Setting the teaching goal of junior high school mathematics
Pay attention to the guiding role of teaching objectives
The setting of teaching objectives is to guide classroom teaching and point out the specific direction. After confirmation, classroom teaching should be closely linked with teaching objectives, and the phenomenon of "diametrically opposed" between teaching activities and teaching objectives should be resolutely put an end to.
The setting of teaching objectives should also pay attention to operability, and whether and to what extent the objectives are achieved can be measured. The expression should be specific and clear, the key points should be clear, the words should not be too abstract, and the central goal or too many target items should not be highlighted. In the expression of goals, we should also refine the strategies to achieve them as much as possible and guide teachers to implement every specific link in classroom teaching.
Skills of Setting Mathematics Teaching Objectives in Junior Middle School
Learn the expression method that the author uses emotion to run through the whole text and realize the effect of this expression.
Reflection: "Understanding" and "experiencing" are implicit behavioral verbs, and their expressions are rather vague. This goal is too abstract and general, and it is almost omnipotent in reading teaching. Everyone can say "read the text with emotion, grasp the content of the text and understand the author's thoughts and feelings".
In addition, similar goals include "cultivating students' observation and imagination", "cultivating students' awareness and ability of cooperative learning" and "cultivating students' ability to actively express their personal feelings". Obviously, this universal, general and non-hierarchical teaching goal can neither reflect the nature and characteristics of Chinese subject nor improve students' Chinese literacy and ability. The general teaching goal setting will inevitably lead to the teacher saying where to go, simple repetition, the teaching efficiency will naturally not be high, and the classroom teaching effect will not be ideal.
Ending skills of junior high school mathematics teaching
Return the right to make a concluding speech to the students.
Many teachers can consciously sum up the classroom and sort out a clear knowledge network for students' learning, which is beyond reproach in traditional teaching, but today, ten years after the implementation of the new curriculum standard, this cramming teaching method is biased. As we all know, the implementation of mathematics curriculum mainly includes "teaching" and "learning", and "learning" is the main aspect. The purpose of "teaching" is to let students "learn" better. Highlighting students' subjectivity is the core of mathematics teaching. In order to improve students' generalization ability and reflect students' subjective spirit, teachers should not fry what they have just taught again, but should give students the right to sum up their learning gains according to what they have taught in class and their own income. The teacher's task is to organize and guide students to complete and perfect such a summary. Of course, students will inevitably forget or make some mistakes in summing up, but this is a good time to test the effect of teaching and learning. Usually, I often ask students to learn to summarize, and he can basically say it completely if you say a few words. If there are still incomplete places, the teacher can supplement them appropriately.
For example, after studying the fractional order equation (same as above, Chapter 16 of the second volume of Grade 8), some students said, "To solve the fractional order equation, it is usually necessary to turn it into an integral equation. The solution of this integral equation is not necessarily the solution of the original fractional equation, only those that make the denominator of the original fractional equation not equal to 0 are the solutions of the original fractional equation. " Some students said: both sides of the equation should be multiplied by an algebraic expression, which should be the common multiple of all denominators. "Some students said," The solution of fractional equation must be tested. As long as the solution of the whole equation is tested so that the simplest common denominator is 0, we can know whether it is the solution of the original fractional equation. "Although the students' summary is not comprehensive, they can remember these main contents. This is much better than the teacher's lecture.
Give students the task of exploring the end.
There are many ways to end, and most teachers will use summary. Sometimes, I will change my course and adopt an inquiry ending. The so-called inquiry ending means that at the end of the class, I intentionally leave the content to be talked about in the next class with examples for students to explore and discuss. This not only reflects the connection between old and new knowledge, but also leaves a problem, which stimulates students' interest in learning. Because interest is an inexhaustible motive force for students to learn. Mr. Lv Shuxiang said, "Teachers train students mainly by teaching them to use their brains. This is fundamental, and this is the most precious gift that teachers give to students. " Bruner said: "All people have a natural curiosity and need. When this curiosity is stimulated, it will generate strong motivation."
For example, at the end of the lesson "Power of Product" (ibid., see Chapter 15 "Algebraic Algebraic Multiplication" in the first volume of the eighth grade of mathematics), I arranged such a problem: the speed of light is about 3 × 105 km/s, and the time required for sunlight to reach the earth is about 5×102 s. You know that the distance between the earth and the sun is. In fact, this problem is the first example of the next class "Multiplication of Algebraic Expressions". Here, not only the knowledge of multiplication is used, but also the new knowledge of algebraic expression on multiplication is used. Although it is not difficult, it leaves opportunities for students to explore and innovate.
Skills of Setting Mathematics Teaching Objectives in Junior Middle School
Clear teaching objectives and optimize teachers' teaching skills
At present, simply completing the teaching task is no longer the teaching goal of junior high school mathematics, but our current teaching goal is to complete the teaching task according to the task, nature and curriculum goal of national education, combined with the age characteristics of middle school students and the characteristics of mathematics subjects, which requires us to pay more attention to the educational task of cultivating students' ability, imparting knowledge and personality quality. In particular, the current junior high school mathematics education clearly puts forward the teaching objectives of "forming the consciousness of using mathematics" and "solving problems by using what you have learned"
As a math teacher, we must make clear the teaching objectives, carry out targeted teaching work on the premise of closely surrounding the teaching objectives, and set the objectives on the basis of considering students' emotions, cognition and other aspects. Emotional development includes cultivating students' interest in math activity classes, cultivating good study habits and improving students' initiative and enthusiasm in participating in activities. Cognitive development is mainly to guide students to discover or verify mathematical conclusions, so as to help students gain relevant perceptual experience. Therefore, we must grasp the goal of mathematics teaching comprehensively and profoundly, and constantly pay attention to optimizing teaching environment and improving teaching methods in the teaching process to ensure the high-quality completion of teaching tasks.
Perfecting teaching skills and establishing students' goal consciousness
For a long time, there is a very serious problem in classroom teaching in many schools, that is, only paying attention to "teaching" and "learning" between teachers and students, while ignoring the communication and learning between students. Therefore, only by leaving more space for students to study, think and discuss independently in class can they participate in the teaching process faster and better. In teaching, we should actively guide students to explore and think about the whole process of the occurrence, formation and development of the knowledge they have learned. Stimulate students' initiative to find and ask questions, and gradually cultivate students' ability to analyze and solve problems, thus stimulating students' strong creative desire and thirst for knowledge.
It is necessary to establish students' sense of purpose. Only when students have goals can they stimulate their enthusiasm for learning and their consciousness of receiving education. Correct and clear learning purpose is a necessary condition for the formation and improvement of students' learning motivation. Only when students clearly realize that current study is an indispensable preparation for future survival and integration into society, and that current study will be closely related to future work and survival, can they set noble and ambitious learning goals and generate strong and lasting learning enthusiasm.
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