Methods for junior high school math teachers to teach math well. The problem of classroom learning is life.
1. 1 Introduce life and stimulate students' thirst for knowledge.
? A good beginning is half the battle? . In the introduction of the activity class "Smart Playground", I photographed the scenery at the school gate and on the bus and made a courseware page. When it is presented to students, students' intimacy increases and they immediately integrate into the role of teaching activities. Create situations in the lead-in, make classroom teaching closer to real life, let students be there, and stimulate students' desire for further study.
1.2 live examples, so that students can experience and feel mathematics.
In teaching activities, teachers should be good at discovering and excavating mathematical problems in life, and make use of students' existing life experience to realize what they have learned. For example, when studying the quantitative relationship of price issues, I ask students to ask questions in groups according to their own shopping experiences, and let other students use their own mathematical knowledge to solve the questions raised. Students "seek" and "think" mathematics from their life practice, and truly feel that there is mathematics everywhere in life and realize its practicality.
2. Mathematicization of extracurricular life problems
2. 1 do it
Instruct students to use mathematics knowledge to learn to live. For example, after learning the exchange of "common timing method" and "24-hour timing method", I asked students to record their weekend activities with two timing methods, and then tried to design a reasonable schedule for themselves.
In practice, students not only deepen the connection and difference between the two timing methods, but also infiltrate ideological education in a subtle way, so that students can feel the preciousness of time and learn to cherish it. As teachers, we should insist on providing students with comprehensive practice opportunities, let them experience the happiness of learning mathematics, and gradually cultivate life consciousness from the perspective of mathematics, feel more about life and love life.
2.2 Find out and cultivate the consciousness of observing life from a mathematical perspective.
Life itself is a huge mathematics classroom, and there are a lot of valuable mathematical phenomena objectively in life. In teaching activities, allowing students to "discover" mathematics from all aspects of life, such as shopping, play and family life, can encourage students to actively observe life and think about life problems from a mathematical perspective.
If it is shopping, calculate how much it will cost; When you are having fun, compare how far and how close you are; Count household expenses at home. , is to make mathematics come alive. Keep students interested in learning. Interest in learning is the most realistic and active component of learning motivation. Strong interest in learning can make the brain in the most active state, effectively activate various sensory organs, and enhance people's observation, attention, memory and thinking ability; A strong interest in learning can inhibit the fatigue and hardship in learning, ensure vigorous energy and agile thinking, let students study in a happy, positive and active atmosphere, and let students "enjoy it".
3. Keep students interested.
3. 1 Strengthen intuitive teaching so that students can really see and hear. In teaching, it is far from enough for teachers to improve their language expression ability and sense of language. To solve the contradiction between abstraction and visualization of mathematical knowledge, we should also make full use of various means of intuitive teaching. "Intuition" has the advantages of being visible and tangible. Sometimes, "intuition" can directly explain the problem, and sometimes it can help students understand the problem, which will leave a profound impact and make students get endless fun from learning. For example, in the teaching of "Understanding Three-dimensional Graphics", I asked students to bring a lot of objects with various three-dimensional geometric graphics that are common in life. Through classification, find out the similarities and differences between * * * *, have a look, compare and touch, so that students can easily understand the characteristics of cuboids and cubes. In addition, I use appropriate teaching AIDS to assist teaching, and I can also put boring mathematics in the scene to attract students to be active.
3.2 Strengthen the operation, so that students can feel the formation process of knowledge.
Psychologist Piaget said: "The openness of wisdom lies in the fingers." It can be seen the importance of operation. It is the disadvantage of traditional mathematics classroom teaching to emphasize the results of students' learning and despise the process of learning. It leads to the lack of methods for students to think about problems and their low interest in learning. At the same time, it intentionally or unintentionally compresses students' thinking process of learning new knowledge, while requiring students to memorize standard answers is rote learning. The practice of focusing only on results leads to students' little knowledge and obviously reduces the quality of students' learning mathematics. Paying attention to students' learning process is to improve their learning methods.
I changed the traditional passive learning mode of teachers' speaking and students' listening, and carried out various forms of lively learning by letting students actively participate, practice in person, explore independently and cooperate and communicate. In teaching activities, students are not passive educatees, but conscious and active participants, who are the main body of learning activities. According to students' age characteristics, psychological characteristics and level, I create a situation that conforms to and adapts to students' learning, so that students can actively participate, actively acquire knowledge and consciously train skills to achieve the purpose of teaching. Let students discover the truth and master the law through the thinking process of perception-generalization-application. Enable students to develop a variety of ways of thinking and a variety of multi-modal learning methods in the process of education and teaching. Students not only increased their knowledge, but also developed their thinking ability and increased their interest in mathematics.
In a word, students are not containers of knowledge, but subjects of learning. When I impart knowledge and skills, I give full play to students' enthusiasm, initiative and creativity, give them time and space to study independently, guide them to use their brains, words and hands, and give them the opportunity to think deeply and experience themselves. I try my best to fully stimulate and mobilize students' enthusiasm for learning, improve students' interest in learning, and change from "asking me to learn" to "I want to learn" and "I love learning" so that students can truly become the masters of learning.