1 how to improve the quality of junior high school mathematics classroom teaching
Give full play to students' main role and guide them to actively participate in the teaching process.
(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) Using 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 explore more, so that students can learn to find, ask, analyze and solve problems. Only in this way can students taste the joy 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) Using 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.
Strengthen exchanges and cooperation and advocate open teaching activities.
(1) Reform the spatial form of classroom teaching. In the teaching process, students can be divided into several groups to cooperate and communicate. This group form shortens the distance between students, enhances the opportunities for communication between students, and is conducive to the communication and participation of members in the group.
(2) The arrangement of group learning tasks. Communication and cooperative learning in groups are mainly realized through cooperative activities. Therefore, when organizing group communication and cooperative learning activities, we should assign the problems that need to be discussed, inspired and deliberated repeatedly to the study group, so that the group can communicate and cooperate around the problems. We should guide both intra-group communication and organizational communication; We should not only exchange learning results, but also attach importance to exchange learning methods.
(3) Pay attention to cultivating students' cooperative consciousness and training students' cooperative skills. Educate students to establish the concept of collectivism and the consciousness of mutual assistance and cooperation, so that everyone can do their best to achieve the collective goal. Constantly teach students the basic skills of cooperation, so that they can learn to be good at expressing their opinions actively, dare to say what they have not asked, and be good at listening to others' opinions and inspiring each other, so as to comprehensively absorb different viewpoints and find solutions to problems. In the specific implementation process, teachers should give timely and targeted guidance to cultivate students to develop good cooperative learning habits.
2 middle school mathematics fun classroom construction
Introduce classroom to increase interest.
As the saying goes, "A good beginning is half done" also applies to classroom teaching. When introducing the new curriculum, students should create interesting situations so that they can enter the best learning state easily and happily in a relatively short time. There are many kinds of classes, such as emotional introduction, realistic introduction, reasoning introduction, creating problem situations or questioning introduction, but in either case, we should pay attention to the integration of science and art as much as possible.
Diophantine was a famous mathematician in ancient Greece. There is no clear record of his age in any book, but his tombstone is engraved with his life information. If we solve the problem by mathematical methods according to the life information provided by the tombstone, we can calculate the age of the mathematician Diophantine, which is what people call "mathematics on the tombstone." What is engraved on the tombstone of Diophantine? "Passerby, Diophantine is buried here. If you know the mystery of the inscription, it will tell you how long the life of Diophantine is. One sixth of his life was a happy childhood. He lived a twelfth of his life, and he had a happy youth. Later, Diophantu got married, so he spent another seventh of his life; Five years later, he got his first son. He felt very happy, but fate gave the child a brilliant life in a world where his father only had half his life. After his son died, he tried to seek comfort in mathematics research, and after another four years, he finally ended his earthly career. " The introduction of this lesson is natural and can arouse students' enthusiasm for learning, learn with questions, clarify the purpose of learning, and make learning targeted and get twice the result with half the effort.
Classroom consolidation exercises to enhance interest
(1) Knowledge contest is a popular activity form among students. In a tense and intense atmosphere, the whole class actively participated, thought seriously and answered questions enthusiastically. From preparation to completion, students can learn a lot, not only intellectually but also emotionally. However, not all consolidation exercises need knowledge contests, and they should be appropriately selected according to the teaching content and teaching environment.
(2) Make good use of problem groups. The so-called problem group is to connect topics with similar knowledge, similar topics and similar problem-solving methods to form a group of problems. The problem group has distinct contrast and hierarchy, which plays a unique role in consolidating the learned knowledge, enhancing the ability to solve problems, forming a knowledge network and developing the thinking ability. At the end of the course, students can flexibly apply what they have learned in this lesson to solve problems. Teachers get feedback information in time to know what knowledge students have mastered and what knowledge they have not mastered, so that teachers can make targeted comments and analysis, guide students to explore the best problem-solving methods in time through their own positive thinking, so as to master knowledge and decompose the difficulties of this lesson.
3 junior high school mathematics classroom to create a relaxed learning atmosphere
Pay attention to experimental operation, cultivate ability and learn mathematics specifically.
Mathematics takes the relationship between space figure and quantity in practice as the research object, so in the teaching process, abstract theory can be concretized and visualized by certain methods, which is often easier for students to master. Students generally like hands-on operation, self-discovery and exploration Therefore, we should give full play to the role of learning tools in the classroom and strengthen the demonstration operation, so that students can be inspired in the process of observation and analysis and their interest in learning can be doubled. Of course, if students can experiment by themselves, the effect will be better, not only can they have a strong interest in related knowledge and a certain perceptual knowledge, but also can further explore related knowledge with the help of experiments, so as to achieve rational understanding.
For example, when learning lateral area of cylinder, cone and frustum, students should be guided to make models of cylinder, cone and frustum first, and then expand them, so that lateral area's formula can be easily remembered on the basis of understanding. Experiment, make full use of images, create concrete and vivid situations, stimulate students' interest and form their psychological desire to explore problems. Because there are two chains of students' psychological activities in classroom teaching, one is the chain of feeling → thinking → knowledge and intelligence, that is, cognitive process. The second is the "chain" of feeling → emotion → will and personality, that is, the process of affection. When students are stimulated by interested external situations, they will feel excited, feel new things, pay attention to strengthening, stimulate emotions, stimulate brain thinking, and quickly enter the situation of the thinking object to be studied.
With the help of life experience, learning mathematics is easy.
Because mathematics has three characteristics: abstract theory, rigorous logic and wide application, many students think that mathematics is monotonous, boring and boring, and it is easy to have fear of difficulties and even weariness of learning, which will inevitably lead to the situation that our teachers spend a lot of energy to teach and students spend a lot of energy to learn, but the effect is still not ideal. So how to change this situation? I think an important way to treat both the symptoms and the root causes is not to make students think that mathematics is too abstract and difficult.
Facts have proved that when a person is unfamiliar with a thing, he will find it difficult. On the contrary, he will find it easier to get familiar with it. For example, when he talked about the function of grade three, he asked students to write the functional relationship between the cost of sending a letter and the weight of the letter. Most students can't write it, so I specifically asked a classmate whose mother works in the post office (poor math), and he answered clearly. Therefore, teachers can borrow familiar materials from students' life to explain mathematics knowledge, which can often turn the difficult into the easy and the abstract into the concrete, thus getting twice the result with half the effort. When teaching students new knowledge, we can first carefully analyze what is familiar in their minds, and then start with what they are familiar with, and use knowledge transfer to let them enter a new field and master new content. Of course, teachers need to learn, accumulate and explore what familiar things to use in mathematics.
Four strategies to make students like mathematics
Creatively use the scene diagram to simulate the actual situation and increase the actual experience.
When we open the new mathematics textbook, we are greeted with colorful pictures, vivid and interesting stories, naive animals and popular cartoons, which not only give life to boring mathematics, but also provide rich resources for our teachers' teaching design. Textbooks provide so many scenes for our primary school mathematics educators. In essence, an editor transforms his understanding of life and his view of reality into a book and shows it in the form of pictures. It doesn't mean that teachers should be limited to pictures, but must look at pictures, use pictures and talk about pictures. In the actual teaching, I feel that teachers and students bring things into the classroom, and create a more realistic situation with their mouths and hands, so that students can see and feel, and students can enter the learning role faster, generate greater interest in learning, and have more specific feelings and experiences.
Often looking for objects, pictures, making animal headdresses, writing fairy tales, etc. According to the pictures in the book, and lead students to create their own situations with their hands and mouths, so that mathematics knowledge is more vivid and interesting, and the effect is very good. Make students not only learn new knowledge in specific situations, but also feel the charm and value of mathematics.
Create a democratic and harmonious relationship between teachers and students, so that students are willing to communicate.
In order to adapt to the development of the new situation, we must have a new educational concept. First of all, get to know the students again. Every child has his own hobbies, fully estimate the potential ability of each child, and don't think that so-and-so children are too bad. Foreign countries never distinguish between good children and bad children, and think that every child is a good child. Trust and understand children, let every child look up and sit down with dignity, and never let children expose their incompetence in front of the group. Secondly, we should face the classmates with kind eyes and often communicate with them in words, such as: "I am honored, and my thoughts coincide with those of so-and-so students." "Your so-and-so view is very creative." "You have a unique view on this point." I noticed the highlight of the incomplete answer: "I see what you mean."
"What you said makes sense." "Can you explain it?" Only in this way can teachers and students be equal, democratic and harmonious. At the same time, we should pay attention to the quality of students, draw conclusions from different angles, and start with the cultivation of ability, so that students' specialties can be fully brought into play. Teachers must respect students with developmental retardation; Respect students with poor academic performance; Respect the students who are at fault; Respect students with serious shortcomings and defects; Respect students who disagree with themselves. At the same time, respecting students means not hurting students' self-esteem or corporal punishment; Do not insult students; Don't scold the students loudly; Don't neglect students; Do not humiliate or laugh at students; Don't criticize students in public at will.