly. Insist on learning before teaching in teaching, so that teachers can truly become the organizers, collaborators and guides of students' learning, thus realizing the implementation of students' dominant position. The purpose of teachers' leading role. At the same time, teachers should pay attention to infect students with their own personality charm, give students a sense of intimacy, and make students like teachers, and then like mathematics.

At the same time, changing traditional teaching methods and using exquisite and diverse teaching skills are the key to stimulate students' interest in learning. Teachers should try their best to tap the attraction of teaching materials to students and adopt flexible and diverse teaching methods, such as discussion, speech, debate and performance. Constantly changing the teaching form to stimulate students' excitement and attract students' attention; At the same time, we should learn to master and use modern teaching technology and multimedia teaching technology. Constantly enrich and improve our teaching skills and enhance students' interest in learning. Let students want to learn and enjoy learning.

Fourth, carefully organize math activities to stimulate interest.

In traditional teaching activities, teachers mostly tell students mathematics with an authoritative attitude, while students only have the right to obey, imitate and remember, and there is no time and space for them to explore, discover, reason and demonstrate. "Standard" points out that mathematics teaching is the teaching of mathematics activities and the process of interactive development between teachers and students. Arranging interesting math activities in a 40-minute class can effectively mobilize students' hands, mouth, brain and other senses to actively participate, put knowledge into the activities, and let students experience their interest in knowledge during playing, so as to understand related concepts. In the teaching process, we should give full play to the intuitive role of teaching AIDS and learning tools, and consciously arrange some activities of posing and drawing, so that students can closely link hands-on and thinking through practical operation. For example, in the teaching of axisymmetric graphics, in order to let students know the characteristics of axisymmetric graphics more intuitively, the following teaching activities are designed:

(1) I first fold a rectangular piece of paper in half, draw a picture along the crease of the folded edge, cut the picture with scissors, and then open it;

(2) Students can create their favorite graphics by hands-on operation;

(3) Guided observation: Fold the pattern you cut in half along the crease. What did you find? By folding, cutting and taking a look at this series of teaching activities, students quickly find that the graphics on both sides are completely coincident, and intuitively grasp the representation characteristics of axisymmetric graphics. Let each student participate in the learning process through a variety of senses, which not only helps to stimulate students' interest in learning mathematics and arouse their initiative and enthusiasm in learning, but also lays a good foundation for understanding axisymmetric graphics and its significance in the later stage. For example, when I teach directions and positions, I take students to the playground and let them draw objects in all directions they see, pointing out the position of their companions relative to him. Through practical activities, students have an intuitive sense of direction, which is beyond the reach of traditional pure classroom teaching.

Successful education holds that every student has the need and potential for success, which means that it is every student's natural tendency to pursue activities and actively participate in them, and only in activities can people realize their own values and potential; Only through diversified activities can students actively participate in the classroom teaching process and a series of problems in classroom teaching can be solved. Teachers pay full attention to the existence of students in classroom teaching, give students the opportunity to participate in teaching activities, and let them enjoy the fun in practice and communication. Stimulate students' interest in inquiry learning and cultivate students' thinking ability