How to analyze the learning situation in junior high school mathematics teaching. A comprehensive analysis of students' learning foundation, needs, methods and habits can make scientific and reasonable teaching objectives, design targeted teaching programs and flexibly control classroom teaching. As front-line teachers, only by continuous exploration, practice, reform and innovation can our classroom be more exciting and effective. Today, Park Xin Bian Xiao brings you mathematics teaching methods.
1. According to the analysis of the learning situation, determine the teaching objectives.
Teaching objectives have a directional guiding role in teaching and are the starting point and destination of teaching. Learning situation analysis is the basis of setting teaching objectives. The teaching goal without the analysis of learning situation is unscientific. Scientific teaching should determine teaching objectives by analyzing students' "known" and "unknown". For example, when I was teaching the chapter "Positive Numbers and Negative Numbers" in the seventh grade of the Education Edition, I first made such an analysis: students have studied integers and fractions (including decimals) and have a certain understanding of the concept of logarithm, but they have no in-depth understanding of the application of numbers in life. In view of this situation, the author sets the teaching objectives of this lesson as follows: to sort out the knowledge of integers and fractions (including decimals) learned in the first two sections and master the concepts of positive numbers and negative numbers; Can distinguish two quantities with different meanings, and will use symbols to represent positive and negative numbers; An important reason for experiencing the development of mathematics is the need of life and production, which stimulates students' interest in learning mathematics. This teaching goal not only attaches importance to the result of problem solving, but also attaches importance to the process of problem solving and the experience of students in the process of problem solving.
2. Stimulate students' interest in learning mathematics based on the analysis of learning situation.
Only when students are interested in what they have learned and form their inherent needs and motives can they have the initiative to achieve their goals, from "asking me to learn" to "I want to learn". For example, when learning an ellipse, I first ask a student to draw an ellipse on the blackboard with the materials prepared in advance according to the textbook requirements, and the rest of the students observe the formation process of the ellipse. Through students' observation and practice, students' ability to explore problems and operate is cultivated. In addition, before learning this lesson, the students have learned some contents of curves and equations, paving the way for the definition and standard equation of drawing ellipses. As far as learning is concerned, the focus of this lesson is to master the definition, geometry, standard equation and simple properties of ellipse, and to understand the role of ellipse in depicting the real world and solving practical problems. The process of students' hands-on operation is intuitive, attracting the attention of the whole class, igniting the sparks of students' thinking at once, and laying a solid foundation for the efficient teaching of mathematics.
3. Based on the analysis of learning situation, cultivate students' learning ability.
"Learning needs" and "learning preparation" are the key contents of learning situation analysis. Before each new lesson, it is necessary to analyze the overall learning ability of students in this class and the learning ability of special groups, and take corresponding measures in teaching. For example, the section "Determination and Properties of Parallel Lines and Planes" in Mathematics (Compulsory 2), a standard experimental textbook for senior high schools, involves many theorems and properties, and most of the students in the classes taught have weak foundations. In teaching, the author encourages more active students to take the stage to explain, teachers retreat to the role of audience and guide, and let students become the protagonists in the classroom. This makes the students who come to the stage to explain first clear their minds and organize the language; The students who listened to the lecture in the audience were surprised by this novel way, which prompted them to listen carefully, think positively and participate enthusiastically. This change not only stimulates the enthusiasm of the students, but also injects a tonic into the students, arouses their interest in mathematics, improves the effect of classroom teaching, and is also of great benefit to the training of students' mathematical thinking and language expression ability.
2. Improve the efficiency of mathematics classroom.
Design problem
Curiosity is the basis of interest. If difficult math problems are designed to be related to students' daily life and then presented to students, it will easily arouse their curiosity, not only stimulate their interest in learning, but also deepen students' understanding and memory of the problems.
I once had such an experience. When learning the addition and subtraction of algebraic expressions, we encounter such a problem: x-y=2, and find the value of 3y-3x+2(x-y). For such a problem, students will find it difficult and have no ideas. Will I meet again after the teacher's explanation? We usually explain that y-x and x-y are opposites, and students can't remember them if they are not interested. If we regard x-y as a family, and their house number is 2, then the house number of y-x is just the opposite, which shows that the two families are related, and they are both related and opposite. Students will find it interesting and memorable.
Design experiment
Students are the main body of learning. If the content designed by the teacher is wonderful, students will get twice the result with half the effort if they don't listen, learn and have no interest. Before class, design a short story or experiment related to the content of this class, concentrate students' attention, let students form the habit of paying attention to mathematics, let students have interest and expectation in mathematics, and expect what kind of surprises the teacher will have before class, so that students will unconsciously like mathematics.
So, I try to attract students in different ways. When I study the properties of the equation, I first take out the balance, and then take out two identical lollipops and put them on the balance, so that students can immediately say that the two sides are equal. I took out two identical chocolates and put them on the balance. Students can explore the essence of the equation through group cooperation, and the group that explores the results first will get these rewards. This not only concentrates students' attention, but also mobilizes students' learning enthusiasm and cultivates students' team cooperation ability, thus improving classroom teaching efficiency.
3. Mathematics teaching methods
Change the traditional teaching mode and enhance the interest of classroom teaching.
A good beginning is half the battle. How to induce students to have a direct interest in learning related to learning content and learning activities itself, and make students have a strong desire for knowledge from the beginning of new courses is very important. For example, the method of "guessing" can be used in the teaching of "the sum of the angles of a triangle". Before class, let each student prepare an arbitrary triangle and measure the degree of each inner angle. In class, let the students say the degrees of two inner angles in a triangle at will, and then the teacher guesses the degree of the third inner angle. Teachers can guess correctly every time, students are surprised and eager to explore the mystery, so they will actively participate in the study of new knowledge. Junior students are young and competitive, so we can make full use of this feature in teaching and let students experience the joy of success through their own efforts. For example, when teaching "vertical multiplication calculation", the teacher said to the students, "The vertical multiplication we are going to learn in this class is basically the same as the vertical addition we learned before, except that the original plus sign is changed to the multiplication sign." The teacher continued to ask, "Who can help the teacher write this vertical now?" Such a new problem was solved by the students themselves. The teacher didn't explain too much, but the students were intoxicated with the joy of success.
Starting with examples in life and things that students are familiar with, we can simplify complex math problems.
Mathematical knowledge is abstract. To make the abstract content concrete and easy to understand, we must dig up materials from daily life, find mathematical knowledge in daily life, and use mathematical knowledge to improve our interest in learning. For example, when talking about "probability", the description of this concept is very abstract and it is difficult for students to understand. In teaching, the author made the following improvements: imitating the activities of a shopping mall and setting up a turntable to let students experience the possibility of winning the prize, which greatly attracted students' interest. Finally, the author also prepared a "generous" prize for the students to design a game plan according to the above example, so that they can get as many prizes as possible. At this time, students are interested and will definitely think: how to set up a plan to have a good chance? Games and mathematical concepts are virtually linked together. At this moment, the spark of thinking will not ignite spontaneously.
Attract students with wonderful question settings and arouse curiosity.
In the process of modern teaching, students are the main body of teaching, and what teachers need to do is to guide and standardize. Bruner, a famous American psychologist, said: "Learners should not be passive recipients of information, but active participants in the process of knowledge acquisition." Therefore, the author decided to return the classroom to the students, so that they can truly become the masters of the classroom. Classroom questioning is an important means to stimulate students' positive thinking, and teachers should be good at using attractive questions to stimulate students' interest.
4. Mathematical thinking training
Mastering teaching materials is an important prerequisite for efficient teaching.
We often find that in class, the teacher talks about the topic, talks about the matter, doesn't know the priorities, exerts himself on average, and follows the book. The main reason for this phenomenon is that teachers have not mastered the teaching materials. To grasp the teaching materials, we should focus on the overall situation, understand the teaching materials as a whole, and systematically analyze the teaching materials from the perspective of contact. First of all, understand the textbook on the premise of understanding the basic concepts of standards. By reading the textbook repeatedly and consulting relevant teaching reference materials, we can understand the writing characteristics of the whole textbook, clarify the purpose and requirements of each part of the teaching content and its position in the whole textbook system, and understand its internal relations; Study the distribution of all knowledge points in each unit of the whole textbook; We should also study the teaching objectives of each unit and each class.
Secondly, we should master the knowledge system, logical structure and arrangement intention of teaching materials skillfully. Determine the teaching emphasis and difficulty of each unit and each class, and formulate corresponding teaching objectives. Thirdly, mastering the knowledge structure in teaching materials is transformed into teachers' cognitive structure. Only by this step can we master the teaching materials and become familiar with them in teaching, and simplify them.
Creative use of teaching materials is the key to effective teaching.
Textbooks only provide basic clues for students' learning activities, and are important resources to achieve curriculum objectives and implement teaching, not the only resources. Experimental teaching materials provide a broad space for teachers to use creatively. For example, some teaching contents are presented in a flexible way, which is convenient for everyone to use flexibly. However, the experimental teaching materials are in the experimental stage, and there may still be some shortcomings. Therefore, in the teaching process, we should creatively use teaching materials, actively develop and utilize various teaching resources and provide students with colorful learning materials in accordance with the spirit of the Standard and the actual situation of local schools and students.
Here are some suggestions for creative use of teaching materials: 1. You can rearrange the order of knowledge according to the situation. 2. Thinking questions that can achieve the same teaching purpose can be put forward in combination with the local and students' familiar life reality, so that students can realize the value of mathematics in the process of solving problems and learn the strategies of solving problems. 3. It can expand the thinking space of examples, reflect the overall effect of knowledge, and highlight the internal relationship between knowledge and mathematical thinking methods. 4. Relevant teaching contents can be appropriately supplemented or deleted according to actual needs, but it should also be noted that in the process of creative use of teaching materials, teaching requirements should not be lowered or raised at will.