1, the clarity of teaching objectives.
Teaching objectives have the functions of guiding, encouraging and evaluating the whole teaching process. Therefore, clear teaching objectives should be set for each class and each unit. If you tell students directly that there are three main problems to be solved in this class, students will understand the learning tasks of this class, they will focus on these three problems, and teaching will achieve the best results. However, it is difficult to achieve good results in teaching without goals.
2. Guidance of learning methods.
Under the guidance of teachers, students' main role is brought into full play, so teachers' teaching is not only to "teach them fish", but more importantly to "teach them fish". Mr Tao Xingzhi once said that "teaching is for not teaching". In addition to the study of teaching methods, teachers should pay more attention to the guidance of learning methods, especially to the guidance of junior students.
On the one hand, to guide students to master the method of using knowledge, memorization must be confirmed and can be distinguished through certain conditions; This kind of understanding can be described in its own language, can be deformed and applied, can be compared with old knowledge, and produce new usage and new understanding; What is required should be combined with other knowledge to solve practical problems.
On the other hand, it is necessary to guide students to use knowledge to solve problems in specific steps, so that their thinking is clear, their logic is strict, their reasoning is well-founded, and their writing is concise, so that students can truly change from "learning" knowledge to "learning" knowledge.
3. Selectivity of teaching content.
Do "three stresses and three stresses" in classroom teaching, that is, focus on key, difficult and error-prone and confusing knowledge points; Don't say what students have learned, what students can learn through self-study and what teachers can't do. This requires teachers to understand the facts of students and accurately grasp the key and difficult points of teaching content. Problems that can be solved in class in teaching will never be left after class, and those that can be trained in class will never be regarded as homework.
There is less homework and less burden, and the students in the classroom are also active. They like to make their own decisions, and they prefer to check their study. They clearly know what they have learned, what they can't learn, and their goals are clear. They are becoming more and more interested in mathematics learning, which can be said to be twice the result with half the effort to some extent.