石惠临

摘  要：兴趣是学生主动学习的内驱力，是学习知识的向导，教学活动能否达到理想的效果，在很大程度上取决于是否能调动学生的学习兴趣，因此激发和培养学生的学习兴趣成为了数学教学的重要组成部分，历来为广大教师所重视。然而，反思数学课堂中的激趣现象，许多激趣的做法却并没有收到理想的教学效果，这说明教师还不能够适度把握“兴趣原则”，存在着偏差和误区。那么如何把好数学教学的“激趣关”呢？本文就针对激趣要追求方法的科学性，凸显学科的内在魅力性，重视知识构建的完整性，提高课堂教学的实效性等方面谈谈自己的看法。

关键词：激趣教学;兴趣原则;知识构建;实效性

【中图分类号】G622.0       【文献标识码】A       【文章编号】1005-8877（2021）13-0033-02

【Abstract】Interest is the driving force of students' active learning and the guide of learning knowledge. Whether teaching activities can achieve the ideal effect depends on whether students' interest in learning can be aroused to a great extent. Therefore，stimulating and cultivating students' interest in learning has become an important part of mathematics teaching，which has always been valued by the majority of teachers. However，reflecting on the phenomenon of arousing interest in mathematics classroom，many methods of arousing interest have not received the ideal teaching effect，which shows that teachers can not grasp the "interest principle" properly，and there are deviations and misunderstandings. So how to "stimulate interest" in mathematics teaching？ In this paper，we should pursue the scientific method，highlight the inherent charm of the subject，pay attention to the integrity of knowledge construction，and improve the effectiveness of classroom teaching.

【Keywords】Stimulating interest teaching;Interest principle;Knowledge construction;Effectiveness

1.“激趣”要追求方法的科学性。

数学是抽象性和概括性高度统一的学科，与小学生思维的形象性构成了矛盾冲突，学生在学习数学时极易产生枯燥乏味的感觉，兴趣是学生学好数学的润滑剂和催化剂，教师在教学中都重视采取形式多样的激趣方法：有讲故事、做游戏、设置悬念、走进生活、动手操作、运用现代化教学设备等等，但这些方法的使用不能忽视其科学性，要根据学生的年龄特征、认知特点，结合具体的教学内容选择适当的激趣方法。如讲故事法比较适合用于低年级的教学，而高年级学生的思维较成熟，一些小故事已满足不了他们的需要和好奇心，然而动手实践，设置悬念等方法更能激发他们的学习兴趣。……