Mathematics teaching is based on the content of teaching materials, which cultivates students' mathematical thinking and strengthens students' problem-solving ability. Problem solving is the ability of students to solve problems on their own on the basis of having enough mathematical knowledge, which involves a wide range, not just the solution of mathematical problems. However, in the past junior high school teaching, students' own ability was bound and their mathematical thinking was not well cultivated because of outdated concepts. Therefore, the author thinks that teachers should absorb advanced teaching concepts and pay attention to improving students' problem-solving ability.
Junior high school mathematics, problem-solving ability, improvement
Judging from previous teaching cases, teaching methods are the main factors that restrict students' ability to solve problems. Because teachers use too many "indoctrination" teaching methods, they do not give students the opportunity to exercise themselves, which affects the formation of problem-solving ability. Therefore, teachers should give students enough classroom freedom and cultivate their autonomy. In addition, teachers should also cultivate students to establish systematic problem-solving ideas and form unique mathematical thinking. In this process, the preparation before class and the teacher's guidance to students are also very important. The author will analyze it in detail below.
First, give students freedom in class and cultivate their autonomy.
In traditional mathematics teaching, teachers are used to "instilling" students, and the frequency of interaction with students is not high, which inhibits students' enthusiasm for learning. Therefore, teachers should improve the current teaching mode and stimulate students' enthusiasm.
First of all, in math class, teachers should give students some freedom and create a suitable learning environment for them. Improving students' problem-solving ability requires students to have sufficient freedom and space for self-thinking. A good teaching environment can stimulate students' learning enthusiasm and gain strong learning initiative. Driven by this learning motivation, students' problem-solving ability will be improved to some extent.
Secondly, teachers should also create a suitable platform for students to show their problem-solving ability. For example, in the process of learning quadratic function, the teacher can briefly introduce the main points of knowledge, and then give the learning task to the students. In the process of exploring the content of teaching materials, students should exercise their personal thinking and enhance their ability to solve problems. In this process, students themselves are a key factor. The topic set by the teacher should conform to the knowledge points in the quadratic function, and the difficulty of the topic should be moderate, which can not only achieve the purpose of training students' thinking, but also be too difficult or too simple to affect the teaching effect.
Finally, in the process of teachers giving students classroom freedom, we should pay attention to protecting students' emotions and maintaining certain classroom order. Junior high school students are immature, and it is easy to control their emotions in the process of autonomous learning and discussion. Once the students' emotions are out of control, it will disturb the classroom order and affect the teaching effect. In addition, teachers should also protect students' learning enthusiasm, and should not excessively pursue good classroom order and restrain students' enthusiasm.
Second, student-oriented, the introduction of mathematical ideas in teaching
In the traditional teaching mode, the teacher has always been the leader of the classroom and determines the direction of the classroom. Teachers have certain advantages in leading the classroom. First, experienced teachers can help students avoid detours and master the main points of knowledge as soon as possible. Secondly, under the guidance of teachers, students can speed up the teaching progress.
However, the shortcomings of teachers as classroom leaders are also very obvious. Because of the uniqueness of teaching, teacher's leading will make students' thinking procedural, which is not conducive to the formation of flexible mathematical thinking, which is the main reason that affects students' problem-solving ability. Therefore, in order to form students' flexible mathematical thinking and improve the classroom efficiency of mathematics teaching, it is necessary to improve the existing teaching methods to some extent.
First of all, take students as the leading factor. The purpose of this improvement is to give students a certain degree of autonomy in the classroom and give them the right to choose learning methods. In this new way, students can learn with their favorite and efficient learning methods, which not only frees students from bondage, but also increases the vitality of the classroom. However, students' learning methods should be approved by teachers, and this autonomy is bound to some extent.
Secondly, teachers can introduce certain mathematical ideas into the teaching process. For example, in the process of learning quadratic function and training students' problem-solving ability, teachers can try to introduce the problem-solving thinking of "combination of numbers and shapes". The so-called combination of numbers and shapes is to transform abstract functional content into intuitive graphic language. The combination of numbers and shapes turns abstraction into concreteness, which relieves the pressure of students in the process of solving problems and helps students understand functions. In function teaching, teachers should cultivate students' habit of drawing more and knowing how to draw, which can greatly improve students' learning efficiency and improve the effect of function teaching.
Third, fully prepare before class and provide guidance for students in time.
In the process of improving the teaching mode, the direction of the classroom is uncertain because teachers give students some freedom. If teachers want to control the classroom, they need to be prepared before class, not only to have a good grasp of the classroom content, but also to be prepared to respond to students' questions and guidance.
But in order to cultivate students' problem-solving ability, teachers can't directly instill answers into students, and teachers must find ways. On the premise of ensuring students' independent thinking, teachers should reasonably guide students and solve problems through their own efforts. For students, this method is more conducive to the cultivation of problem-solving ability. In addition, while the teacher is preparing before class, the students should also prepare well. When students have a certain understanding of the content of the textbook, the preparations made by the teacher will be useful. Good problem-solving ability needs the cultivation of teachers and the efforts of students themselves.
Four. conclusion
Improving the ability to solve problems is the main purpose of junior high school mathematics teaching, and teachers should pay enough attention to it. In my opinion, teachers should start with students' autonomy and take this as a starting point to improve students' problem-solving ability. In addition, teachers should help students to establish systematic problem-solving methods and form their own mathematical thinking, which can help students systematically summarize the questions. Finally, teachers should also make preparations before class, foresee the difficulties that students will encounter and make solutions. Teachers should pay attention to protecting students' emotions when guiding them.