How to improve the teaching quality of 1 junior high school mathematics
Improve students' mathematical quality and master mathematical thinking methods.
Mathematical method is a means and tool to solve mathematical problems, and mathematical thought is the essence of mathematics. Only by mastering mathematical thinking method can we really master mathematics, so mathematical thinking method is also one of the basic qualities that students must have. There are many mathematical thinking methods in the current textbooks. In teaching, we should explore the mathematical thinking method reflected by the basic knowledge of mathematics, design the goal of mathematical thinking method, penetrate it in time, combine the teaching content with repeated reinforcement, summarize it in time, arm students with mathematical thinking method, and make them truly masters of mathematics.
The Mathematics Curriculum Standard for Compulsory Education points out that teachers should stimulate students' enthusiasm for learning, provide students with opportunities to fully engage in mathematics activities, and help them truly understand and master basic mathematics knowledge and skills, mathematics ideas and methods in the process of independent exploration and cooperation, so as to gain rich experience in mathematics activities. Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning. The thinking methods of junior high school mathematics mainly include: combination of numbers and shapes, classified discussion, reduction, transformation, induction, analogy, function, equation and function. To improve students' mathematical quality and guide students to learn mathematical methods, it is undoubtedly necessary to guide students to master and master mathematical thinking methods.
Cultivate students' interest in learning mathematics in teaching
Cultivate students' ability to sort out, summarize and summarize knowledge by induction. It is an important way for students to dare to innovate and cooperate. Inducing this method is convenient for students to feel the happiness of success. Teachers can combine teaching content with some knowledge closely related to real life to cultivate students' practical ability, independent exploration ability and cooperative communication ability.
Using "questions" can stimulate students' interest in learning and make them feel that they have applied what they have learned. Mathematics comes from practice, which in turn acts on practice. As long as we pay attention to creating suitable situations in the teaching process and visualize and concretize abstract questions, students' learning will continue to generate interest from the outside to the inside, from the superficial to the deep, from the perceptual to the rational. Some practical problems related to mathematics content are arranged, which can not only expand the knowledge, but also enhance the practicability of the teaching materials.
Use "thinking" to develop students' thinking and cultivate students' interest in learning.
By using "inquiry", students can introduce new knowledge through old knowledge and cultivate their ability to explore knowledge, so as to further improve their innovation ability, stimulate their interest in learning and cultivate their thinking ability and spatial concept, which is conducive to comprehensively improving their mathematical quality and embodies the requirements of curriculum standards.
2 How to improve the quality of junior high school mathematics classroom teaching
Intensive reading and more practice can improve the effect of classroom teaching. Strengthening teaching requires teachers to prepare well before class and read and study carefully. Grasp the key points of the textbook, explain the knowledge clearly and thoroughly, and practice on this basis. Making full use of forty minutes in class can not only reduce students' burden, but also arouse their enthusiasm for learning.
Teaching at different levels and cultivating "excellent" to "underachievers" In junior high school, each student's intelligence, physical and mental development and knowledge needs are different, so teachers need to "teach students in accordance with their aptitude". In my opinion, the key to improving the quality of mathematics teaching and students' quality within 40 minutes is to work hard on teaching students in accordance with their aptitude. Teachers should respect each student's different knowledge needs, whether it is questioning in class or tutoring after class, it should be reflected in efforts to cultivate "excellent" into "underachievers", fully guide students, bring underachievers closer to a good direction, develop good students to a higher level, encourage personality development, and strive to improve the quality of each student in class.
Configure exercises in time. When assigning exercises, we should fully consider the coordination between them and the corresponding content, not only to ensure that the assigned exercises help students consolidate and understand what they have learned, but also to avoid the knowledge involved in the assigned exercises exceeding the corresponding content requirements of students. Choose familiar and interesting practice materials from them. Let them feel that mathematics is around, so it is easy to stimulate their interest in solving math exercises.
Evaluate homework in time. Homework evaluation is an important means of classroom teaching feedback and an important link to improve the quality of classroom teaching. Homework evaluation should be timely. As the saying goes: strike while the iron is hot. Timely comments can help students correct their mistakes immediately, rethink on the basis of their own homework, find their own mistakes and bad thinking habits and methods, and better grasp the accuracy of knowledge. Therefore, when correcting homework, we should fully mobilize students' enthusiasm, not just give correct answers mechanically, but pay attention to teaching students how to solve problems. Controversial issues can be discussed by students and expressed by teachers.
3 How to improve the quality of junior high school mathematics teaching
The combination of theory and practice
Just as "practice is the basis of theory, and theory is the sublimation of practice", every theory is a conclusion drawn through countless times of practice, and so is junior high school mathematics teaching. Practice can make it easier for students to understand mathematical problems and then solve them in various ways. In view of this, in mathematics teaching, teachers should create more practical opportunities for students to understand the theory from practice and apply it to real life.
In textbooks, every formula and every theory is the conclusion of repeated analysis by scientists. In the new teaching, teachers can let students analyze and draw corresponding conclusions by themselves, and then demonstrate and summarize the calculation process of formulas and theories. For example, when explaining "geometric problems", teachers can let students draw with tools such as rulers, compasses, scales, triangular rulers and protractors. And let the students calculate the perimeter, area and volume of the drawing by themselves, and then the teacher can use the concrete model to teach. Through the explanation of specific models, students can understand the parallel and vertical relationship between straight lines and planes in space, and learn to calculate the volume of objects by using unfolded diagrams. Only when students draw by themselves can they truly understand the characteristics of each geometric figure, which is easier for students to understand than when teachers draw and explain in class alone, and also allows students to participate in the class, which not only cultivates students' hands-on ability and observation ability, but also cultivates students' geometric space ability and abstract analysis ability.
Modernization of teaching means
Compared with the conventional teaching method, modern teaching method has its unique advantages: it is beneficial to concentrate students' attention, make students form distinct appearances, inspire students' thinking, improve teachers' ability to control the classroom and expand the amount of information, thus greatly improving classroom efficiency. In teaching, teachers should make full use of these advantages and reasonably choose teaching media according to the teaching content, so that students can better understand and master mathematics knowledge in intuitive teaching.
For example, geometry is an important part of junior high school mathematics. Although students have accumulated some perceptual experience in life, the concept of space is very abstract and difficult for students to understand. In order to make students understand these abstract mathematical knowledge and concepts and quickly grasp the essence of the problem, we can use multimedia to design graphics, turn abstraction into concreteness, and make some parts of the graphics flash, thus strengthening students' visual effects and increasing the stimulation of signals to students' minds. This is intuitive, which can not only explain the problem clearly, but also improve students' interest in learning, help to cultivate students' ability to deal with problems from the perspective of sports and improve teaching quality.
4 How to improve the quality of junior high school mathematics teaching
Pay attention to the cultivation of mathematics literacy and improve teaching quality
1. It is difficult to ask questions in class, and "excellent and poor" complement each other.
When asking questions in classroom teaching, teachers should first ask outstanding students some difficult and important questions, so that they can explain the steps and processes of doing the questions in detail and deepen their understanding. As for the easier knowledge points, leave them to poor students, encourage them to answer, ask more why, let them answer, and give excellent students room for further thinking, so that the advantages complement each other and the combination of difficulty and difficulty can well mobilize the enthusiasm of students.
2. Timely praise and encouragement make the classroom full of vitality.
In teaching, teachers should look for the "bright spot" of each student, encourage more, praise more and criticize less, so that students can have positive learning emotions. Teachers should use body language to motivate students, let students know that teachers have been caring about him and encouraging him.
3. Combine classroom teaching with real life.
We should realize that classroom teaching is not simple and empty, nor divorced from real life. It serves real life and even future work, and lays a solid foundation for real life. It is necessary to guide students to understand that mathematics is the pleasure of "coming from life and going to life".
Give full play to students' main role and guide them to actively participate in the teaching process.
Because the essence of mathematics teaching is the development of mathematical thinking activities, students' main activity in mathematics classroom is to participate in mathematical thinking activities through brain, hand and mouth. We should not only encourage students to participate, but also guide students to take the initiative to participate, so that students' subjectivity can be fully exerted and developed. Only in this way can the openness of mathematical activities be continuously improved. This requires us to create good conditions for students to actively participate in the teaching process and provide sufficient opportunities for participation. Pay attention to the following points: 1. Cleverly create interesting situations to stimulate students' interest in learning. Teaching practice has proved that carefully creating various teaching situations can stimulate students' learning motivation and curiosity, cultivate students' thirst for knowledge, mobilize students' enthusiasm and initiative in learning, guide students to form a good consciousness tendency, and urge students to actively participate. 2. Use inquiry teaching to make students actively participate.
In teaching, under the premise of teacher-oriented, students are the subject of inquiry, and according to the learning materials provided by textbooks, inquiry activities are carried out with the whole process of knowledge occurrence, formation and development. Teachers should strive to guide students to think more and think more, so that students can learn to find, ask, analyze and solve problems. Only in this way can students taste the fun of their own discovery and stimulate their strong thirst for knowledge and creativity. Only in this way can students' active participation be truly realized. 3. Use variant teaching to ensure their enthusiasm for continuous participation in teaching activities. Variant teaching is a kind of teaching design method that transforms theorems and propositions in mathematics from different angles, levels, situations and backgrounds to reveal the essential characteristics of problems and the internal relations between different knowledge points. Through variant teaching, multi-purpose and multi-topic reorganization, it often gives people a sense of freshness, arouses students' curiosity and thirst for knowledge, urges them to take the initiative to participate, and maintains their interest and enthusiasm in participating in the teaching process.
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