1 How to improve the ninth grade math scores
Create opportunities and build confidence. Whether it is a class teacher or a subject teacher, we should first care about students, understand students and guide them. Treat them as your own children and love our students with the heart of loving your own children. Students will always feel the teacher's love, gradually trust the teacher, get close to the teacher, and then listen to what the teacher says and "help the teacher" learn. In the teaching process, teachers should also actively create opportunities for middle school students, help them in their usual exercises and exams, and build their confidence. For example, when drawing the image of quadratic function y=(x- 1)2+2, let an ordinary student draw the image of y=x2 first. When this classmate draws the right picture, praise him immediately and let him feel the joy of success. Let's move the drawn image of quadratic function y=x2 to the right by 1 unit length, and then move it up by 2 unit lengths. Thus the image of quadratic function y=(x- 1)2+2 is obtained. Better students can do it. In this way, they can believe that they can do the right thing and get praise from their teachers, so as to enhance their confidence, fully mobilize their enthusiasm, promote the continuous development of their personality and psychology, and strive to realize the transformation to top students.
Master the methods and give guidance to children who have just entered junior high school. There are obvious differences between study habits and study methods. Primary school students are mainly taught by teachers, which is a process of repeated practice and memory, and there is little time for self-study and thinking. It is a typical "asking me to learn" and passive learning. In middle school, they changed from "I want to learn" to "I want to learn", but they failed to change well. Some students "I want to learn" and don't know how to learn. Therefore, teachers should first teach them how to study, how to preview, how to review, how to take notes, how to attend classes and how to do homework. In class, teachers can design easy questions, create opportunities for middle school students, guide them step by step, and let them "jump up and pick peaches", and also have the opportunity to show their unique self. For example, in the teaching of quadratic equation with one variable, we can design examples of x2=4, (x- 1)2=4, 2(x- 1)2=4. When solving these unary quadratic equations, most students can do it first; If you can't do it, encourage tips; As long as you do it right, even a little compliment. After the last two questions, it will be natural to change passive listening to active thinking. For students' homework, it can be designed as compulsory and optional, and middle school students only need to do compulsory questions. This can also improve their self-confidence.
Habit formation is very important. Middle school is an important stage to develop good study habits. The author mainly starts from the following aspects: ① Autonomous learning is carried out without the supervision of parents and teachers. (2) form a study that does not do other things, and do homework wholeheartedly. ③ Develop the good habit of previewing before class and reviewing after class. Learn the habit of listening to classmates and teachers analyze problems, not others, but I am distracted. ④ Develop the good habit of thinking seriously and speaking actively. ⑤ Develop a good habit of introspection, and learn to introspect whether you do your homework or finish the exam. Of course, the formation of these habits can not be achieved overnight, but a long-term project, which needs teachers and parents to cultivate slowly.
2 Measures to improve the effect of mathematics teaching for middle school students
1. Overcome the fear of math learning and build self-confidence. Treat fear correctly. As teachers, we should understand students' psychology of learning mathematics, make full use of various favorable factors and guide students to face up to their fears. Every small step to improve their grades should be praised mentally or materially, and their fears should be gradually eliminated through incentives. At the same time, we should tell them the methods and skills of learning mathematics, so that they can avoid detours, improve their academic performance as soon as possible, and finally form self-motivation for their mathematical performance.
2. Correcting the learning attitude of mathematics learning is the key. Students majoring in mathematics don't study hard, but they lack the correct attitude towards learning mathematics. Because some students have improved their math scores through hard work and tutoring, while some students who have not improved their math scores admit that they have not really worked hard. How to correct one's attitude towards mathematics learning can be analyzed according to the specific situation: from the importance of mathematics learning, from the perspective of students' future learning, or in some backward areas, how to find a feasible way for their future through learning, so as to correct one's attitude towards mathematics learning.
3. Cultivating interest in learning is an important content. According to the survey, the main reason why "pure laziness" students do poorly in mathematics is that they don't work hard subjectively. For this kind of students, besides telling some truth, the most important thing is the supervision of teachers and parents. One is to do some compulsory studies, such as leaving some homework on time and extra-curricular tutoring. Then tell them some learning skills, reward their small achievements in time, let them feel the joy of success, and then slowly cultivate their interest in learning and let them embark on the track of learning.
4. Realize the perfect combination of "mathematicization" and "living". Change the traditional boring teaching methods. Mathematics course should start from students' existing life experience and let students experience the process of abstracting practical problems into mathematical models and explaining and applying them. Let students feel the close relationship between mathematics and life, have a sense of intimacy with mathematics, can initially observe life with mathematical eyes, think about life with mathematical thinking, and thus feel the charm of mathematics.
3 Open teaching activities
(A) open methods can help students improve their math scores.
First of all, teachers' teaching methods should be open. Rigid teaching methods, backward teaching ideas and single teaching mode are not conducive to students' learning of mathematics knowledge and the improvement of mathematics scores. Teachers should teach students how to learn mathematics knowledge and let them solve practical problems with the methods they have learned.
Secondly, students should learn in an open way. The primary task of teachers in teaching activities is not to teach, but to exchange learning methods with students at any time and keep abreast of students' learning trends. In teaching activities, teachers should educate students to help each other and exchange learning experiences with each other, so as to promote students' progress and improvement.
(B) Open content is conducive to improving students' math scores.
Teachers' teaching content should be open, and students' mathematics knowledge content should also be open. In teaching activities, teachers should be people-oriented according to the individual differences of different students, and provide students with content suitable for different students' learning levels, so that each student can learn what he is interested in according to his actual ability. When educating students to learn mathematics knowledge, we should also remind them that the level of grades does not represent the quality of mathematics learning. The most important thing is to develop practical learning ethics.
(3) Open activities are helpful to improve students' math scores.
The openness of teaching activities reduces teachers' teaching time in class, pays attention to students' learning process in class, and requires teachers to invest more energy in the preparation before class, which truly embodies the purpose of quality education.
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