1. Give full play to students' main role and teachers' leading role, and create a good learning atmosphere.
Teachers should not only solve the problem of how to teach, but also teach students how to learn. Teachers are not judges, and they don't just ask students. A teacher is more of a student server, and his duty is to serve the students wholeheartedly. Through the efforts of teachers, students can really learn knowledge and skills. Teachers should strive to satisfy students' thirst for knowledge, make them consciously love learning and experience happiness in learning. The teaching process is not a process for teachers to please themselves, but a process for serving students. A harmonious atmosphere and a democratic atmosphere in the classroom are indispensable. Equality, respect, listening, infection, kindness and understanding of every student are the abilities and qualities that teachers must possess. Only by letting them truly feel the joy of success in their study, stimulating their interest in learning in the joy of success, and realizing real development and improvement in their study, can such teaching be effective.
2. Set goals and actively participate in improving classroom efficiency.
Teachers should fully trust students, give them the initiative to learn, let them learn independently, give them enough study time, let them explore independently, create an atmosphere of autonomous learning, and give full play to their initiative in learning. In the process of learning, autonomous learning becomes the main method for students to learn, and students learn to organize, cooperate, think and communicate. For example, in the teaching of "tax issues", students can search the website of "tax consultation" online. Students can explore in the way of "collaboration" and "dialogue" on the website according to their hobbies, learn the calculation methods of various taxes and fees, and understand various tax policies. In teaching practice, according to the process of mathematics teaching, some questions are left for students to use information tools to retrieve all kinds of information, judge the quality and credibility of information, and then communicate with each other. In this process, students can not only learn to use network resources, but also fully understand the development history of mathematics. This form of active participation breaks through the limitations of the classroom and mobilizes the initiative and enthusiasm of students.
3. Stimulate students' interest in learning and improve the effectiveness of classroom teaching.
Interest in learning is a powerful internal motivation to drive students to learn and is the best teacher. The creation of interesting situations will make students feel wonderful and attractive, and thus actively and happily engage in learning activities. Teaching can induce students' thirst for knowledge and stimulate their enthusiasm for participation. For example, when learning "waiting for possible events", let students "roll the dice" and "flip a coin" to seek rules and new knowledge in the first, second and … repeated games. Stimulate students' interest in participation through interesting teaching. For example, when learning the power of rational numbers, tell a story: In ancient times, there was a wise minister in a kingdom who invented chess and gave it to the king. The king liked it very much, and in order to express his gratitude to the minister, the king promised to meet a request put forward by the minister. The minister said, "Just put some rice grains on this chessboard. Put 1 grain rice in 1 grid, 2 grains rice in the second grid, 4 grains rice in the third grid, then 8 grains, 16 grains, ... until 64 grids. " The king smiled. "You are so stupid. You only need so much rice. " At this time, the minister said, "I'm afraid you don't have that much rice in your treasury?" Students, do you think the king has that much rice? This story aroused students' curiosity, caused cognitive conflicts and mobilized students' learning enthusiasm.
4. Encourage students to ask questions, activate thinking and improve classroom effectiveness.
Asking questions and asking difficult questions is the beginning of exploring knowledge and finding problems. Thinking comes from doubt, small doubt and small progress, big doubt and big progress. Doubt is the bud of innovation consciousness and the prelude to innovation. Einstein said, "It is more important to ask a question than to solve it." Because solving a problem may be just a teaching or experimental skill, but asking questions requires students' creativity and imagination. When students put forward some unusual ideas and questions, teachers should guide them "just right" in time. By asking questions, teachers can understand the difficulties and crux of students' learning. Only the good interaction between questioning and solving doubts can effectively play the main role of students and cultivate their innovative thinking ability.
5. Cultivate students' self-study ability and improve classroom effectiveness.
In the teaching process, the classroom teaching mode of combining opening, reading, practicing, knowing and concluding is adopted. It is an effective teaching method, which can reflect the main role of students. Teach students reading methods and cultivate their reading ability. Autonomous reading ability is the key to self-study ability, and reading is the first step to cultivate students' self-study ability. Read, practice and know alternately to cultivate students' self-checking ability of independent thinking and operation. Reading, practicing and knowing alternately in class can arouse the enthusiasm of students' thinking and make observation, attention, memory and thinking in a positive state. In practice teaching, students pay attention to the training of analyzing problems and solving multiple problems. Pay attention to cultivating students' self-examination ability in the process of "knowing"
6. Carefully design classroom exercises to improve efficiency and classroom effectiveness.
Intensive reading and more practice can improve the effect of classroom teaching. The combination of lectures and exercises will help students to think and study with their mouths, hands and brains, and make full use of the 45 minutes in class, which will not only reduce the burden on students, but also arouse their enthusiasm for learning. Psychologists' experiments show that teenagers, especially junior high school students, have a psychological characteristic that can not be ignored, that is, teenagers' concentration can not be sustained and has intermittent characteristics. The first concentration can only last for more than ten minutes before it begins to diverge. The second time is about ten minutes, decreasing in turn. In view of this characteristic of students, teachers should grasp the lecture time well.
7. Rational use of multimedia teaching to improve classroom efficiency.
At present, multimedia teaching methods show their unique charm in classroom teaching, especially those abstract and difficult mathematics contents and teaching difficulties. Through the display of multimedia courseware, it is not only concrete, intuitive and easy to understand, but also plays a prominent and emphasized role. It can not only fully mobilize the participation of students' multiple senses, but also stimulate students' interest in learning, which will play a multiplier role in improving classroom teaching effect. But multimedia is only an auxiliary means of teaching, not the ultimate goal. Teachers should make multimedia courseware really serve "students learn mathematics better and teachers teach mathematics better", so as to achieve the purpose of improving classroom teaching effect.
8. Teachers should establish the concept of effective teaching and cultivate the consciousness of teaching reflection.
Effective teaching requires teachers to have the consciousness and ability of reflection. Reflection is very important for students' learning and plays an important role in effective teaching. Teachers who dare to reflect on the process often feel the vitality of new life after a lifetime of unforgettable pain, just like mothers in labor. They have a feeling of excitement and their practice is purposeful. By paying attention to students' reaction to teaching, we can adjust the teaching content and improve the methods in time according to the teaching situation; By listening to students' opinions or suggestions, we should constantly reflect on our own teaching process and avoid repeating similar teaching mistakes. It promotes students to study most effectively. To some extent, teachers' critical reflection ability should be the most important indicator to judge whether teachers' teaching is effective or not.