Summary of Research on How to Improve the Interest of Lower Grade Students in Mathematics

How to improve the lower grades students' interest in mathematics research summary

I, the subject of the proposed

1, to improve the importance of interest in students' mathematical learning

Interest can make a person consciously and voluntarily to contact, knowledge and mastery of knowledge and skills, to participate in the activities, especially on the students' learning to play a role in promoting. Interest is the best teacher, a variety of theoretical research, teaching practice has proved: when students have an interest in mathematics learning, they will think actively, focus their attention, take the initiative to enter a good state of learning, and actively participate in mathematical activities.

"Mathematics curriculum standards" in the implementation of the curriculum recommendations clearly pointed out that: mathematics teaching is the teaching of mathematical activities, is the interaction between teachers and students, students and *** with the development of the process. Mathematics teaching, should be closely linked to the actual life of students, from the students' life experience and existing knowledge, to create a lively and interesting situation, guide students to carry out observation, operation, conjecture, reasoning, communication and other activities, so that students through mathematical activities, to master the basic mathematical knowledge and skills, initially learn to observe things from a mathematical point of view, think about the problem, stimulate the interest in mathematics, as well as the desire to learn math well. The activities will help students to master basic mathematical knowledge and skills through mathematical activities. Context creation is conducive to stimulate students' interest, so that students enjoy learning; can cause students' emotional **** Ming, so that students take the initiative to learn; strengthen the connection between mathematical knowledge and real life, so that students want to learn. Then, create a charming, full of interesting teaching situation has become one of the important ways to stimulate students' interest in learning mathematics.

2, the lower grades of my school students learning interest in mathematics status quo analysis

The fall of 2007 school, my school ushered in nearly 150 first-grade students, after two weeks of teaching found that: first-grade math class is difficult to do! First graders will not listen in class, will not read and do their homework. Class just a while, they began to talk, play with things not related to learning, back and forth, back and forth, teachers often press the gourd and then start, greatly affecting the effectiveness of math classroom teaching. And just entered the second grade students in the math classroom performance is not satisfactory, the classroom attention can not be a long time to concentrate, some students are not interested in learning.

The reason:

(1) Our school is located in the west end of Xixia District, the source of the children of migrant workers, two thirds of the students' parents rely on part-time work for a living, have no time to take care of their children, and do not cooperate with the school education, counseling the children's awareness and ability. Parents and school teachers have no way to realize the communication, home and school cooperation education is not in place, students in the school to form learning habits and learning results can not be consolidated in a timely manner, the teacher's classroom teaching is particularly important.

(2) Pre-school education and primary education are two different modes of education: first-grade students in preschool and kindergarten, the main activity is to play, learning requirements are more relaxed. After enrollment, the leading activity becomes learning, and the main channel of learning is classroom teaching, with strict learning requirements. It is inevitable that students in the lower grades will not be able to adapt to the learning of mathematics.

(3) the lower grades students to image-oriented thinking, especially the first grade children, the age of small, easily distracted, often by interest to recognize things, interested in will be fully concentrated, not interested in the absent-minded. Mathematics is a logical, very abstract subject, the math classroom is boring, not pay attention in class has become a headache for teachers of mathematics in the lower grades.

If we can make children feel the joy of learning, and cultivate their strong desire for knowledge, good thinking quality and learning habits from a young age, it will benefit the children for a lifetime. Lower math teachers should be fun, teaching method, the use of interesting teaching methods to arouse the students' interest in learning, so that it maintains a strong desire to learn and a more sustained attention. The creation of the mathematical situation is precisely able to turn the teaching content into an image of abstraction, promote the synergistic effect of the various senses of students, stimulate the initiative and enthusiasm of students to learn. For this reason, our school lower grade math teachers set up a group, according to the actual situation of the school to determine the creation of context to improve the lower grades students' interest in learning mathematics research topics. I hope that through the study of this subject can improve the lower grades students' interest in learning mathematics with the help of context creation, thus greatly improving the efficiency of mathematics classroom teaching, and play a multiplier effect.

Second, the research value of the subject

1, through the study of the subject to improve the teaching behavior of teachers of mathematics in the lower grades, to improve students' interest in mathematics learning, so as to cultivate the habit of students to listen attentively and actively participate in the mathematical activities of the awareness of the students, to improve the efficiency of learning.

Updating the concept of education, improving the teaching mode of teachers, attracting students' attention to the key contents of math classroom teaching through the creation of situations, keeping students' attention in the learning activities for as long as possible, and gradually improving the phenomenon of inattentiveness of the lower grades students. Students can take the initiative in the creation of the situation, personalized learning, give full play to its subjective initiative, in the math classroom to independent development, improve learning efficiency.

2, through the subject of research to reduce the burden of lower grades students to provide protection.

Context creation in the lower grades to improve students' interest in mathematics learning and classroom learning efficiency at the same time, can effectively cut a part of the backward students, to help math teachers to reduce the workload of after-school tutoring, and further weakened because of the first and second grades do not leave homework to the lower section of the math teachers to bring the concern and pressure.

Through the school's teaching department to help struggling students measures table data statistics found that in the three semesters of the subject research, the lower grades students in mathematics at the end of the term compared with the same period of mid-term results improved, as shown in the following table:

Semester

Statistical time

Improvement rate/ %

Remarks

2006-2007 Second semester of the academic year

July 2007

51%

The semester before the establishment of the project

First semester of the academic year 2007-2008

January 2008

54%

First semester of the project

The second semester of the academic year 2007-2008<

July 2008

60%

The second semester of the subject study

The first semester of the 2008-2009 academic year

January 2009

75%

The third semester of the subject study

Remarks: (1) Improvement rate =

(2) Statistics Scope: Struggling students in the lower grades in the subject of mathematics

A portion of these students have significantly improved their math scores, stepping from backward students into the ranks of intermediate students or even superior students. For example, in the first semester of the 2008-2009 school year, Ni Yang in Grade 1 (1) scored 60 points in the midterm and 71 points in the final, an improvement of 11 points. In Grade 1 (2), Kong Zheng scored 67.5 in the midterm and 93 in the final, an improvement of 25.5 points; Li Jianing scored 65 in the midterm and 80 in the final, an improvement of 15 points. Yuan Dongjuan from Grade 2 (1) scored 58.5 in midterm and 84.5 in the final, an improvement of 26 points. Second grade (3) class Jing Xiaoyan midterm score of 54 points, the final grade of 78.5 points, an improvement of 24.5 points.

3, through the subject of research to lead teachers to actively participate in the practice, and gradually become a research-oriented teachers.

The exercise of training teachers through the subject of research, the formation of a group of teachers with a certain level of theoretical and mathematical teaching, scientific research ability, with scientific research to promote teaching and research, and constantly optimize the way of teaching, learning methods, and constantly improve their own teaching ability, accelerate the professional growth of teachers.

Three, the definition of the relevant concepts and theoretical basis

1, the definition of the concept

(1) situation: the dictionary explains that the situation, the situation. Situation refers to the situation of a specific occasion. In this topic, the situation refers to the emotion, the situation refers to the external teaching environment and teachers and students of the internal psychological activities of the integrated superposition, the situation is the role of the students, produce a certain emotion, interest in response to the learning environment.

(2) situational teaching: refers to the teaching process in the classroom teaching environment, the role of students and cause positive learning emotional response. Situational teaching is a breakthrough in teaching, students in the unconscious to achieve cognitive activities and emotional activities organic penetration and integration, so that students' emotions and interests are always in the best state, wholeheartedly devoted to learning, so as to ensure the effectiveness of teaching activities and predictability.

(3) interest: the dictionary explains as the preferred emotion, in the subject refers to the individual students in a certain learning environment to show a positive and active, relaxed and happy emotional state and consciously participate in the behavioral performance of learning activities.

2. Theoretical basis

(1) Constructivism theory

Constructivism believes that: learning is always connected with a certain social and cultural background, i.e., context, and learning in the actual context or in a near-actual context created through multimedia can effectively stimulate associations by using vivid, intuitive images and awaken the relevant knowledge, experience, or representation in the long-term memory. The learning context can effectively stimulate associations by using vivid and intuitive images to awaken relevant knowledge, experiences or representations in long-term memory, thus enabling learners to use their own original cognitive structure of the relevant knowledge and experience to assimilate and index the new knowledge currently being learned, and to give some meaning to the new knowledge; if the original knowledge and experience can not be assimilated to the new knowledge, it is necessary to cause a process of conformity, i.e., the original cognitive structure of the transformation and reorganization, in order to achieve mastery of the new knowledge. Therefore, the creation of real situations is more likely to stimulate the interest and motivation of learners, bring into play the subjective initiative of students, and lead to the independent exploration of knowledge, discovery, and active construction of the meaning of knowledge.

(2) Educational Psychology Theory

Psychology believes that all human activities are caused by motivation. Students learning mathematics is a conscious behavior, which needs to make students produce internal motivation, so as to achieve the purpose of students actively participate in teaching activities to acquire knowledge. Therefore, teachers must stimulate students' interest in learning, thus arousing students' motivation to learn.

(3) The relationship between people and the environment

Students' learning attitudes, learning methods and affective tendencies have a great deal to do with their cultural backgrounds and family environments, which is because people live in certain environments, and people are inseparable from their environments. Therefore, a democratic, harmonious, suitable for learning classroom atmosphere is more conducive to the active and lively, personalized development of students.

(4) "Mathematics Curriculum Standards"

"Mathematics Curriculum Standards" in the first paragraph proposed: mathematics teaching should be closely linked to the students' actual life, from the students' life experience and existing knowledge, to create valuable mathematical situations, stimulate students' interest in learning, so that students can learn mathematics in vivid and concrete situations.

Four, the expected goals of the research

Through the research of this topic hope to achieve the following goals:

1, improve teachers' classroom teaching behavior, improve teachers' ability to use contextual teaching.

2. To further stimulate students' interest in learning mathematics, cultivate the habit of listening attentively and the awareness of active participation in mathematical activities, so as to effectively improve the quality of mathematics classroom teaching at the lower levels.

Fifth, the content of the research

This topic focuses on how to create situations to stimulate students' interest in learning and improve the effectiveness of classroom teaching in the lower math classroom, and is divided into the following content to carry out practical research:

1, types of lower math classroom teaching situations;

2, the use of lower math classroom teaching situations;

3, the use of lower math classroom teaching situations;

4, the use of lower math classroom teaching situations;

5, the use of lower math classroom teaching situations;

6, the use of lower math classroom teaching situations. /p>

3, the lower grades of mathematics classroom teaching context creation principles.

Sixth, the method of research

1, literature method: the existing related research materials to study, combined with the actual situation of students in the lower grades of the school to develop a research program to guide the research.

2, action research method: this research is mainly action research, based on classroom teaching, relying on school-based teaching and research for practice and reflection, through the observation of mathematics classroom teaching in the lower grades, the summary of advanced experience and exchange of research.

3, case tracking method: for the same math class using practice - reflection - practice - reflection mode of analysis and discussion, in order to obtain rational understanding of the

4, comparative research method: the use of the model of the same lesson to study the same teaching content in different contexts presented in different groups play a role.

5, summary of experience method: the subject group of teachers while researching and summarizing the success of experience and measures in a timely manner, rising to the theory.

Seven, the implementation of the subject of research steps

January 2009 to March 2009 for the subject of the summary stage. January, we held a summary meeting of the subject group, the usual accumulation and the end of the summary of the exchanges, summarize, for the subject of the research of the final report to provide material. After February's collation and modification, in March, members of the subject group submitted excellent cases, teaching design, classroom recordings and other materials to enrich the subject research, by the subject group leader, Ms. Sun Dingfen, was responsible for writing the subject research report - "on the creation of situations to improve the interest of lower grades students in mathematics learning research final report", the entire subject group members Exchange, analysis, supplementation, continuous improvement, and ultimately release the results of the research, promote the application of the future teaching of mathematics in the lower grades.

Nine, the results of the subject research

1, the type of lower grades math classroom teaching context creation and its application in teaching

(1) create a life situation, so that students can experience that there is math everywhere in life.

The purpose of our context creation is to stimulate students' interest in learning, to motivate students to devote themselves to mathematical activities, and to promote students' active construction of knowledge. Then our context creation should be in line with the psychological characteristics of students, so that students are really interested. Psychological research shows that children are more interested in the life world they are familiar with, and if we can present this kind of life-based teaching situation in the classroom, we can draw the distance between mathematical knowledge and the students, and arouse the students' enthusiasm for learning.

Angles and right angles are closely related to real life, and there are angles on many objects in life. In the teaching of the first book of the second grade, "preliminary understanding of the angle" a lesson, the teacher arranged the teaching link: make full use of the textbook of the campus life scenarios for students to find the angle, with a familiar scene to feel the angle exists in our lives. Then fully explore the students familiar life materials to consolidate the knowledge of angles, in the initial perception of what is the basis of the angle, let the students say what objects in the life of the angle, guiding the students in the classroom to look for, outside the classroom to think about. And then, the teacher shows and introduces the angles on some objects that students have not thought of but originated from life and are familiar to them, to broaden students' horizons. This teaching clip is designed to explain to students the concept of math from life, which stimulates students' interest in exploring math.

Vivid life situations help students understand real-life math, feel the close connection between math and daily life, increase their affinity for math, and experience the joy of using math. Therefore, we need to understand the students' life, and be good at creating vivid and interesting situations based on the students' familiar and nearby topics and existing experiences.

(2) Create a visual context for students to talk and observe.

Lower grades students are mainly image-based thinking, abstract logical thinking ability is poor, they are more interested in concrete images, lively things. According to this characteristic of the lower grades students, in teaching, make full use of the teaching materials theme map, visual aids, animation, etc., to stimulate students' interest in learning, the abstract mathematical knowledge of the image of the concrete to the classroom, to guide them in the perceptual cognition based on the gradual establishment of the abstract mathematical concepts. For example, show the theme map, through the question to guide students to observe, think, answer: what is on the map, respectively, how many? What else do you know from the picture? Can you put forward a math problem? etc. Effective questioning in combination with diagrams or objects can stimulate students' desire for knowledge and make them actively participate in learning activities. However, it should be noted that in the process of guiding students to observe to penetrate the observation method, so that students do orderly observation, focused observation.

(3) Create a story situation to trigger students' attention.

Lower grades students are rich in imagination and are attracted to fairy tales. In teaching, teachers make the theme map in the textbook into a short story, or use the story to introduce teaching, so that students are immersed in it at the beginning; or use the story throughout the teaching, to create a strong classroom learning atmosphere.

In the teaching of the second book of Grade 1, comparing the size of numbers within 100, the theme picture of the two trays of eggs into a story: the moms of chickens in the Animal Kingdom are having a tense competition to see who can lay the most eggs in a month, let's go to take a look at it. The students were immediately interested and looked attentively at the wall chart that the teacher put on the blackboard. Then, the teacher introduced the students to the story by pretending to be the characters in it: please be the judge to compare which mother chicken lays the most eggs and why? After a few moments of discussion in two-person groups, everyone raised their hands to speak, not willing to show off, and soon mastered the method of comparing the size of two-digit numbers. Due to the problem of plot, mood, realistic, in line with the students' psychology, the students are interested in learning, learning efficiency. In this lesson, even a few students who are usually very active and can't always listen attentively are also actively participating, which shows the charm of the story to the lower grades students.

(4) Create a simulation of the situation, so that students are in the situation.

In the teaching, according to the teaching content to create lively and interesting activities, invite students to play the role of the situation, the situation vividly performed, not only can stimulate the students' interest in learning, but also can be very good to help students understand the content.

When teaching the first few of the first grade, first show the theme map to guide the students to observe, and then invite the students to simulate the scene in the picture queuing up to buy a ticket, so that the static picture vividly reproduced, arousing the students' memories of the past queuing up to arouse the students' interest in learning, so that the teaching can be carried out smoothly. In the teaching of the second grade book of mixed addition and subtraction, students are asked to simulate the bus stopping passengers get on and off the bus to understand the meaning of mixed addition and subtraction equation, for the future use of mixed addition and subtraction equation to solve the problem correctly to get ready. Students in the activities to learn knowledge, not only easy to learn, enjoyable, learning efficiency is greatly improved, over time, students will be more and more interested in learning math.

(5) Creating operational situations, let the students move.

For the image of the dominant lower grades students, the most profound experience than their own hands-on practice. Therefore, our teaching should allow students to do math, rather than listening to math with their ears. In addition, the hands-on operation is also easy to attract students' participation, so that students in the classroom to move their hands, better than the teacher's explanation over and over again.

In the teaching of the first book of the second grade, the preliminary understanding of the angle, the teacher designed a series of operational activities to stimulate students' interest in learning, and to guide students to explore independently, fully perceived. Activity 1: do a do - with two cardboard strips, a peg made of movable angle, pull back and forth, to find and perceive the size of the angle and the size of the two sides of the opening; Activity 2: fold a fold - with irregular pieces of paper folding angle, in comparison with each other to find and perceive The size of the angle has nothing to do with the length of the two sides; Activity 3: Draw a picture - first by the students to try to draw the angle, and then watch the whole process of drawing the angle with a ruler in the classroom, imitating the drawing of the angle, and initially learn to draw the angle with a ruler. Through a series of operational activities, mobilize students' hands, eyes, brain and other senses synergistically, active thinking, access to knowledge. This is not only conducive to students from the concrete image of thinking gradually to the abstract transition to logical thinking, but also conducive to students' understanding and mastery of knowledge, and then cultivate students' interest in learning mathematics, improve the ability to use knowledge.

(6) Create a game situation, let the learning life.

According to the psychological characteristics of the lower grades students' attention span is relatively short, the appropriate use of games in the second half of classroom teaching is conducive to stimulate the students' interest and enthusiasm for learning, and can effectively prevent the phenomenon of easy distraction in the later stages of classroom teaching, thus mobilizing the students' motivation to learn, mastery and consolidation of the knowledge they have learned. Teachers should design different games for different teaching content of each class.

Play to consolidate new knowledge. For example, the first grade of the first book of teaching to recognize objects and shapes, in the students know the rectangle, square, triangle, circle four kinds of plane shapes, in the consolidation of practice, the teacher designed a game to touch the object: to prepare an opaque pocket, put into the four kinds of plane shapes a number of different sizes. Activity 1: students touch a figure from the pocket to tell what shape; Activity 2: students are required to touch the prescribed figure. Students are very interested in this game activity, through the activities easily consolidate the mastery of the characteristics of various shapes. In addition, the teacher also created a number of interesting game activities: kitten fishing, picking apples, small animals across the river, birds home, find a friend, send a letter ...... in the lower grades of mathematics teaching in the game activities in the context of the students in the play in the middle school, learning to play, the students learn to learn interesting, learning to learn happily, learning to learn initiative, learning to learn profoundly.

Playing to improve ability. In the study of new knowledge after the practice of the introduction of competition, the use of children's psychological characteristics of the competition who counted the fastest, capture the red flag, relay races, math poker and a variety of small, easy-to-operate games to stimulate the students to do the practice problems of interest and enthusiasm. Students are eager and eager to participate in such competitions, and can consciously abide by the rules of the game, and strive to correctly and quickly complete the learning tasks in the game, improve the learning efficiency, so that the students' ability to calculate, observe, think and other aspects of the ability to be improved.

2, the principle of creating a situation in the lower grades math classroom teaching and considerations

(1) the situation should be created with relevance.

Each math class has a certain teaching goal and teaching content, context creation should be closely around the teaching goal, according to the teaching task and teaching content to create, select and choose. The ultimate goal of context creation is to serve the teaching objectives and students' mathematical learning. We advocate new and different, but not flashy; we advocate innovative teaching materials, but can not be detached from the textbook; we advocate a variety of forms, but not claptrap; we advocate rich and colorful, but can not be declared to take over the Lord. As a teaching strategy to create a situation is only a form of teaching and teaching, avoid creating a situation for the creation of the creation, play a role in the snake.

In the first book of the second grade in the teaching of two-digit plus two-digit addition, the textbook provides a visit to the museum of the theme of the map. Teachers use the story situation to introduce teaching: Today, the weather is sunny, the third elementary school second grade students in the playground lined up, ready to set off to visit the museum. Students, have you ever been to a museum? What's in the museum and is it interesting? The students talked a lot, and then, the teacher briefly introduced the museum, continue to ask: the second grade students also want to go to the museum, there are now two cars, which two classes can share a car? At this point, some students have not returned to the next question from their memories or reveries about the museum.

The teacher's question of what is in the museum, interesting and the introduction of the museum, the intention is to stimulate students' interest and expand their knowledge, I did not expect that the students' interest in staying in the museum, affecting the teaching of two-digit plus two-digit unprogressive addition. The purpose of the textbook to arrange this theme map is to feel that mathematics comes from life, can solve practical problems in life, and at the same time stimulate students' interest in learning. However, the teacher has expanded the content of the diagram too much, instead of leading students' interest to other places, which is not helpful to teaching and thus unsuccessful. Effective teaching context should be able to highlight the knowledge itself, promote students to think and understand the key points of knowledge. Context creation should be targeted.

If the class is designed in this way will be simple and clear, better serve the teaching: show the theme map, ask: what are on the map? What is said a thing? Students answer, the teacher summarizes: the third elementary school students in the second grade are ready to visit the museum, the school for them to prepare two buses, each bus is allowed to take 70 people. Continue to ask: What problems did they encounter? Can you help them solve it? Stimulate the students to help people's quality, into the two-digit plus two-digit unrounded addition learning.

(2) The creation of the situation should be interesting.

Lower grades students are young, intentional attention time is short, persistence is poor, often affecting the classroom learning effect. Therefore, no matter which method the teacher uses to create a situation, we should pay attention to reflect the fun of the situation. Through the interesting situation to increase students' interest in mathematics, thus generating the motivation to learn mathematics. Teachers should create a situation around the students, interested in, in line with the cognitive level of the examples, scenes.

(3) The creation of context should be consistent.

The context of each lesson can have more than one existence, but they should be coherent, for the same teaching objectives, which has a general contextual clues throughout. That is, to form a large context as a clue, stringing together the various aspects of the context of the complete classroom teaching situation.

For example, when teaching the knowledge of 0 and the addition and subtraction of 0, the introduction of a story context, the learning of new knowledge using intuitive context, consolidation of practice using a story context and game context, inviting the new teacher and new students to participate in the learning activities of the story context throughout. In this way, a lesson has a clear contextual clues, more conducive to students' math learning activities.

(4) The creation of context should be flexible.

Context creation is rich and diverse, context creation should have flexibility. If the teaching of the context of the formation of a fixed, single, procedural mode, over time, the students are bored, it is difficult to win their welcome and love, the context of the creation will lose the role of stimulating students' interest in learning. Creating situations can be based on different student objects, different textbook content, different teaching methods, different teaching processes to choose and organize different teaching situations. In this way, the student learning situation is vivid, is constantly developing and changing, the enthusiasm of students to learn will also be with the change of the situation and rising.

This puts higher demands on teachers, who need to constantly learn theoretical knowledge, advanced experience, study the materials in depth, understand the students, carefully design lesson plans, and constantly create and update their own teaching behavior. Let the students in a relaxed, pleasant environment, active learning, cultivate a correct learning attitude and good learning habits, so that the lower grades of mathematics teaching to achieve twice the result with half the effort.

X. Reflections on the research

In the one and a half years of research, we found that: the creation of the classroom situation, for students to open a window to learn mathematics. Lower grade math teaching through the context of creation, stimulate students' interest in math learning, students can take the initiative, enjoyable into the mathematical activities, experience the fun of mathematics, feel the value of mathematics. In the future, we will continue to strengthen the creation of teaching contexts and promote the results.

Context creation is a double-edged sword, the use of appropriate, will make the classroom teaching vibrant, improve classroom efficiency; improper use, will dilute the mathematical teaching activities, affecting the completion of the teaching objectives. As a teacher, should be in-depth study of teaching materials, research students, research themselves, according to their own teaching level and business ability, the psychological characteristics of students and the actual needs of the combination of teaching materials to create a reasonable and effective situation to be able to handle, to promote the effective learning of students.

Our research on the subject is not very perfect, only some of their own ideas and practices in math teaching, lack of sufficient theoretical guidance. The research reflection on the subject is biased in favor of perceptual experience, the content and structure of the study may have many unscientific and unreasonable places, the theoretical height of the research results is limited, the need to continue in-depth research and study in the future.