1 How to improve the poor math performance in grade six
First, pay attention to guidance and enhance students' learning motivation.
Psychologist Bruner regards "motivation principle" as an important teaching principle, and thinks that teaching must stimulate students' learning enthusiasm and initiative. Learning motivation is the internal motivation to directly promote students' learning, and it is indispensable for any learning activity. Students have a strong desire to learn, naturally eager to learn, eager to progress, eager to work hard, the improvement of students' mathematical ability and level will certainly stimulate their self-confidence in learning mathematics. As a math teacher, we should consciously infiltrate the education of cultural learning and the significance of math learning in teaching, so that students can understand that they are the masters of the country, the hope of the future and shoulder the heavy responsibility of hometown construction and development. Only by being proactive and eager to learn can they become useful people to the country and society in the future. Teachers should guide students to feel that mathematics is an indispensable tool for people's life, work and study, and nothing can be separated from mathematics; Infiltrate mathematics history education in teaching, so that students can feel the value of mathematics; Introduce some successful stories of scientists, especially mathematicians, learn from their lofty aspirations and persistent spirit, draw learning motivation from them, and have confidence in mathematics learning.
Second, do a good job in regular teaching and cultivate students' good study habits.
Doing a good job in regular teaching and making students develop good study habits are the basis for improving the quality of classroom teaching. I have clear normative requirements for students' classroom learning, such as preparing school supplies before class, using exercise books and arranging homework time. I pay great attention to let students preview, review, do homework, practice, reflect and summarize before and after class. In classroom teaching, students should be allowed to explore and communicate independently, and learn to study independently and cooperate in research during the learning process. Students master these methods, stick to them for a long time, and form habits, thus forming good learning quality and habits.
Third, optimize teaching and pay attention to the quality of classroom teaching.
On the premise of regular teaching, teachers should also pay attention to the actual effect of classroom teaching. The author believes that in the sixth grade mathematics teaching class, in addition to letting students master the basic knowledge points, the methods and processes of solving mathematics problems are also the focus of classroom teaching. I pay special attention to this point in my usual teaching. Some students in my class are particularly interested in math learning, and there are various ways to solve problems every time. I give them affirmation and then let students compare, so as to choose the best way to solve problems, thus expanding students' thinking, cultivating students' flexible thinking ability, making students realize the happiness brought by mathematics in the process of solving problems and cultivating students' strong interest in learning mathematics. In class, I pay special attention to arousing students' enthusiasm, strengthening communication between teachers and students, fully embodying students' spirit of learning easily, feeling happy and paying attention to fullness, and cultivating students' speaking ability, practical ability and thinking ability, thus improving the quality of mathematics classroom teaching.
2 improve the quality of mathematics teaching
1. Change roles and establish a new type of equal and harmonious teacher-student relationship.
In traditional teaching, math teachers only teach math knowledge, math exercises and homework correction. Preparing lessons in a form, using a method in class, using a ruler in examination and using a standard in evaluation will inevitably cultivate students of different styles into a model. The new curriculum requires math teachers and students to talk, communicate and discuss on an equal footing, and become the guide of students' growth, the awakening of students' mathematical potential, the promoter of knowledge construction, and the organizer and collaborator of math classroom learning activities.
2. Change teaching methods and establish a new classroom teaching mode.
Compared with other subjects, the traditional mathematics teaching model is more prominent in "full hall irrigation" and "sea tactics". Most mathematics teachers talk a lot in class. Afraid that students will not learn, they seldom consider their learning methods and psychological feelings. If the class is given to the students, the teacher who can do what the students can will never do, and the teacher of the student union will never speak. The students' self-study ability and innovation ability cultivated in this way are more willing to discover mathematical laws and master mathematical knowledge, thus making classroom teaching optimization inevitable.
3. Establish innovative consciousness and form personalized teaching.
The new curriculum standard requires teachers to establish a sense of characteristics and form personalized teaching. The taboo of teaching methods is simplification, model and formulation. So how can we surpass ourselves and form our own personalized teaching? This requires teachers to study diligently, be brave in innovation, accumulation, summary and improvement under the guidance of the new curriculum concept. The creativity of teaching is first reflected in the creativity of teaching materials; Secondly, it is reflected in the creativity of compiling and optimizing teaching methods; Finally, it is reflected in the personalized teaching style.
3 Mathematics autonomous learning ability
First, play the main role of students in mathematics learning
To cultivate junior high school students' ability of autonomous learning in mathematics, we must give full play to students' main role in mathematics learning. This requires teachers to change the traditional indoctrination mode of mathematics education, take students as the foundation and actively guide students. In the teaching process, teachers can combine the teaching content to create an atmosphere of inquiry, so that students can learn and understand mathematics knowledge through their own exploration, thus cultivating their qualitative behavior of active learning. For example, when learning geometric figures, teachers can ask students to find the rules in geometric figures through group cooperation according to the contents in textbooks. In this process, students can participate in teaching activities, which not only deepens their impression and understanding of mathematics knowledge, but also plays their main role in mathematics learning, thus greatly cultivating their ability to learn mathematics independently.
Second, stimulate students' enthusiasm for learning mathematics and improve their awareness of participating in teaching activities.
Interest is the best teacher, and stimulating students' enthusiasm for learning mathematics is the fundamental guarantee for cultivating students' autonomous learning ability. For junior high school students at this stage, they have strong curiosity and competitiveness. Teachers can use this feature in teaching activities to stimulate students' enthusiasm for learning mathematics. For example, teachers can insert some activities such as mathematical stories or riddles in mathematics teaching to arouse students' interest and promote active classroom teaching atmosphere. In this case, students' fear of mathematics learning can be alleviated, and they are more willing to cooperate with teachers' mathematics teaching activities and actively participate in mathematics teaching activities. In addition, teachers can combine modern teaching methods to realize the innovation of mathematics teaching methods and stimulate students' enthusiasm for learning mathematics. For example, teachers can use multimedia to teach and turn boring words in textbooks into courseware with pictures, animations, sounds and other elements, which can not only attract students' attention, but also fully mobilize students' thinking.
Third, encourage students to think independently and stimulate innovative thinking.
Questions can stimulate students' thinking activities and guide students to actively create and explore. Therefore, in mathematics teaching activities, teachers should seize the opportunity to ask questions, encourage students to think independently, and boldly put forward their own views. Of course, this problem should be gradual, from simple to difficult, so that students' thinking can be fully mobilized and active. On the other hand, in the process of mathematics teaching, teachers should attach importance to the role of mathematics knowledge preview in cultivating students' autonomous learning ability. Before the formal lecture, teachers can let students preview independently through correct guidance. In this process, students can often obtain relevant basic knowledge of mathematics through independent preview, and probably master what they have learned, which is conducive to better understanding the mathematical knowledge explained by teachers.
4 mathematics interest teaching
In junior high school mathematics teaching, teachers make mistakes appropriately, which is conducive to stimulating students' interest in learning.
In an afternoon math class, most students listen to the class just like the teacher talking about a lullaby. Suddenly, a student said, Teacher, you are mistaken. This sentence woke up the students who were about to fall asleep. The teacher is usually very strict, and the awakened students begin to worry about this student. Then the teacher will explode. I didn't expect the teacher to say in an encouraging tone, tell me what's wrong, and the teacher went on to say who found the teacher's mistake and didn't have to do homework tonight. After listening to the teacher, the students immediately entered the learning state. In fact, we should not only inspire but also guide students' enthusiasm for learning. Stimulation refers to the mobilization and generation of enthusiasm, and guidance refers to pointing the mobilized enthusiasm to the most important aspect of learning.
Students' enthusiasm for learning is sometimes blind. There is still a long way to go to learn, love learning and learn well. Only if they want to learn, love to learn and put their efforts into their ideas can they learn well. Among them, the correct guidance of teachers is essential. How to guide students depends on their problems and specific conditions. Some students are enthusiastic about learning and can't grasp the key points of learning; Some students are willing to learn and can't master effective learning methods; Other students' enthusiasm for learning fluctuates and is not stable enough. Teachers should be able to give correct guidance according to different problems, so as to maintain the enthusiasm of students and improve the learning effect.
Create a relaxed classroom atmosphere and guide students' interest in learning.
If students want to actively participate in teaching activities and give full play to their subjective position, they must improve their subjective consciousness, that is, students' conscious awareness of their subjective position, ability and value in learning. To awaken and enhance students' subjective consciousness, we must create an equal, democratic and harmonious classroom atmosphere. A good classroom atmosphere can promote the interaction between teachers and students, share each other's thoughts, viewpoints and knowledge, exchange each other's feelings, concepts and ideas, truly turn teachers into organizers, guides and collaborators of learning activities, and turn students into real learning masters.
To create a relaxed classroom atmosphere, we must use "emotion" to open the way for teaching. Xia Gaizun once said: "Education without affection and love is like a pond without water;" Without water, it is not a pond. Without love, there is no education. "So, teachers must first love students, and this kind of love is multifaceted. There are not only caring about students' love or dislike in life, but also understanding the learning situation in learning, filling in knowledge defects, tapping students' bright spots, encouraging them more, not easily denying them, properly guiding them, thinking about students' thoughts and worrying about their urgent needs. Only in this way can students truly feel that teachers are both good teachers and good friends.