Middle school students' psychological development is not comprehensive, and they are in the transition stage from image thinking to logical thinking. They have strong mechanical memory and poor analytical ability, which is a critical period for the development of thinking. However, the content of middle school mathematics is abstract and the learning task is heavy. It takes a lot of time and energy to improve the teaching quality of middle school students in a large area. This urges us to boldly try to improve teaching methods and teaching modes and improve teaching efficiency. The following are some methods for the author to improve the quality of middle school mathematics teaching for reference.

First, gradually cultivate students' interest in learning mathematics and improve the teaching effect step by step.

The research of modern psychology shows that the interest in learning directly affects the effect of learning, so we should try our best to make students interested in mathematics. Of course, this is not simply telling a few math stories or quoting a few things related to life to make students interested in mathematics, but to make students really understand mathematics.

1. Pay attention to classroom art. Use a variety of teaching methods, such as lectures, discussions, answering reporters' questions, holding debates, etc. Organize students to actively participate in teaching activities, give full play to students' main role in the teaching process and make the classroom full of laughter. Proper use of allusions, idioms, proverbs and jingles. In teaching, entertaining and entertaining.

2. Add fun to the evaluation. When evaluating students' questions and answers or homework orally or in writing, if the math teacher can be humorous in language, speech speed, intonation and tone, then the evaluation of students' questions and answers and homework should be appropriately given a little emotional color. Then, students can add fun and enjoy learning in the process of learning mathematics. For example, "what a pity", "almost" and "it will be better next time" ... These words of respect, expectation and regret are not only emotional compensation for poor students, but also psychological adjustment, which can make them turn boring into fun, interesting into interest and interesting into fun in the exploration of learning mathematics.

Second, pay attention to the application and the development of students, so that students can understand that mathematics comes from life.

The reason why students don't want to learn mathematics is more influenced by the wrong idea of "it's useless to learn mathematics" than the boredom of mathematics. The life of middle school students is full of mathematics. Teachers should be good at digging abstract mathematical problems from students' lives in teaching, so that students can feel that mathematics is around. Classroom teaching design should combine students' real life, present the teaching content of mathematics in life with students' language and way of thinking, and deal with the teaching content and teaching methods from the perspective of applying mathematics in life, which is undoubtedly an effective measure to make up for the shortcomings in the teaching of mathematical theory knowledge, and can effectively improve students' learning enthusiasm and learning effect.

Third, all aspects of teaching routine have been put in place.

1. The efficiency of classroom teaching must be improved. The effect of classroom teaching plays a decisive role in reducing students' excessive academic burden and improving teaching quality in a large area. Every teacher should make every lesson he teaches achieve remarkable teaching results. I think we must do the following two things: (1) The teaching concept must be innovative. Innovative teaching has changed from focusing on teachers' teaching to focusing on students' learning, and from "asking me to learn" to "I want to learn", so that students can not only learn, but also learn, making them happy and good at learning. Let students know what they have mastered through their own practice. Only by internalizing it into his own knowledge system can he become his own thing, which is what he really masters; From imparting knowledge to developing thinking, improving ability and cultivating students' non-intelligence factors and good personality quality. (2) The teaching of mathematical concepts must be subject-oriented. Mathematics is an indispensable tool for people to participate in social life, engage in productive labor and study, and study modern science and technology. In teaching, we should guide students to master mathematical laws (including laws, properties, formulas, axioms, theorems, mathematical ideas and methods) on the basis of learning concepts well, and focus on cultivating students' ability. Therefore, practice is an integral part of mathematics teaching, a necessary condition for students to master basic knowledge, basic skills and develop their abilities, and a necessary condition for learning mathematics well. Through the variant exercises that embody the connotation and extension of mathematical concepts, we can deepen our understanding and mastery of mathematical concepts, so that students can understand the concepts thoroughly and use them freely.

2. The homework is carefully selected and refined, and it is put in place. From the psychological point of view and the characteristics of students, it is not that the more homework, the better the effect. In fact, because of too much homework, students are overloaded, they will copy, and even students with good grades will blindly follow the crowd and copy. In the long run, no matter how much homework, it is difficult to achieve the expected results. On the contrary, it will form a vicious circle and drag teachers and students to exhaustion, which is counterproductive. Therefore, the number of homework must be well controlled, which requires careful selection of exercises. The choice of exercises must cover many points, strive for comprehensive questions, highlight key requirements, be typical and have appropriate difficulty. Classroom exercises, homework, stage exercises and unit exercises should be a gradual process. On the basis of implementing the "two basics", students' ability should be developed and their intelligence should be cultivated.

3. Problem group training must strengthen skills. For some outstanding and important skills, targeted problem group training can be carried out, which is effective in improving students' problem-solving ability and speed. A class is arranged in 3 ~ 4 groups, each group has 2 ~ 3 questions, the topics are from simple to complex, and the difficulty is appropriate. The form of problem group training is that each group is conducted by 2 ~ 3 students, and the rest students practice independently. According to the situation, they can make necessary hints to open students' minds. Then explain the changes to the performance board and face the public. The revision should point out the reasons for the mistakes and explain that students should be encouraged to express their opinions and speak freely. For difficult topics, you can also talk about them first and then do them, so as to be targeted.

4. Conduct unit inspection in time, and timely check for leaks and fill vacancies. The unit test must be carefully designed and formulated according to the specific situation, psychological characteristics and acceptance of new knowledge of the students in this class. You can't just find a ready-made paper to test, so it will play a comprehensive exercise at most, and it will have little effect. On the basis of comprehensively sorting out knowledge points, skills points and ability training points, the unit inspection should refer to the existing test papers and exercises, select topics and make careful arrangements. Students are required to complete each test independently and on time. After careful correction, it is necessary to conduct a comprehensive examination paper quality analysis, find out the main problems, find out the students with problems, make records, and take corresponding remedial measures for the problems. After the common problems are corrected, arrange exercises again and carry out intensive training in time. Individual problems need to be assigned targeted individual homework, teaching students in accordance with their aptitude, and taking a multi-pronged approach to form a joint force to ensure that the chapters are clear and everyone can improve.

In a word, the object of our education is a group of fresh individuals, a group of innocent and lovely students, who are the flowers and the future of the motherland. Improving the quality of mathematics teaching in middle schools is a long-term, arduous and significant task. There is a long way to go in Xiu Yuan, and I will go up and down.

(Author: Yonghe Junior High School, quanzhou county, Guilin, Guangxi)