The new curriculum standard of junior high school mathematics has established a brand-new concept and put forward new requirements for junior high school mathematics teaching. In recent years, the author has deeply realized the flexibility, applicability and necessity of reform of new textbooks. The new textbook enables students to enter lively mathematics teaching activities from the traditional receptive teaching mode.
Below, the author combines some specific cases to talk about the experience of curriculum reform from two aspects: classroom teaching and students' learning.
First, establish diversified teaching knowledge goals.
The new curriculum standard of junior high school mathematics clearly points out that mathematics teaching should start from students' existing life experience and rely on students' personal experience to abstract practical problems into mathematical models, and teachers should guide students to understand and apply them. Therefore, when setting teaching objectives, we should set diversified teaching objectives from four aspects: knowledge and skills, mathematical thinking, problem solving, emotion and attitude. Only in this way can students' thinking ability be improved and their emotional attitudes and values be established. Therefore, mathematics teaching should not only pay attention to solving problems, but also pay attention to mathematical thinking process, so that students can actively participate in classroom teaching and share the happiness of acquiring knowledge.
Second, let students learn mathematics in specific situations.
In the teaching of new textbooks, teachers should make full use of students' life experience and design vivid, interesting and intuitive mathematics teaching activities, such as telling stories, playing games, demonstrating intuitively and simulating performances, so as to stimulate students' interest in learning and let them understand and know mathematics knowledge in specific situations. For example, the translation of plane graphics, the new textbooks are all based on real life. Students, you have seen the Olympic Games on TV. When China athletes won the championship and the five-star red flag slowly rose, how did it move? Has the size and shape of the national flag changed? The students quickly answered that the national flag was moving in translation, which not only improved their interest in learning from the reality of life, but also made them further understand that mathematics is widely used and the basic concepts do not need to be memorized.
Third, hands-on experiments are the premise of learning mathematics well.
There is a lot of geometry knowledge in junior high school mathematics, and it is difficult for students to prove the practicality, nature and graphics of geometry. In order to let students learn mathematics well, they must be allowed to observe more and do more work to discover the essence of graphics. The new textbook creates this condition for students. When explaining the section "The Nature of Parallelogram", students are required to make two congruent triangles after class. It is also required that the equilateral sides of two triangles overlap to form a parallelogram with different shapes, so that students can discuss the properties of graphics in groups. After puzzles, observation, analysis and discussion, students quickly come to the conclusion that the sides of a parallelogram are equal and the angles of the parallelogram are equal. After this lesson, I feel that the students have summed it up well, learned quickly, remembered it firmly, and felt very successful, ideal and realized.
Fourth, establish a platform for group cooperation and exchange, so that teachers and students can learn and explore together.
The new curriculum reform emphasizes that teaching is a process of communication and development between teachers and students. In this process, teachers and students share ideas, experiences and knowledge, exchange feelings, experiences and ideas with each other, and enrich the teaching content, so as to achieve * * * knowledge, * * * enjoy * * * progress, and realize the common development of teaching and learning. To form an attitude, cultivate personality and improve skills, students' goals are inseparable from the prescribed learning tasks, which is not conducive to the cultivation of their own abilities. Under the new curriculum concept, we should first change our concepts, from imparting knowledge to participants, guides and collaborators in students' learning; From the dominator and controller of teaching to the organizer, promoter and director of students' learning; From static knowledge owners to dynamic researchers. Secondly, we are also required to abandon the dignity of teachers and establish a real equal relationship with students. The podium can no longer be a watershed between teachers and students. In order to make the podium a stage for students and the classroom a platform for interaction between teachers and students, we should bend down, talk and exchange with students on an equal footing, discuss and explore with students, give full play to students' initiative, dare to think and dare to question.
Fifth, choose open teaching content and expand teaching extension.
The new curriculum standard emphasizes that mathematics learning is no longer a simple problem-solving training, and realistic and exploratory mathematics learning activities should also become an organic part of mathematics learning content. Open teaching refers to the application of open questions. As the carrier of learning, open questions can expand the classroom capacity, help students change the way of mathematics learning, and play a very good role in cultivating students' ability of independent learning and exploration and innovation. For example, a middle school is engaged in greening, and in order to build a flower bed on a rectangular open space, the design scheme is now collected, which requires symmetry (it can be composed of circles, squares or other graphics). How to design?
This open-ended question helps to examine students' divergent thinking and innovative spirit. However, when using open-ended questions, we should pay attention to the events contained in the questions to make students familiar and interesting, otherwise it will not play a role in mobilizing students to explore independently. In this process, teachers should effectively protect students' enthusiasm for exploration, and give effective guidance and appropriate encouragement.
Six, make full use of modern information technology
The new curriculum standard of junior high school mathematics points out that modern technology should be used as a powerful tool for students to learn and solve mathematical problems, and students should be freed from tedious and repetitive operations and put more energy into practical and exploratory mathematical activities. Modern information technology has created a good experimental platform for junior high school teaching and provided necessary tools and means for students to "do" mathematics. It makes up for the shortcomings of traditional teaching methods in intuition, three-dimensional sense and dynamic sense. For example, when talking about the triangle interior angle theorem, students are used to using paper-cutting, splicing and measuring methods to let students feel intuitively. However, due to the error in actual operation, it is difficult to achieve the ideal effect. Now let's draw a triangle at will with the "Geometry Sketchpad", measure its three internal angles and sum them, and then drag the triangle to change the sum of the three internal angles.
The above is the author's experience and reflection in teaching. Students' interest in learning mathematics has improved, their learning attitude has changed, and their learning ideas have become clear. Although some achievements have been made, there are still many shortcomings in teaching. In the future, we should learn from other teachers, continue to work hard and reach a new level.