How to have a good math class is very familiar to every math teacher. However, how to teach each math class well, so that students can master knowledge to the maximum extent in class and improve their math scores really requires our careful design, not only to improve the content, but also to stimulate students' interest in learning, learning * * * and so on. Through my years of continuous teaching practice, I have the following feelings.

First, teaching is an art, and preparing lessons well is the basic condition for doing a good job in art.

An unarmed soldier can only surrender when he goes to the battlefield; Teachers who are not fully prepared to go to the podium are at best "talking nonsense", far from the ability to control the classroom. So, what is a lesson?

1. Prepare a starting point.

The so-called starting point is the growth point of new knowledge on the basis of original knowledge. A suitable starting point is conducive to promoting knowledge transfer and enabling students to learn and be willing to learn. The starting point is too low, students are not interested and unwilling to learn; The starting point is too high for students to understand and learn.

2. Be prepared for the key points.

Emphasis is often the starting point and main part of new knowledge. Give prominence to the key points when preparing lessons. In a class, first of all, we should ensure that the key contents are focused in time, closely focus on the key points, and take this as the center, supplemented by knowledge and practice, to guide and inspire students to strengthen their understanding of the key contents, so that the whole class has a soul.

3. Be prepared for difficulties.

The so-called difficulty is the knowledge point that most students in mathematics can't understand and master. Difficulties and priorities sometimes coincide. When preparing lessons, it should be determined according to the breadth and depth of the teaching materials and the students' foundation. We must pay attention to analysis, study carefully, grasp the key points and break through the difficulties.

4. Prepare to cross the intersection.

That is, the connection point between old and new knowledge. Mathematics knowledge itself is very systematic, and chapters, examples and exercises are closely related. Only by truly understanding the intersection of old and new knowledge can we integrate knowledge, communicate the vertical and horizontal links between knowledge, form a knowledge network, and let students draw inferences and use knowledge flexibly.

5. Be prepared for doubt.

It is that students are easy to mix and make mistakes. When preparing lessons, we should combine the students' basic and practical ability, find out the doubts and make full preparations.

Second, teachers should give full play to students' initiative, enthusiasm and creativity according to their characteristics, create the best educational methods and methods, overcome their own shortcomings and educate students to develop in the best direction. Do not choose students who are suitable for education, but create education suitable for students' optimal development.

1. Understand students and analyze students.

Teachers should analyze students' living habits, family natural conditions, learning attitude, learning ability, personality, friends and hobbies, physical condition, etc. , so as to comprehensively and objectively understand students and know them. And through observation and understanding, careful analysis and comparison, summed up the students' personality characteristics, learning characteristics and behavior habits. This is the starting point of creating an education suitable for students' optimal development.

2. Find the problem and master the excitement.

Through the understanding and analysis of students, teachers can find problems and grasp the staged and temporary physiological and psychological changes of students, so as to grasp the excitement center and excitement point of students at a certain stage, a certain period or even a certain moment. Communicate with students frequently and learn first-hand materials from them. Be diligent in learning, asking questions, walking, observing and thinking, so as to design the best and most suitable educational methods. This is the basis of creating an education suitable for students' optimal development.

Third, optimize classroom teaching.

The optimization of classroom teaching mode has four characteristics:

1. appropriately increase students' thinking ability.

2. Pay attention to the compilation of teaching language.

3. Put questions throughout the classroom teaching.

4. Practice in class in time.

In order to provide a relaxed and lively environment for classroom teaching, the methods are as follows:

1. Students are not required to copy notes, let alone check their class notes. What really needs to be written down only needs to be written on the corresponding page of the book. Students are required to listen carefully and take the initiative to participate in speeches and questions.

2. concentrate on the class. Explain concepts and examples clearly, thoroughly and vividly. In the new course, it is forbidden to add examples at will, especially when students have not understood and mastered new knowledge. Increasing the difficulty of knowledge points at will suddenly cause students' disgust and fear of what they have just learned, which is not worth the candle.

3. Practice in class in time, so that students can use new knowledge to solve problems accurately, feel happy and have confidence in themselves.

4. Pay attention to the class ... >>

Question 2: How to teach junior high school mathematics well? Hello!

1。 First of all, you should understand the local junior high school mathematics textbooks.

2。 No matter what the question is, you should know it in front of the student union and answer it skillfully.

3。 If you are a teacher in the first and second grades of primary school, you should help students review formulas, knowledge points and conclusions that can be used directly; If you are a third-grade teacher, you are very busy. You should help students sum up all the nature theorems, judgment theorems and formulas of mathematics in junior middle school from grade one to grade three. . . After summing up, let the students have a copy and recite it. (ready for use)

4。 Prepare lessons before class, be very familiar with the content of class, be fully prepared before class, write on the blackboard neatly and orderly, and make teaching courseware when necessary. Don't bring a book into the classroom as soon as class begins. Try to break away from preparing lessons and books and enter classroom teaching.

5。 Write lesson plans and lesson plans before class, and don't catch anything.

6。 Pay attention to the interaction between teachers and students in class, and check for leaks in time.

7。 Don't be late for class, don't delay, don't postpone class, don't finish class early, and don't swear.

8。 If the teacher suddenly encounters an uncertain topic or a question asked by the students in class, please don't explain it to the students. I don't think you want to be accused of misleading children! Students can be left to do homework or think about problems after class. After class, you can find the same grade or determine the methods and answers yourself and then explain them in detail.

9。 If there are school leaders or foreign teachers listening to your class, you must do all the work before class. Not everyone who wants to take a normal class can do well in the exam.

10。 Pay attention to the classroom atmosphere, avoid stiffly instilling knowledge, and be rational and emotional. Finally, I wish all teachers a smooth job and all their wishes come true!

Question 3: How to teach math class 1 well, guide the class skillfully, improve the artistry of math class and enhance students' interest in learning.

2. In class, we should be good at using heuristic teaching, organize teaching with thinking as the main line, and make the classroom a training ground for thinking, not a loading factory for knowledge.

3. With knowledge as the carrier, through the occurrence and development of knowledge, infiltrate ideas, form methods, improve abilities and master knowledge.

4. Strengthen activities, enhance the significance of students' autonomous learning, and cultivate students' lifelong learning habits.

Question 4: How to teach mathematics well With the deepening of teaching reform, mathematics classroom teaching becomes more free and flexible, and students begin to learn.

Taking the initiative to learn mathematics in a happy state is indeed a gratifying change in our mathematics teaching reform.

Change. However, how to teach every math class well, so that students can master knowledge and improve it to the maximum extent in class.

Mathematics achievement requires teachers to be good at stimulating students' interest in learning and making full use of mathematics classroom.

Build it into a space full of vitality and charm, so as to stimulate students' thinking and make them active.

Feel the beauty of mathematics and pursue the beauty of mathematics. How to teach math well and make it smart? Next,

I want to talk about my own views on how to teach mathematics well in primary school mathematics teaching in recent years.

First of all, we should carefully design the introduction class.

A good beginning is half the battle. Fascinating lead-in can create a new environment for students to learn new knowledge.

A pleasant and harmonious teaching atmosphere,

Stimulate students' interest in learning,

Stimulate students' learning consciousness and creativity,

Let students be willing to learn, be willing to learn and be good at learning. So as to improve the teaching effect and ensure the implementation of quality education. So if

How to better introduce new courses? I think we must choose the appropriate import method according to the actual situation.

Targeted and interesting. Lead-in should grasp the curiosity of primary school students, skillfully set suspense, promote learning with doubt, and promote

Students seek knowledge in a strong thirst for knowledge,

Stimulate students' interest in learning knowledge.

For example, in teaching.

"years,

On the day of the next month, the teacher can show the question first: Xiaoming is 12 years old this year, and passed 12 birthdays, but so is Xiaohua.

He 12 years old, only had three birthdays. Do you know what this is about? At this time, the students are in high spirits.

Questioning produces curiosity, which in turn translates into a strong thirst for knowledge and interest in learning. Then the teacher pointed out: wait.

You will know after today's class, so that from the beginning of learning, students will be promoted to actively explore.

On the theme.

Second, the creation of teaching situations to stimulate enthusiasm for learning

Appropriate environment can effectively stimulate students' enthusiasm and improve the quality and effect of activities.

In teaching, create and create a good atmosphere for students' learning activities, so that their learning can be involved.

In the real, beautiful and harmonious scene, so as to stimulate the enthusiasm of learning. For example, in the class "Interest"

In teaching, I created such a situation:

"I have it at home.

8000

Don't use RMB for the time being, but put it in cash.

Where is safer? Please help the teacher to find a way to deal with the money better. "learning

There should be many ways for students to answer, and then take the opportunity to guide students:

"It is safer to choose savings"

, why

Why did you choose to save? What are the benefits of saving? Students are interested in saving knowledge.

On this basis, students learn "interest", which is a natural knowledge point. Unconsciously,

It changes the learning atmosphere of "students should learn" into "students should learn", and at the same time, it also makes students feel something.

Life is closely related to mathematics.

Third, we should make full use of humor and wit.

Proper humor can enliven the classroom atmosphere and play a role in organizing teaching. Many experienced people

Teachers often have an orderly atmosphere of laughter between teachers and students, all because of the wind in teaching.

Funny and humorous. For example, talk about the problem of "chickens and rabbits in the same cage":

"There are 45 heads, 1 16 feet. Ask how many chickens and rabbits there are.

What? "When the students mental arithmetic, written calculation is still be reluctant. Then the teacher ordered:

"All rabbits stand up! mention

First two feet!

"The students laughed. After that, the teacher said:

"Now rabbits and chickens have the same number of feet. Go ahead.

Facing 45 heads,

How many feet are there below? "

Student A:

"45

×

2 = 90.

"

"How many feet are missing?"

"26"

At this time, the students cried happily.

"There are 26.

÷

2 = 13 rabbits and 32 chickens "

.

have

With humor as the backing, boring mathematics will become endless fun, and students will even fall in love with mathematics.

Let go, thus generating a strong interest in learning.

Fourth, create classroom teaching to make it close to life.

Practice has proved that when the learning content is closer to children's life experience, students will consciously accept knowledge.

The higher the degree. In classroom teaching, teachers should learn from life situations and interesting things that students are familiar with.

Design mathematics activities based on emotion, let students be on the scene, stimulate students to discover, explore and apply, and students

Students will find that what they don't see contains so much mathematical knowledge. For example, there are

When the division of the remainder solved this problem, I turned the topic to the cost ... >>

Question 5: How to teach math well from students' point of view? First, class is necessary. What you always say in class is generally very basic, but it is also the most important. Mastering these exercises will get twice the result with half the effort, but many students may not keep up with the teacher's rhythm in class, which requires us not to dwell on the same topic. We should mark what we don't understand, ask questions after class, or preview before class, so that we can understand what we don't understand.

Second, from a certain point of view, mathematics actually has to use the sea tactics. Do too much, it's hard to think about it. Of course, my suggestion is to do different types of problems. You can do fewer problems, but just because you want to do a problem doesn't mean I can do it. If you don't know the answer to this question, you can do the same question over and over again until you know that you are really solving it, and sit in a similar way next time.