The general idea of junior high school mathematics teaching design must follow the mathematics curriculum standards and fully reflect the curriculum standards. The most fundamental starting point of teaching must be for the development of students-"teaching for the development of students". Highlight the foundation, popularization and development, make mathematics education face all students, and realize: "everyone learns valuable mathematics;" Everyone can get the necessary mathematics; Different people can have different developments in mathematics. " "Mathematics is a process", the way to teach lies in "degree" and the way to learn lies in "enlightenment". The design and compilation of traditional lesson plans must be changed first. As a math teacher, we must design math classroom teaching activities based on the development of students. The contents of the design should include: overall teaching ideas and main teaching objectives; Collect and prepare learning materials; The organizational form of teaching activities; Strategies, methods and steps to achieve teaching objectives; Testing and evaluation, etc.
Second, enrich the process of mathematics classroom teaching design with the new curriculum concept.
1. The design of problem situations in classroom introduction should be permeated with innovation. "Thinking is operation, and thinking is an internalized action-in the mind." The development of thinking must be through effective training and practical operation, in order to establish a clear and concrete thinking image, so that thinking can gradually develop from image thinking to abstract thinking and realize innovation. For example, when I teach plane graphics in my life, I carefully design it, trying to practice new teaching concepts and cultivate students' initiative exploration and innovation consciousness. For example: Question: Starting from the same vertex of a polygon and connecting this vertex with other vertices, how many triangles can this polygon be divided into? This link has designed three thinking questions:
(1) What kind of rules do you get by doing this? After hands-on operation, the students found several laws: ① The more sides a polygon has, the more triangles it is divided into; ② When the number of sides of a polygon increases by one side, there will be one more triangle; ③ The number of triangles divided = the number of polygon sides -2, etc.
(2) Extension: Starting from the center of the circle, introduce n non-overlapping radii, and divide the circle into how many sectors? Students can draw a conclusion immediately through the activity experience of the above questions.
(3) Hands-on design and creativity: use familiar figures such as circles and polygons to spell out beautiful patterns and write appropriate commentary. Students have a rich imagination, designing more than 30 works with different explanations, such as Silent Night, Fish Swimming Slowly and Race against Time. In the whole class, students study actively and creatively. Therefore, to cultivate students' thinking, we should pay attention to both the development of abstract thinking and the development and deepening of image thinking.
2. In the design of the teaching process, we must embody the teaching objectives and the strategies to achieve these objectives.
The general model of junior high school mathematics classroom teaching should include "problem situation-putting forward mathematics; Student activities-experiencing mathematics; Establish a model-perceptual mathematics; Mathematical theory-structural mathematics; Interpretation, application and extension-using mathematics; Summarize and reflect-understand mathematics. "The process design of a teaching activity should choose specific and rich contents according to the teaching objectives, including life materials, basic exercises, typical examples, ability training questions, exercises and so on. For example, in the teaching activity of "The inscribed quadrilateral of a circle", I made the following process design around the teaching objectives. Import: On ⊙O, arbitrarily select three points, A, B and C, and then connect them in turn. What figures did you get? What does this number have to do with ⊙O? Inquiry: From the concept of triangle inscribed circle, what is called quadrilateral inscribed circle (analogy)? Guess: (1) Ask students to draw arbitrarily the inscribed quadrilateral ABCD of ⊙ O and ⊙O (properly guided by the teacher) (2) Measure all the values that can be found (the radius of the circle and the sides, internal angles, diagonals, perimeters and areas of the quadrilateral) and observe the relationship between these quantities. (3) Change the radius of the circle. Will these quantities change? (4) Move a vertex of a quadrilateral, do these quantities change? What about moving three vertices? What about the four vertices of the moving quadrilateral? (5) How to express the conclusion of the experiment in the form of proposition? Let the students answer.
This inquiry teaching method of mathematics has been further implemented in the following examples. This not only mobilizes students' enthusiasm and initiative in learning mathematics, but also enhances students' awareness of participating in mathematics activities and cultivates students' practical ability. At the same time, it also infiltrated the dialectical viewpoint of practice-cognition-practice-re-cognition to students. This not only greatly stimulates students' interest in learning, but also makes students understand geometry more deeply than in the past teaching.
3. In the design of class summary, we should pay attention to actual effect.
In the process of class summary, we should pay attention to students' reflection and gain, and not become a mere formality. Including process reflection, method reflection, experience reflection, error reflection and so on. Let students really feel that learning is a very pleasant thing. Through a lot of practice, I think the following model is effective. (1) math diary writing method: date, weather, study topics, knowledge induction, my gains and confusion, self-evaluation, teacher, I want to tell you. (2) I think, I am happy: What have I gained in this class? How was my performance? What is my confusion? Friendly reminder ... this not only cultivates students' self-study ability, but also enhances the effectiveness of learning and benefits a lot.
In short, mathematics classroom teaching activities are bilateral activities of "teaching" and "learning" under the guidance of teachers in order to achieve the established teaching objectives. Teaching process design is the arrangement of specific steps of teaching activities, which embodies teachers' teaching ideas, teaching means and methods and teaching art level. The new curriculum reform has been fully launched. How to do a good job in new curriculum teaching is an urgent task for every teacher. Teachers should advocate the idea that "mathematics should be geared to all students, everyone can learn valuable mathematics, everyone can get the necessary mathematics, and different people can get different degrees of development in mathematics".