First, the problems in mathematics classroom teaching
(A) learning mathematics enthusiasm is not strong, interest is not high.
In the impression of many students, mathematics has always been labeled as boring and difficult to learn. In mathematics classroom teaching, students are often in a state of passive acceptance, and there is almost no interaction between teachers and students like other subjects. Students seldom respond positively to teachers in class. If students can't mobilize their own initiative in mathematics teaching and just accept the knowledge instilled by teachers, it will be difficult to learn mathematics well and the purpose of cultivating their logical thinking ability will not be achieved.
(B) wrong way of thinking, problem-solving blocked.
In mathematics teaching, it often happens that students are very serious in class and understand the professor's knowledge, but after class, they finish their homework, apply what they have learned, solve problems without analysis, and have nowhere to write, but they suddenly realize it under the analysis of other students or teachers. Some students will fall into the misunderstanding of mathematical thinking in solving problems, so that they think that the subject of mathematics itself is very difficult, and even have doubts about their ability to learn mathematics, and have resistance to the study of this subject. This is the result of not forming correct mathematical thinking.
Second, the causes of problems in mathematics classroom teaching
(A single teaching method, students are not interested.
Mathematics needs strong logical thinking ability. If the teacher's teaching method is single and can't guide students to use the corresponding logical thinking method accurately, it will highlight the dullness and arduousness of mathematics learning. The unchangeable teaching method is very easy for students to get bored with mathematics learning, which leads to a lack of interest in learning mathematics. Mathematics is a very logical subject. If you miss the understanding of a certain link, it will break the analysis link, make you unable to solve problems in time and accurately, and even cause students to lose interest in math learning, forming a vicious circle, making students' math scores decline again and again, making them lose confidence in math learning, and even have the psychology of giving up.
(B) the lack of mathematical logic, do not pay attention to the connection point of knowledge
Mathematics learning is a process of processing new information through the existing cognitive structure, and it is necessary to find the connection point between old and new knowledge. Through division and reorganization, we can find the connection between old and new knowledge. In the study of new knowledge, due to the lack of active guidance, students can not establish the connection point between old and new knowledge, and can not accept new knowledge smoothly. This unconnected indoctrination method can't make students form a correct mathematical thinking mode.
Third, methods to improve the quality of mathematics classroom teaching in senior high schools
Based on the analysis of the problems and reasons found in the above mathematics classroom teaching, the author puts forward some suggestions to improve the quality of mathematics classroom teaching in senior high schools according to years of educational practice experience.
(A) diversification of teaching methods to stimulate students' interest in learning
Interest is the best teacher. In mathematics classroom teaching, teachers should constantly change teaching methods, vividly and flexibly display the boring theories in textbooks, so that students are always in a pleasant learning atmosphere and stimulate their enthusiasm for participating in mathematics classroom learning. Scientific and reasonable teaching situation can stimulate students' learning autonomy to the maximum extent, improve students' interest in learning, and thus achieve greater learning results. Whether students can establish a proactive learning attitude depends on whether teachers can create a situation full of questions and problems.
Create problem situations, make students clear their learning goals, guide students to think in the right direction, and make students have a strong desire to explore. In math class, it is more meaningful to ask questions than to solve them. Solving problems is only the reuse of mathematical knowledge, while asking new questions is a creative reconstruction on the basis of mastering knowledge. Therefore, in mathematics classroom teaching, we should pay more attention to let students find and ask questions, stimulate them to actively think about their own problems and actively explore mathematics learning.
For example, when teaching "Equation of Circle", different teaching methods are adopted, so that students can ask their own questions about the equation of circle first. For example, what is the equation of a circle? How did the equation of circle come from? How to use the equation of circle, these questions are put forward by students after thinking, and they are also eager to explore. Through this teaching method, teachers can guide students to solve problems, which can not only arouse students' enthusiasm and interest in learning mathematics, but also make the progress of mathematics classroom teaching conform to students' cognitive level, so that students can better master mathematics knowledge in mathematics classroom.
(2) Strengthen the cultivation of thinking ability and promote correct mathematical thinking.
Mathematics is a highly logical subject, and its knowledge system is closely linked. If there is no strong way of thinking when solving problems, it is easy to make mistakes, so cultivating students' logical thinking ability is one of the focuses of our mathematics classroom teaching. In the teaching process, we should pay attention to guiding students' correct thinking and correcting students' wrong thinking in time. Over time, it can help students form the habit of correct thinking, overcome the thinking obstacles in mathematics learning and improve their ability to accept new knowledge.
(3) Give students free space to explore independently.
Students need to use their original knowledge to accept new knowledge and build a new knowledge system. As a teacher, you can't think, understand and deal with new knowledge instead of students, so students should be encouraged to explore, learn and create mathematical knowledge with their own thinking according to their own teaching experience. Guiding students to explore independently is not only to let students acquire mathematical knowledge, but more importantly, to let students learn how to use mathematical knowledge in independent inquiry, enhance their awareness of independent inquiry, and cultivate their ability to discover and solve problems independently. In math class, students should be given enough time to explore, and they should be asked to observe, compare and guess carefully, and collect information extensively, and get the answer through independent analysis and synthesis.
In addition, we should also increase the opportunities for students to explore independently, so that students can actively solve math problems in math class and acquire math knowledge through independent and cooperative exploration. Therefore, teachers should encourage students to carry out inquiry learning, so that students can become the leaders of mathematics learning, thus improving the quality of mathematics classroom teaching.
Four. conclusion
Mathematics is an important basic subject in senior high school. In view of the problems of students' low interest in mathematics learning, low enthusiasm for participating in the classroom and poor mathematical thinking ability, as educators, we should pay more attention to teaching students in accordance with their aptitude and find solutions to make contributions to improving the quality of mathematics classroom teaching in senior high schools.