Implementing cooperative learning mode in junior high school mathematics teaching is conducive to cultivating junior high school students' spirit of unity and mutual assistance and to the implementation of teaching students in accordance with their aptitude. Specifically:
(1) group interactive learning mode can be adopted. Before class, the whole class is divided into groups, and members of each group are required to prepare relevant materials for the next class. Finally, members of each group can draw their own conclusions through * * * discussion and compare them with the standard answers, take the essence and discard the dross, and finally improve their mathematics learning ability.
(2) Competitive learning mode can be adopted. For example, students in a class can be divided into regular groups according to their math learning situation, that is, there are students with strong math ability and students with weak math ability in each group, and the number of members in each group is guaranteed to be equal. Secondly, the math teacher will give each group a blank sheet of paper with the same number of equations written on it. Each member of each group can only do one of the questions, then pass it on to the next member, and so on until each member completes his turn. Finally, calculate the time spent by each group. Enhance learning interest in competition.
2. Adopting hierarchical teaching in mathematics classroom.
Set the teaching classroom as "preview, communication, demonstration, promotion and in-class inspection", so that every student can get different degrees of development in all aspects of mathematics learning.
In the preview session, the teacher designs preview questions and self-study note cards. Before learning a new lesson, arrange students to preview carefully and find out the key points, difficulties and doubts. Teachers should set up different levels of preview and inquiry activities in advance, so that everyone has something to do before class, and students of different levels will explore with different levels of questions, paving the way for exploring new knowledge. For students who have spare capacity for learning, the content of inquiry thinking can be improved appropriately, while for students with learning difficulties, in this lesson, they will pay more attention to reviewing old knowledge related to exploring new knowledge, or simply learning concepts and deduction theorems, and can focus on the content design that can be completed through independent learning of textbook content.
In the exhibition, taking into account the different students' foundations, the new curriculum content is presented by means of questions, objects, pictures and scenarios, and students with different gradients are required to answer the corresponding basic questions, so as to stimulate students' interest in learning at all levels to the maximum extent. Here, we should pay special attention to giving students of different levels different forms of exhibition opportunities, and be good at exposing problems of different levels and degrees. After the problems are exposed, students should be encouraged to make bold corrections. "The classroom is beautiful because of mistakes". I believe that the participation of students at different levels and the "trial and error" link in the classroom will definitely produce more valuable teaching resources.
Explore the communication link, carefully design the exploration and communication activities, and the designed activities should have clear purpose and operability; Activity design should be based on students' life experience and interests, and the content and methods should be as real as possible; Activities help students learn mathematics knowledge and develop language skills, thus improving their practical language application ability; Activities can promote the mutual infiltration and connection between mathematics and other disciplines, and develop students' comprehensive qualities such as thinking and imagination, aesthetic taste and artistic feeling, cooperation and innovation spirit; Activities can encourage students to acquire, process and use information. The designed activities should involve all students, not just students with good ability and level. Therefore, we must design activities into various forms to ensure effective hierarchical teaching and enable students of different levels to participate in and complete certain tasks.
In the process of evaluation, consolidation and feedback, let students summarize the main contents learned in class. Other students complement each other, and the teacher guides and improves in time. At the same time, they carefully design consolidation exercises, encourage students to think from different aspects and angles, let students make horizontal, analogy and reverse associations, and cultivate students' divergent thinking ability and comprehensive problem-solving ability. In this link, students at different levels should be given opportunities, so that each student can improve in different degrees.