1 How to improve the math scores of seventh-grade students
1. Attach importance to the lead-in link in classroom teaching. In the classroom lead-in, various forms are designed and various means are used to mobilize students and stimulate their sense of participation. For example, when teaching "Tangram", at the beginning, I used the prepared Tangram to spell out some beautiful patterns, and asked: What basic patterns are these patterns made up of? What is the relationship between them? Wait until they think and answer before summing up. Finally, let them cooperate freely to make and spell out some beautiful patterns. In this way, through simple performances, the questions are set in appropriate situations, thus creating a lively and interesting learning environment. I believe that in such a relaxed environment, students will be interested in learning and actively involved.
2. Let students fully participate in practical operation. The new textbook also arranges a lot of practical content for the seventh-grade students' personality characteristics like watching and doing things. It is required to optimize the classroom structure and use self-made teaching AIDS as much as possible to stimulate students' interest in learning. In teaching, I divide the students into several groups (free combination), and ask them to be my assistants, prepare experimental equipment and conduct experimental demonstrations together. Through the experimental operation, it not only standardizes students' labor and behavior habits, but also enables students to know "self" in participating activities, thus generating interest and curiosity.
In addition, in teaching, teachers' concise language, appropriate intonation changes, reasonable blackboard writing design, beautiful and elegant fonts and rich knowledge can stimulate students' and subjects' emotions and achieve the effect of "loving their teachers and believing in their teaching".
2 cultivate good study habits
Guide students to form good study habits. Why do some students find it easy to learn mathematics, while some students get little despite their hard work? The reason is that the learning method is wrong. Starting with my interest in teaching, I mainly talk about the following aspects.
1. Preview study. For example, when teaching "the sum of the internal angles of a triangle", we can ask several questions: What is the sum of the internal angles of a triangle? What is the method to prove that the sum of the angles in a triangle is 180? How many ways do you have to prove it? Then, when teaching a new lesson, students can be asked to answer questions and take every opportunity to praise students who have made progress and made achievements in preview, so that students can get the joy of success. So as to generate interest and form the habit of preview.
2. Discuss during class. In particular, there are multiple solutions to a problem or a problem needs to be discussed in categories. For example, there are many topics that need to be discussed in classification in the teaching of Proof of Geometric Problems, and students can also be discussed in groups in the teaching of exploring laws. If there are problems in teaching, teachers should try to guide students to discuss, so as to cultivate everyone's enthusiasm for learning.
3. Students should summarize. According to the requirements of the new textbook, a summary should be made after the new lecture. Teachers can guide students to summarize according to the content of classroom teaching. Class summary, from time to time summary, then chapter summary, and finally stage summary. By summing up frequently, students can enhance the effect of memory, make the cognitive structure clearer, and students' knowledge is not easy to forget.
3. Enhance the vividness of classroom teaching.
1. Introduction of new changes
Everything is difficult at the beginning. If you want to have a good math class, a good beginning is half the battle. Therefore, in the classroom lead-in, you should design various forms and use various means to mobilize students. For example, in the introduction of hands-on practice, you should organize students to practice through their own hands and brains, explore knowledge and discover truth. For example, when the sum of the internal angles of a triangle is 180, ask students to cut off the three internal angles of the triangle. Therefore, it is concluded from practice that the sum of the internal angles of the triangle is 180, so that students can enjoy the joy of discovering the truth by themselves. Another example is question-based lead-in, which creates some questions for students as soon as class begins, sets suspense, causes thinking, and makes students have a strong interest in urgent learning.
For example, the teacher broke a perfect triangular glass into three pieces on the spot in class. The teacher asked, "If you take the first piece, do you know how many triangular elements you brought?" Take the second piece. How many elements does the triangle have? Take the third block and several elements of the triangle. This enlightening question has aroused students' in-depth thinking and discussion, and laid the foundation for congruent triangles to judge the learning angle. This kind of introduction creates a lively and interesting learning environment by putting the questions in appropriate situations. I believe that in such a relaxed environment, students will be interested and actively participate in learning.
2. The process of stimulating change
Classroom is the birthplace of students' wisdom. Teachers should constantly create situations that are synchronized with students' psychological needs, mobilize students' enthusiasm for learning, and let students truly feel that "mathematics is wonderful!" The cognitive psychological characteristics of grade seven students also tell us that the effective way to cultivate students' interest in learning is to strive to realize the organic combination of intellectual operation and experimental operation in teaching. For example, in the lesson "Power of Rational Numbers", in order to let students feel the meaning of power and further understand the role of exponent in power, let students start to fold a piece of paper with a thickness of 0.1mm. How thick is it after folding once? How thick is it after being folded twice? What is the thickness after folding 100 times?
If each floor is 3m high, how many floors will there be after folding the paper 100 times? This aroused the students' eagerness to try and injected vitality into the originally boring content. For example, the rules of the game of "Grab 30" played by two people are as follows: the first person says "1" or "1, 2", the second person then says one or two numbers, and then it's the first person's turn, and then one or two. Teaching activities like this are colorful and lively, which give full play to students' main role, effectively concentrate students' attention, eliminate students' understanding that learning mathematics is boring, and achieve twice the result with half the effort.