In teaching, we should proceed from students' reality and adopt the method of "low starting point, small gradient, multi-training and hierarchical" to decompose the teaching objectives into several progressive levels and implement them step by step. In terms of speed, speed up the teaching rhythm moderately to adapt to the fast-paced teaching of junior high school mathematics; In the introduction of knowledge, most of them are examples, which are known; In the implementation of knowledge, first implement the "dead" teaching materials, and then flexibly expand the use of living teaching materials; In the explanation of difficult knowledge, starting from the reality of students' understanding and mastery, the teaching materials are treated at necessary levels and knowledge is paved, and the main points of knowledge understanding and application are summarized and illustrated with examples.
(2) Attach importance to the connection and difference between old and new knowledge, and establish a knowledge network.
There are many common knowledge points in mathematics in primary and secondary schools, such as rational numbers and triangles. In junior high school, some have deepened, some have expanded the scope of research, and some conclusions that are established in primary schools may not be established in junior high schools. Therefore, when our primary school teachers teach new knowledge, don't talk too hard about the content, which can moderately explain that these contents have changed when they are studying in junior high school.
(3) Pay attention to cultivating students' good habits of self-reflection and self-summary and improve their learning consciousness.
The generality of primary school mathematics is not as strong as that of junior high school mathematics, and the topics are flexible and changeable. It is not enough to understand them only in class. Therefore, in teaching, I ask students to sum up carefully and have the ability of self-reflection and self-summary. At the end of the unit, help students summarize their chapters; After solving problems, actively guide students to reflect: think about the ideas and steps of solving problems, think about multiple solutions to one problem and changeable problems, especially using equations to solve them. Students can cultivate the habit of self-reflection and self-summary, expand the application scope of knowledge and methods, and improve learning efficiency.