First, be pragmatic and do a good job.
(1) We should seriously study the mathematics curriculum standards: understand the spirit of the curriculum standards and truly embody and implement the specific requirements of the curriculum standards in classroom teaching.
(2) Grasp the teaching of basic mathematics knowledge and skills firmly, and lay a necessary and solid foundation for students' learning and development. In daily teaching, we should set reasonable teaching objectives and requirements, teach every knowledge point accurately and solidly, and pay special attention to guiding students to experience the process of generation, formation and development of mathematical knowledge. Take the initiative to explore, think positively and get development.
(3) Strengthen the connection between mathematics teaching and daily life practice: We should actively create various situations, provide students with mathematical materials with "life prototype", let students experience the process of abstracting life experience into mathematical models and applications, and make students clear that mathematics comes from life and can serve real life.
(4) Strengthen the teaching of concept discrimination and quantitative relationship analysis: Concept teaching should strengthen the training of discrimination ability so that students can establish correct concepts. Analyzing the quantitative relationship is the basis and key to solve the problem. It is necessary to guide students to analyze the quantitative relationship according to the information provided by the topic, sort out the ins and outs of all kinds of information and answer correctly.
(5) Pay attention to practice design: through multi-level and multi-form necessary exercises, strive to ensure that students with learning difficulties can have a good job, and students with good academic performance can have enough to eat, further consolidating students' basic knowledge and skills. At the same time, we should pay attention to students' acquisition of some basic strategies, basic mathematical ideas and problem-solving methods, constantly improve students' comprehensive ability to use knowledge to solve problems, and cultivate students' flexibility in thinking.
(6) Improve students' reading ability and understanding ability: When asking questions to students in class, most students often get the answers to the questions, but it is difficult for them to do their own homework. The reason is simple: children can't understand the question or the meaning of the question. The independence of students in this class is relatively poor, and teachers and students are the main ones. Before doing the problem, I look at the model first, and then let individual students look at the problem. Then ask the students to find out: What are the known conditions in the topic? What's the problem? Knowing the relationship between conditions and questions will make it much easier for students to answer in real life.
Second, cultivate the best and make up the difference.
(1). Ideological training and making up for differences.
1. Do a good job in students' ideological work, often talk with students, care for them and love them, so that students can feel the teacher's attention to them and stimulate their enthusiasm for learning. Understand students' learning attitudes, habits and methods. So as to provide corresponding counseling according to the students' mentality.
2. Contact the parents of students regularly to learn about their family, life, thoughts and classes.
(2). Effective measures, training and making up the difference.
According to the quality of students, we should take corresponding measures to help them. The specific method is as follows:
1. In class, poor students perform on the blackboard, middle students correct, and top students solve problems.
2. When arranging seats, adhere to the principle of "deskmate" as a study pair. That is, "soldiers teach soldiers."
3. Classroom exercises are divided into three levels: the first level is "required questions"-basic questions, the second level is "multiple-choice questions"-medium questions, and the third level is "thinking questions"-extended questions. Meet the needs of students at different levels.
4. In the process of making up the difference, we should optimize the preparation of lessons, do a good job before class, and consolidate and cultivate the results after class. Cultivate the best and make up the difference, and try to "consume the least necessary time and energy". Only by preparing students, textbooks and exercises can we have a good class and ensure the effect of cultivating excellent students and helping the poor. We should compile exercises carefully and have four exercises teaching. Exercise design (or exercise selection) should have a gradient, closely follow the key points, difficulties, doubts and hot spots, face most students, conform to students' cognitive laws, help consolidate "double basics" and inspire students' thinking; Exercise evaluation should increase the degree of informatization, highlight key points, increase efforts, attract students' attention and help students learn to answer questions; Problem-solving exercises should be multi-angle, multi-solution, changeable and multi-solution, expand ideas, cultivate the flexibility of students' thinking, and cultivate the breadth and flexibility of students' thinking; Problem-solving training should pay attention to accuracy and choose typical questions with clever thinking, novelty, flexibility, representativeness and pertinence. Practice is not quantity but quality, and training should be diversified.
(3). Pay attention to the following points when training and making up the difference:
1, do not discriminate against students with learning difficulties, do not condone outstanding students, and treat them equally.
2. Make a study plan according to the actual situation of excellent and poor students. For example, excellent students can give them some difficult topics to practice, while students with learning difficulties can practice and explain the corresponding topics according to their own level, thus achieving the goal of step by step.
3, often contact with parents, mutual understanding of students at home and at school, * * * cooperate to promote students' homework, cultivate interest in learning, establish learning confidence.
4. Check and evaluate students' homework in time.
5. Conduct quizzes on what you have learned from time to time, and conduct random tests on what you have learned.
6. Pay attention to teaching methods. We should carefully study each class and study the teaching methods of different classes. In the above review class, we should network the knowledge and check the list to make the knowledge system easy for students to master; When talking about exercises, you should not only comment but also talk about the answers of representative students, and talk about the key points, difficulties, hot spots and test sites of knowledge. Realize the interaction between teachers and students, and greatly mobilize students' enthusiasm for learning. Improve the eugenic rate.