1 How to teach junior high school mathematics in groups?
Reasonable collocation and division of labor among students in the group
Reasonable collocation of students in 1. group
Students in the group should be scientifically and reasonably matched. Because students have certain differences and complementarities in personality, grades, practical ability and expression ability, family and so on. Grouping must follow the principle of heterogeneity within groups and homogeneity between groups, so that the results between groups are equal and competitive, instead of forming a cooperative group according to the seats of students in the classroom or simply pulling several desks together to form a cooperative group. Intra-group heterogeneity means that students in the same group should have different levels in knowledge, emotion, attitude and ability, so as to learn from each other, help each other and improve together. At the same time, pay attention to the fact that the proportion of male and female students in each group should be basically the same, so as to complement each other's advantages and effectively promote intra-group cooperation and inter-group competition. The relative balance between groups is also beneficial to the evaluation of cooperative learning. Give full play to the role of each student in the group. Although each student in the group has a different level and division of labor, they give full play to each student's talents.
2. Reasonable division of labor among students in the group
In order to arouse the enthusiasm of each student, let each student have something to do, a clear division of labor, a team leader, a recorder, a supervisor and a reporter. The leaders of each group are excellent students in all aspects. Teach leaders how to lead a good group in a group. The supervisor must be a student with a strong sense of responsibility and dare to speak. The recorder is responsible for recording the scores obtained by the group, and the reporter's duty is to show the group's achievements in various ways, so the reporter must have strong oral expression skills. After arranging the tasks of the students in the group, each student has something to do and the enthusiasm for participation is greatly improved. Teachers can also assign homework according to the difficulty of the task, which makes the task arrangement more reasonable. For example, when learning the volume calculation of three-dimensional graphics, some are responsible for measuring relevant data, some are responsible for recording, some are responsible for calculating, and some are responsible for checking. The learning content of a lesson has been successfully completed, and each group of students has actively completed the learning task of this lesson.
Group cooperative learning should not only pay attention to efficiency, but also be based on autonomous learning.
1. Group cooperative learning should pay attention to efficiency
In order to carry out cooperative learning effectively, we should pay attention to the challenge, exploration, openness, operability and life of the questions when setting them, so that students are willing to cooperate and are conducive to cooperation. Many problems are not suitable for direct group cooperation activities, and we need to carefully screen, carefully design and reorganize the problems. For problems that are not exploratory and can only be solved by students through independent thinking, cooperative learning is not needed; For exploratory and difficult problems, we should carefully design the problems. For example, the problem in the problem scenario can be designed as follows: How many angles can two rays from a point form? How many angles can three straight lines make at most? How about four? 10? What about the n-rays In this way, students will naturally draw rules through the exploration of problems, which will also help students develop good thinking habits.
2. Cooperative learning should be based on autonomous learning.
In group cooperative learning, the following phenomena often occur: students' understanding of the problem is not deep, communication is superficial, or some students simply don't know where to start. This is mainly because students don't think before group activities, or their independent thinking ability is weak. In group learning, teachers should first let students learn and think independently. After students form their own views on the problem, they have nothing to say in group study to avoid herd mentality. This can also provide opportunities for students who don't like thinking or have certain difficulties in learning. Therefore, advocating students' autonomous learning before class can lay a foundation for the smooth progress of group cooperative learning in class and make their cooperation more in-depth, thorough and effective. First of all, give students five minutes to think independently before class, sort out their ideas, form certain results, and be prepared to communicate with others; After students think independently, give each group enough time to discuss and cooperate, so that they can express their views in the group, listen to others' views and feel others' ideas. At the beginning of the debate, the group representatives reported in an orderly way to achieve good learning results. Only in such activities can students truly appreciate the superiority and unique charm of cooperative learning.
2 mathematics classroom teaching methods
Language should be concise and improve efficiency.
The so-called language refinement requires teachers to express richer content with the least sentences in classroom teaching. Some teachers are afraid that students can't understand, and the teaching language is cumbersome, which is not conducive to students mastering the main points of knowledge and understanding the relationship between knowledge, and is not conducive to developing students' intelligence and cultivating students' ability. However, language refinement is not simply to reduce the number of languages, but to improve the quality of languages, which requires teaching languages to highlight key points, grasp key points and distinguish difficult points. For example, when explaining the vertical chord division theorem and its inverse theorem, the teacher only needs to clarify the relationship between the sector and the isosceles triangle, and any sector corresponds to an isosceles triangle. The vertex of this isosceles triangle is the center of the circle, the vertex is the central angle of the sector, the bottom is the chord opposite to the central angle of the sector, and both sides are the radius of the sector. As for the vertical chord division theorem and its inverse theorem, students can deduce it by themselves according to the unity of three lines of isosceles triangle. To be concise, we must abide by the teaching rules and adopt the best teaching methods, so that students can think, discuss, guess and summarize boldly. The teacher's language only plays the role of finishing touch.
Language should be kind and affectionate.
Classroom teaching language is a bridge between teachers and students to transmit information and exchange ideas. Friendly and touching classroom teaching language can keep students' positive and comfortable learning mood, stimulate students' learning enthusiasm, and thus maximize the teaching effect. Teachers should be kind and affectionate in classroom teaching. Especially for some poor students, this should be the case to maintain their self-esteem. It should be noted that math teachers should not criticize, accuse or even satirize students' mistakes, which will make students lose confidence in learning math. The famous math educator Paulia attaches great importance to this point. Sometimes he can see at a glance that the students' calculations are wrong, but he still likes to check with the students line by line with gentle attitude, kind tone and kind eyes. When students answer questions, they use "You answered very well", "You are no worse than others" and "You may have forgotten to review before class, if you read it before class". I believe you can answer "and so on. So as to encourage more and criticize less; More positive guidance, less training with a straight face, so that students have confidence in learning, mathematics will naturally learn well.
The language should be vivid but popular.
Mathematics is highly abstract, and highly abstract mathematical content can be modeled with very vivid and concrete materials. The learning psychology of junior middle school students is still in the "open period". They are pure and active, showing a strong thirst for knowledge and curiosity. Therefore, in teaching, students are good at using examples close to students' lives, concise formulas, popular sayings and language full of the flavor of the times, so that the teaching content is vivid and popular and students can understand knowledge more deeply. Pursuing vivid and popular language, but not vulgar language, should be civilized, standardized and elegant language, which contains rich knowledge milk. We should carefully temper descriptive language and bring students into the artistic conception of beauty. A few poetic words occasionally appear in mathematics teaching, and the effect is even more remarkable.
3. Create a math classroom atmosphere
Harmony between teaching methods and teaching contents
The new curriculum requires teachers to grasp students' reality and integrate teaching content. Our teaching target is teenagers. If the teaching content is raised too high and too deep without considering students' life and ideological reality and their cognitive ability and thinking characteristics, then the teaching content will lose the enthusiasm of teachers and students. Even if there is a good relationship between teachers and students, it will not arouse students' interest in classroom teaching and form a harmony between teaching and learning. There is no harmonious classroom at all, let alone improving the effectiveness of teaching. I'm afraid even the basic teaching tasks are difficult to complete. Therefore, teachers should pay attention to the treatment of teaching content, make learning content come alive, set questions in teaching, stimulate students' interest, arouse students' thinking and let students have something to say.
Method serves the content. If there is integrated teaching content, proper teaching methods are not adopted, teaching methods do not serve the teaching content, teaching content and teaching methods are not harmonious, and the classroom atmosphere is like a stagnant pool, then building a harmonious classroom is empty talk and cannot achieve the actual effect of teaching. Zhu said: "There is a law in your heart, and then you can succeed." Therefore, teachers should attach importance to the research of teaching methods and choose and apply different teaching methods from the reality of students.
Harmony between teachers' teaching and students' learning
Effective mathematics teaching is not a "one-way" information transmission process between teachers and students, but a harmonious teaching and learning characterized by teachers encouraging students to learn, taking exploration, communication and feedback between teachers and students as the presentation form, and taking students' active construction and ability formation as the goal. Students can acquire knowledge through study, independent exploration and cooperative exchange. However, it must be based on your own thinking. Students are the main body of mathematics learning, and their main role is reflected in the exploration, discovery and solution of problems, and in the growth of talents in practical operation and cooperation and exchange. Students' mathematics learning activity is a vivid, active and personalized process.
Teachers are the organizers, guides and collaborators of students' learning activities, providing a good environment and conditions for students' development. The teacher's "organizing" function is mainly reflected in two aspects: first, accurately grasp the mathematical essence of teaching content and the actual situation of students, create good problem situations and design good teaching plans; Second, in teaching activities, we should choose appropriate teaching methods, adjust them in time, and strive to create an interactive and lively classroom atmosphere between teachers and students to form effective learning activities. The teacher's "guiding" function is mainly reflected in: guiding students to think actively, seeking knowledge and seeking truth, and stimulating students' curiosity through appropriate questions or accurate, clear and enlightening lectures; Through proper induction and demonstration, students can understand knowledge, master skills and accumulate experience. The "cooperation" between teachers and students is mainly reflected in: teachers encourage students to actively participate in teaching activities with an equal and respectful attitude, inspire students to explore together, feel successes and setbacks with students, and share discoveries and achievements.
4 to stimulate students' interest in learning mathematics
Harmonious teacher-student relationship is a necessary factor to improve students' interest in mathematics learning.
Many times, junior high school students are tired of learning because of poor foundation or monotonous math class. As a teacher, if you blindly suppress and force students to study, it will only worsen the relationship between teachers and students and make students give up mathematics learning. Therefore, establishing a teacher-student relationship like relatives and friends is the basic guarantee for students to be interested in mathematics. Junior high school students have a strong psychology of learning from teachers. They have strong dependence, poor self-control and unstable feelings. Once frustrated, they will be depressed and lose their interest in learning and fighting spirit. Therefore, emotional education should be carried out in the teaching process, and teachers should treat students as friends to shorten the distance between teachers and students. Teachers, like their relatives and friends, should care, encourage, inspire and induce students from the heart, be good at capturing the bright spots of students' thinking, encourage and praise students with unique opinions, create conditions and opportunities for them to express their thoughts, and let them feel the joy of discovery and creation and the joy of being recognized by teachers. This happy mood will ignite the spark of their interest and stimulate their confidence in learning. "Emotion is to thinking what energy is to engine." Therefore, teachers should fully respect and care for students, strive to win their respect and love, establish a teacher-student relationship like relatives and friends, and stimulate students' interest in learning with affection.
Second, set suspense in the lead-in to improve students' interest in learning mathematics.
Setting suspense in the lead-in is a method to create some problems, contradictions and suspense for students as soon as class begins, thus arousing students' keen interest in urgent learning and inducing students to change from doubt to thinking and from thinking to understanding. For example, a classmate wants to cut a triangle according to a relative's triangular glass plate. Can he take the glass home and cut the same triangle? The students are talking about it. Then, I told my classmates that triangle judgment is needed to solve this problem. Now let's solve this problem-congruent triangles's judgment.
Third, create situations to stimulate students' interest in learning mathematics.
In the teaching of similar items, I took out three small bags of coins and asked, "Who can help the teacher count how much money is here?" Who can count quickly and accurately? "The students immediately raised their hands, hoping to help the teacher. Some students are 1 dime,1dime, 50 cents and 20 cents; Some students first divided coins into a pile of 1 yuan coins, a pile of 50-cent coins and a pile of 1 cent coins, and then counted the number of each pile separately. Then I asked, if you collected them in a jar in business school, how would you count them and which counting method would you choose? Then, the category of similarity in algebraic expressions is introduced. Students feel that it is the same to count money by combining similar items. Students are full of interest and relaxed in class.