How to improve the teaching quality of junior high school mathematics
How to implement quality education and improve the quality and efficiency of classroom teaching in junior high school mathematics teaching? This is an important subject in current mathematics teaching. Classroom teaching is a process of communication between teachers and students. Teachers should first have a solid knowledge reserve, and teaching should be informative, inspiring and interesting, so as to fully stimulate students' interest and inquiry psychology. Teachers' teaching should combine the teaching content, design teaching links that are conducive to students' participation, and improve students' participation. This paper starts with (1) creating a harmonious classroom atmosphere; ⑵ Stimulate students' enthusiasm for learning; ⑶ Pay attention to the cultivation of mathematics literacy in class and explain how to improve the teaching effect of mathematics classroom.
Keywords: classroom teaching, cultivating ability, teaching effect
Mathematics learning is a process of re-creation and re-discovery, which can only be realized with the active participation of the subject. Judging from the requirements of implementing quality education in an all-round way, stimulating students to actively participate in classroom teaching is to improve classroom teaching efficiency and cultivate students' learning ability and creative thinking ability, which is completely consistent with quality education aimed at cultivating creative talents.
Therefore, improving students' participation in mathematics classroom teaching not only has the short-term effect of improving the quality of mathematics teaching, but also has the long-term effect of improving students' quality. Mathematics, like other disciplines, has its own characteristics: first, it is a system composed of a series of concepts, theorems and rules, which has strong certainty, accuracy and logic; Second, it is not only a pure theoretical discipline, but also a practical discipline with the characteristics of applied science from the perspective of the application process of knowledge; Third, there are many contents, new viewpoints and high requirements. Therefore, students are required to have not only the ability to accept knowledge, but also the ability to apply knowledge. In this era of rapid information development, we should not only cultivate students' good study habits, but also cultivate their learning ability, especially their creative thinking ability. Therefore, this paper puts forward the following views on classroom teaching:
First, establish a harmonious classroom atmosphere.
Classroom is the first place for teachers to impart knowledge, especially mathematics. It can be said that 90% of mathematics knowledge is obtained in the classroom. However, a class lasts only 45 minutes. In order to complete the teaching task well, teachers should not only spend a few 45 minutes studying textbooks before class, but also find out the knowledge points and lines, the structure of knowledge, analyze the difficulties in mathematics and how to break through and solve them. In addition, we should be good at creating a pleasant teaching situation and creating a harmonious classroom atmosphere. In the same class, some teachers are relaxed and happy, with good results. Some teachers have been talking dully all the class. Why? Because they have created a good classroom atmosphere about the harmonious relationship between teachers and students, they are both speakers, observers and discoverers. They constantly feel with their hearts and observe with their eyes. They have passion in class, ignite students' wisdom with their feelings and stir up students' emotional waves. The teachers behind are also preparing lessons carefully, with impeccable teaching plans, clear objectives, complete contents, scientific methods and orderly classes, but the students are not reflected. The teacher is just a live announcer, telling what is written in the lesson plan from beginning to end, which has nothing to do with the students and even seems to have enemies with them. He keeps a straight face, attends classes for the sake of attending classes, and then shouts "Students don't cooperate, there is no way to teach" after class. In fact, it is a teacher. The former walks into the classroom with strong feelings, so that when he enters the classroom, he will be full of emotions, and when he gets on the podium, he will overflow the podium, thus achieving the effect of enlightening people's hearts and thinking. Don't worry about the occasional bad phenomenon in class, especially for naughty students. Don't criticize students with problems in class, but let them point out their mistakes after class, then explain patiently, change with actions and emotions, and never give up. Let students unconsciously accept mathematics knowledge in relaxed, happy and harmonious emotional communication between teachers and students, and complete students' tasks.
Second, to stimulate students' enthusiasm for learning
Teaching and learning are bilateral relations between teachers and students. Teaching should be effective and learning should be active. Initiative comes from interest, and interest needs to be cultivated. The same textbook is lively and interesting, and students never tire of listening to it, with endless aftertaste; Dogmatically speaking, boring, students are stupefied, get twice the result with half the effort. In order to enliven the classroom atmosphere, arouse students' learning enthusiasm, improve the art of lectures and enhance the teaching effect, the specific methods are as follows:
1, with kind attitude and humorous language.
Stroff, an educator in the former Soviet Union, said: "Humor is the most important and first assistant of educators." Amiable attitude can clear away students' fears, and humor can arouse students' interest in attending classes. For example, when some students apply simple equations to solve practical problems in algebra of senior one, they often forget to assume unknown quantities, which I call "a horse stumbles (a problem)". For another example, before speaking the axiom of straight line, I nailed a thin stick to the blackboard with a nail, and I found the stick turning around the nail. When I nailed the stick to the blackboard with two nails, I found that the stick was fixed. I read aloud while operating: a little sway is long, and two points are fixed for life. Through experiments and inspiration, it is concluded that there are countless straight lines behind a point; There is a straight line after two o'clock, and there is only one straight line. Through humorous ways and vivid language, students' interest in learning is doubled, their mood is high, and they enter a higher learning mood.
2. Clever questions to enlighten thinking.
Classroom questioning is an important means to organize classroom teaching and an important link to implement heuristic teaching. A good question can not only stimulate students' interest in learning, but also quickly concentrate students' attention, inspire students' thinking and develop their intelligence. The famous mathematician G Paulia pointed out: "Try to stimulate the reader through the choice, formulation and arrangement of questions and arouse him to deal with all kinds of research objects." It is difficult for freshmen to solve practical problems by solving equations. Example: How many grams of water should be added to dilute 30g 16% brine into 0. 15% brine? Several questions can be asked during the analysis: "How many basic quantities are there in the concentration problem? What is the quantitative relationship between them? " "How much salt does a gram of salt water with a concentration of 20% contain? How much water is there? " "In the process of adding water, what amount has changed and what amount has not changed?" "The salt content in the solution is constant. How to use this equivalent relationship to form an equation? " Students have strengthened their confidence in learning by thinking about a series of small problems and solving them one by one. Therefore, skillfully setting questions can give full play to the leading role of teachers and the main role of students, mobilize the enthusiasm of students to participate in classroom teaching and improve teaching effect.
3. Simple and easy.
In teaching, if teachers can quote some familiar and intuitive examples as metaphors, they can turn abstraction into concreteness and abstruse into conciseness. For example, the number axis is an abstract concept. Before talking about the number axis, first introduce the thermometer, and then abstract the thermometer to the number axis. Absolute value is a concept that is difficult for students to understand. Most of them just memorize | a | =-a mechanically when a < 0, but don't simplify | x-2 | when x < 2. Therefore, when teaching, I use specific figures to judge and guide, such as | x-2 | =|1.9 | = |-0.1| =-(-0.1) = 0.65438. It can be inferred that when x < 2, x-2 < 0, so | x-2 | =-(x-2) = 2-X. Such a simple description makes it easier for students to accept knowledge.
4, interesting teaching, increase the attraction.
One of the reforms of junior high school mathematics textbooks is to insert columns such as "think about it" and "talk about it" in the text, paying equal attention to knowledge and interest. It has a strong temptation to students who are eager for knowledge, stimulates students' interest in learning, and also cultivates students' thinking ability of reading, thinking, observing and imagining. For example, About π л embodies the infinite wisdom of our people and stimulates students' enthusiasm for learning science. Another example is the golden section, which not only introduces the proposal, practice and proof of the golden section, but also points out its role in geometric drawing. The book points out that making a circle inscribed with a regular decagon can also be summarized as the application of the golden section. In order to better reflect the consciousness of applied mathematics, this paper illustrates the universal application of golden section in photography and "optimization method", so that students can feel the charm of mathematics. Facts have proved that interspersed with interesting teaching can not only satisfy students' thirst for knowledge, but also improve students' initiative and enthusiasm in learning.
Third, teaching at different levels, from "excellent" to "poor" harmonious development.
Every student's intelligence, physical and mental development and knowledge needs are different, so teachers need to "teach students in accordance with their aptitude". In my opinion, the key to improving the quality of mathematics teaching and students' quality within 40 minutes is to work hard on teaching students in accordance with their aptitude. Teachers should respect each student's different knowledge needs, whether asking questions in class or visiting class, they should make great efforts to cultivate "excellent" and "poor", fully guide students, bring poor students closer to a good direction, encourage good students to develop to a higher level, encourage personality development, and strive to improve each student's classroom quality.
Fourth, concentrate on speaking and practice more to improve the classroom teaching effect.
The combination of lecture and practice is beneficial for students to speak, practice and use their brains in participation, to think and study in participation, and to make full use of forty-five minutes in class, which can not only reduce the burden on students, but also arouse their enthusiasm for learning. Psychologists' experiments show that teenagers, especially junior high school students, have a psychological characteristic that can not be ignored, that is, teenagers' concentration can not be sustained and has intermittent characteristics. The first concentration can only last for more than ten minutes before it begins to diverge. The second time is about ten minutes, decreasing in turn. In view of this characteristic of students, teachers should grasp the lecture time well. For example, the main content of "judgment of parallel lines" is the judgment axiom and theorem of parallel lines. I made such an attempt: lead the students to draw the judgment axiom of parallel lines, and then let the students complete the exercises suitable for the judgment axiom and give comments. In this way, students accepted the axiom of judgment when they were paying attention, relaxed their spirit in practice, eliminated the fatigue that had already appeared, and prepared for the following content. Then, the condition that the internal angles meet the judgment axiom is analyzed, and the judgment theorem is obtained: the internal angles are equal and the two lines are parallel, and the corresponding exercises are matched, and finally the conclusion is made. In the process of alternating speaking and practicing, the students are full of energy. They can not only quickly grasp the main points of knowledge, but also correctly apply knowledge to solve problems. This combination of teaching and practice can grasp the key points of the textbook and explain the knowledge thoroughly. On this basis, combined with practice, we can avoid listening fatigue, digest new lessons in class, further consolidate and understand new knowledge, and effectively improve the quality of classroom teaching.
Five, timely evaluation of homework
Homework evaluation is an important means of classroom teaching feedback and an important link to improve the quality of classroom teaching. Homework evaluation is the continuation of correcting homework. High-quality homework evaluation requires teachers to make full preparations in advance: correcting records, commenting on evaluation schemes, indicating details, sketchiness, not talking, and being good at grasping typical mistakes and representative topics.
Homework evaluation should be timely. As the saying goes: strike while the iron is hot. Timely comments can help students correct their mistakes immediately, rethink on the basis of their own homework, find their own mistakes and bad thinking habits and methods, better grasp the accuracy of knowledge and deepen their mastery.
Homework evaluation needs students' active cooperation. For a long time, many students regard finishing homework as "homework" assigned by teachers. Homework handed down only depends on comment on writing, without checking the cause of the error, let alone correcting it. Some good students, although they notice mistakes, often correct them without delving into them. Over time, they have developed the bad habit of not thinking independently and muddling along. Therefore, when correcting homework, we should fully mobilize students' enthusiasm, not just give correct answers mechanically, but pay attention to teaching students how to solve problems. Controversial issues can be discussed by students and expressed by teachers.
Six, for all students, pay attention to the cultivation of students' mathematical literacy.
Mathematical literacy refers to the literacy of mathematical knowledge, skills, abilities, concepts and qualities acquired by people through mathematical education and their own practice and cognitive activities. In addition to all the characteristics of quality, it also has the characteristics of accuracy, thoughtfulness, development and usefulness.
Improving students' mathematical literacy is to improve students' basic knowledge and skills of mathematics necessary for adapting to society, participating in production and further study, which is the need of the times and the need for students to realize their own values. To improve students' mathematics literacy, we should realize the disadvantages brought by the "exam-oriented education" system to mathematics education. Under the influence of long-term "exam-oriented education", it is very serious that mathematics education values intelligence over ability, a few top students over most students, and theoretical value over practical application value. Theory and practice are out of touch, and knowledge and ability are out of touch, which can't keep up with the requirements of the times.
To improve students' mathematics literacy, teachers are required to establish a mathematical view and an educational view of teaching and educating people. Mathematics teaching should not be regarded as simple knowledge transfer, but should be carried out in teaching, and the idea of "teachers are the dominant and students are the main body" should be established, so that mathematics education can become a real quality education and mathematics education, so that students can learn and participate in the mathematical process and give full play to the formal training value and application value of mathematics. At the same time, it is necessary to combine the reality of China's reform, opening up and economic construction, and always implement the contents of dialectical materialism and patriotism education in teaching to stimulate students' national pride and sense of responsibility in building the motherland.