First of all, let the teaching content move in the classroom teaching. Some scholars emphasize that "the teacher's job is not to teach students anything, but to try to build students' knowledge structure and stimulate students' desires in various ways." In this way, learning is the process of students' active participation. "In the textbooks of the new curriculum, almost every lesson has scenario introduction. How can students experience the process of knowledge generation by solving problem scenarios? There are many graphic changes in the teaching content of the new curriculum, such as the section "Changing Triangle". I use the geometric sketchpad as a courseware, which can better reflect that "the area of a triangle changes with the height of the triangle". Students can clearly see that when the height changes, the value of "area" will also change. In this process, students are deeply impressed by the learning content, and at the same time feel the changing process of the problem. For another example, using the z+z intelligent education platform to study the image of quadratic function, we can explore the relationship between the coefficients A, B and C of quadratic function y=ax2+bx+c and the image change. Through courseware presentation, the change process becomes clearer. Therefore, the active use of multimedia means can make classroom teaching content move, show the process of problems well, and let students form an intuitive impression in the process of experiencing knowledge. It can also increase classroom capacity and improve classroom efficiency. In addition, there are some problems that students can solve, such as cutting a geometry, I am getting fat, graphics and transformation, and so on. This kind of classroom teaching design makes the classroom teaching content vivid, stimulates students' interest in learning mathematics, increases students' experience, conforms to the process emphasized in the new curriculum, and emphasizes students' experience of exploring and acquiring new knowledge.
Secondly, we should stimulate students' enthusiasm in classroom teaching. One of the important goals of the curriculum reform of basic education is to change the current situation that the curriculum implementation puts too much emphasis on learning, rote learning and mechanical training, advocate active participation in learning, be willing to explore and be diligent in hands-on, and cultivate learners' ability to collect and process information, acquire new knowledge, analyze and solve problems, communicate and cooperate. This requires our teachers to pay special attention in classroom teaching. The performance of students in classroom teaching, the amount of gains, etc. It is an important symbol to measure classroom efficiency. Teachers should understand students, analyze students' original cognitive basis, and think about a series of problems in classroom teaching, so that every student can gain something in classroom teaching. In order to achieve this goal, teachers must try their best to make students move. First, let the students think in class. Focus on problems, analyze and deduce, explore conclusions, etc. And learn mathematical ideas and methods. If math problems only stay in teaching, knowledge will not be easily sublimated. I remember that in a class of linear functions, the conclusion of a question was: 4x+2y= 19. I asked the students to make up a practical question according to this relationship, and as a result, the students made up various examples, including the question I wanted to expand. In this way, students actively use their brains to draw inferences and achieve unexpected teaching results. Secondly, let the students do it. You also need to master some problem-solving skills in math learning. The process of students' hands-on is often the process of mastering problem-solving skills. For example, when using calculators to explore problems, students should first be proficient in using calculators, and teachers should give students enough hands-on time to understand why. Let the students discuss. Almost every section of the new textbook has something that students need to exchange and summarize. In communication, students' logical thinking ability, verbal expression ability and the ability to use knowledge to solve practical problems can be cultivated. In particular, many questions in the new textbook are open-ended and there is no standard answer. Students' answers are correct as long as they are reasonable. When dealing with this kind of content, teachers should be good at organizing students' activities and guiding students to communicate. They should not simply deny students' wrong answers, so that students' answers will often be wonderful beyond teachers' expectations. The author once listened to an open municipal class: the topic research "Guess, Prove and Expand". The introduction of the classroom, students' activities in the classroom and teachers' organization and guidance are all smooth, which is undoubtedly a successful lesson. At the end of the class, when the students summed up their lessons and experiences, the students scrambled to speak. A student said, "when we solve practical problems, we often have to guess first, but the guess may be correct or incorrect." This requires proof, which can only explain whether it is correct or not, but it can't just stay on the proof, but also expand the conclusion of the proof and cause us to think. " What a wonderful speech, his answer put an end to this good class and made the finishing point.
Students are the main body of learning. It is impossible for a teacher to read instead of students, feel instead of students, observe, analyze and think instead of students, understand any truth and master any laws instead of students. Teachers just let students read, feel things, observe, analyze and think by themselves, let students understand things by themselves, and master the laws of development and change by themselves. Only through the teacher's explanation, it is impossible for students to realize some experiences and truths in learning.
Good luck with your work.