In the process of junior high school mathematics teaching, students often ask questions when they don't understand, but this phenomenon mostly happens when students encounter mathematical doubts. First of all, they don't look for answers by themselves, but directly find classmates or teachers to solve problems, thus reducing students' awareness of self-study and developing a dependence psychology in the process of learning mathematics. Therefore, first of all, we should constantly stimulate and strengthen students' awareness of self-study. In the process of mathematics teaching, teachers should prepare lessons, design the content in the classroom, and stimulate students' desire for self-study by attracting their attention. They hope to solve the problems raised by teachers and those they don't understand through self-study reading, or when students encounter problems, teachers should first praise the spirit of students' daring to ask questions, and at the same time encourage students to solve problems through self-study reading first, so as to cultivate students' self-study consciousness and continuously improve their self-study ability in the later learning process.
Second, cultivate students' good self-study habits.
In the long-term exam-oriented education, most junior high school students have developed the habit of attaching importance to homework rather than self-study, and attaching importance to doing problems rather than reading reflection, which seriously restricts the development of students' personality. Learning habits are the behavioral stereotypes of the learning subjects in learning activities. For junior high school students' mathematics learning, good study habits are the basis of forming self-study habits, which has an immeasurable positive effect on improving students' personal ability. For example, most students know that the quadratic equation ax2+qx+c=0 is the general form of a quadratic equation with one variable, but it is not necessarily clear that if ax2+qx+c=0 is the general form of a quadratic equation with one variable, the qualifier a≠0 should be added. The reason is that A, Q and C are also variables in the teacher's lecture. When a=0, the equation is not quadratic. So that students are only used to taking X and Y as variables and coefficients A, Q and C as constants. This way of thinking reflects that students lack self-thinking ability, rely too much on teachers' explanations, and fail to develop the good habit of self-study. At the same time, it also reflects that teachers only pay attention to imparting knowledge, but ignore the cultivation of students' ability and self-study habits. In order to cultivate students' good self-study habits and make them truly masters of learning, schools should create a learning environment suitable for students' self-study. At the same time, teachers should make plans to cultivate students' self-study habits and have implementation plans to cultivate students' self-study ability, which will provide a strong guarantee for guiding students' learning.
Third, cultivate students' reading ability.
1. Guide students to learn to read.
Reading is an important channel for people to acquire knowledge, and cultivating students' reading ability is the key to cultivate students' self-study ability. To guide students to read, we must first correctly read and understand theorems and conceptual expressions in mathematics. Only by improving reading ability can we deeply understand these connotations. We can guide students to intensive reading and analyze the connotation and extension of definitions, axioms or formulas. For example, students generally know the definition of the degree theorem of the central angle, the angle of the vertex inside the circle, the circumferential angle, the tangent angle (special circumferential angle) and the angle of the vertex outside the circle, but they are not clear about their relationship. At this time, teachers should guide students and let them learn how to analyze problems. Secondly, according to different learning contents, give specific reading methods guidance, draw up a reading guidance outline, and cultivate students' thinking ability and innovative spirit. For example, reading math extracurricular books with the method of "reading, thinking and practicing", learning parallelogram with the exploratory reading method of "comparing, guessing and verifying", or guiding students to learn cube roots and fractions with the reading method of "analogy". Finally, students should think and take notes while reading, and study math textbooks while reading, instead of skimming.
2. Cultivate students' interest in reading
Nowadays, many junior high school students don't like extracurricular reading, especially extracurricular reading related to mathematics, which leads to many students' lack of consciousness in the process of learning mathematics and their inability to understand or master the basic knowledge of mathematics. Interest is the best teacher, so teachers should adopt various methods to cultivate students' interest in learning in math class. In the new era, we can use multimedia to carry out video teaching, show students beautiful pictures about the teaching content, and attract students to study mathematics knowledge seriously. In addition, various activities can be organized in the classroom to enhance the classroom vitality and improve the teaching atmosphere. Only by improving students' interest in learning can we better cultivate students' self-study ability.
Fourth, build a platform for students' autonomous learning.
In order to better enable students to learn independently, we should strive to create time and space for students to learn independently, create a good platform for students to explore independently and cooperate with each other in practice, so as to cultivate students' initiative, initiative and independence in learning mathematics. This will help students actively explore and gain some experience in mathematics activities, and at the same time help students master basic knowledge and skills, improve their ability to analyze and solve problems, and promote the improvement of self-study ability.
Fifth, improve students' self-thinking ability.
Junior high school students should think about themselves when learning mathematics. Thinking is the driving force of cognition, which is transformed into the cognitive structure of the cognitive through the thinking processing of the learning subject. In the teaching process, teachers should guide students to observe and practice more, grasp the similarities and differences, intercommunication and contradiction between knowledge, and choose reasonable thinking methods to understand what they have learned. Only when students study in such an environment can they think independently, deeply understand mathematical knowledge, experience the skills and methods of thinking, improve their thinking level and recognize the essence of mathematical learning. For example, after the math class, the teacher can let the students analyze the exercises and think, analyze and summarize at the same time. Because math problems are generally solved by one problem, when students form the habit of serious thinking, they will form the study habit of independent thinking and active exploration, thus continuously improving students' self-study ability. In addition, to improve students' thinking ability, it is necessary to reflect on what they have learned regularly, and to reproduce, sort out, deepen and refine what they have learned. Teachers can use the three-step method of "demonstration-practice-correction" to guide students' reflection, which can improve students' flexibility, divergence and creativity and further improve their self-learning ability.
Sixth, let students master learning methods effectively.
Teaching method is to teach students how to learn and solve the problem of whether students can learn. Strengthening mathematics learning methods is the fundamental way to improve mathematics performance. Learning method is a powerful tool to complete learning, which plays a guiding, selecting, motivating and adjusting role in learning activities. Mathematics learning methods include reading textbook knowledge, practical knowledge, and summarizing knowledge points. Using scientific methods to improve students' autonomous learning ability is the key to solving mathematical problems. Only by mastering learning methods can students improve their autonomous learning ability.
1. Preview before class
Before the beginning of mathematics classroom teaching, teachers should encourage students to preview, which is an important method to cultivate students' mathematics self-study ability. When you preview, you should understand the difficulties and difficulties of this course and the connection with what you have learned before. When previewing, we should think with questions, boldly question textbook knowledge, and explore knowledge in many ways according to our own knowledge and experience to improve our ability to ask and solve problems.
2. Teachers guide in the classroom
The psychological quality of adolescent junior high school students is not mature enough, so the guidance of teachers in junior high school mathematics teaching is particularly important. Teachers should guide students to ponder and think repeatedly, and use relevant understanding knowledge to analyze topics; Guide students to know the symbols and languages in mathematics knowledge, remind students to mark the key and difficult points in mathematics when they study by themselves, and understand the meaning of mathematics knowledge; Guide students to carry out all-round math exercises, help students improve their thinking methods and break through math difficulties. Without the guidance of teachers, students will lose their learning direction and purpose in the process of learning mathematics, and students will be unwilling to study because of this. However, through the guidance of teachers, students should be able to improve their learning interest and correct their learning attitude, motivation and will. The most important thing is to stimulate their learning motivation and correct their learning attitude. Therefore, in teaching, we should gradually guide students, help them deal with the relationship between learning and success, and promote students' awareness and ability of autonomous learning.
3. Establish a study group
Because most junior high school students' self-study ability is low, they rely on the teacher's explanation in class to a great extent in the process of mathematics learning, and junior high school students often have a phenomenon that they don't understand mathematics knowledge deeply enough when learning mathematics. The teacher can understand after explaining, but he can't say it when explaining the internal principle. In order to solve the problem of students' poor understanding of knowledge, teachers can set up study groups, check and accept homework in groups, and give quantitative evaluation, so as to stimulate students' enthusiasm for learning by using their sense of competition and collective honor. In this way, students can consciously learn to improve their level, improve their interest in learning through the interaction between students and teachers, and learn self-discipline in interaction. Therefore, it is of great significance to improve junior high school students' autonomous learning ability by establishing study groups.
Seven, combined with practice, improve students' self-study ability.
Mathematics comes from life and serves life. There are many mathematical phenomena in real life, and the knowledge in mathematics textbooks is more logical than that in real life, but junior high school students often seem vague and difficult to understand. Therefore, teachers should link textbook knowledge with real life in the teaching process, such as "steel output" and "grain output" in textbooks, and "preparation of caustic soda solution" and "preparation of pesticides". Changing nouns in this way can not only make students better understand the content, but also make life into mathematics classroom, make mathematics classroom more practical and deepen students' interest in learning. After connecting mathematics teaching with real life, students will unconsciously connect it with the mathematics knowledge they have learned when they encounter various situations related to mathematics in their lives, stimulate students' learning motivation and develop their potential in the process of connection, and then strengthen students' mathematics ability in continuous independent learning.