The first story of junior high school mathematics teaching
I think mathematics teaching is mainly to let students master basic knowledge, because from the examination papers of senior high school entrance examination, most of them are basic knowledge, and then the expansion of basic knowledge, while difficult topics only account for a small proportion, so as long as students really master basic knowledge, the expansion of basic knowledge can be solved with a little thinking. Therefore, I attach importance to the understanding of basic knowledge and the guidance of basic methods in teaching.
Basic knowledge is the concepts, formulas, axioms and theorems involved in junior high school mathematics curriculum. Students are required to master the internal relationship between knowledge points, clarify the knowledge structure, form an overall understanding and comprehensively apply it. For example, the relationship between the root of a quadratic equation in junior high school algebra and the intersection of the quadratic function graph and the X axis is often involved in the senior high school entrance examination. When reviewing, we should understand this part as a whole, grasp the textbook from the structure, and skillfully transform these two parts of knowledge into each other.
However, in actual teaching, in the process of cultivating students, it is always found that some students have no knowledge and no ideas to solve problems. So guidance is to understand the ideas and methods to solve these problems, and then find similar problems for students to do until students really understand and can do them. Is it the fundamental way to improve grades and solve problems? Can you understand and do it? Moreover, I have confidence in students with poor foundation and believe that they can learn math well. My confidence in students naturally infects students through communication in class and after class, so that they can build up their confidence. After a period of study, they naturally cultivate their interest in mathematics learning.
Teachers should also give students enough time and space to explore and think independently. Only in this way can students let go of their thinking and JASON ZHANG's personality. Only by giving students free time in teaching can students have greater creativity. Suhomlinski said: There is silence in the classroom, and the students are absorbed in thinking. We should cherish this moment. In teaching, students are given more time and space to learn according to their own thinking. Even though some attempts may be wrong sometimes, they can be perfected by questioning each other and supplementing each other according to their own way of thinking.
Remember after teaching cuboid cube volume surface area, my students and I were studying? Comparison of volume and surface area? With this knowledge, it is concluded through discussion that the volume and area of a cuboid cube are not only calculated in different ways, but also measured in different units. Seeing that all the students understand, I thought to myself, let's do an exercise: what is the volume and surface area of a cube with a length of 6 centimeters? Student formula: volume of cube = side length? Side length? Side length =6? 6? 6=2 16 cubic decimeter, surface area = side length? Side length? 6=6? 6? 6 = 216m2. The students did the right thing, but did they really understand the difference between cube volume and surface area? I had a brainwave and ordered one for the students? Trap? :? Students, do you think this cube has a large volume or a large surface area? I think this question is very simple, and students will definitely speak enthusiastically and reach an understanding. Unexpectedly, it really surprised me. As soon as my question fell, the children began to talk about it, and many students said without thinking: the same size. ? Others said:? Large surface area. ? Several others said: tuba? . At this time, I have a panoramic understanding of students' performance, their mood and their psychology. I mumbled:? Oh, it's no use just arguing. Please tell me your reasons. You see, all six? 6? 6=2 16 is of course the same size. No, no, cubic meters are much bigger than square meters. Of course, they are big. ? The two groups of students did not give in to each other, and they fought back and forth. I secretly shook my head:? Alas! These children, with so much emphasis on concept teaching, still don't understand the meaning of volume and surface area. Do I need to repeat it to them in general? I waited patiently and looked forward to it.
At this moment, I saw Ren Junwei frowning, unbearable, suddenly jumped up from his seat and said excitedly? No, they can't compete, they can't compete at all! ? An imperceptible joy jumped into my mouth: Really? Students, Ren Junwei has different opinions, please tell him, ok? I held Ren Junwei's hand and gave him a trusting look. Encouraged by me, he said loudly: volume and surface area can't be compared at all, just like circumference and area. These are two different concepts. Surface area is the size of the surface of an object, while volume is the size of the space occupied by this object, so the two cannot be compared! Although the results all seem to be 2 16, one is volume and the other is surface area. Just like people and dogs. ? The metaphor of a man and a dog! The students laughed and applauded, and at the same time, everyone seemed to suddenly realize. What's more, they regret not having thought of it earlier. I said:? Ren Junwei was not only able to think seriously, but also unconventional and outspoken. This is his unique side! ? I hold Ren Junwei's hand and sincerely say? Teacher Ren, you are amazing. You are really my good friend. ? The students showed an envious look and shouted:? Miss Wu, we are your good friends, too! ? In an instant, a burst of cheerful laughter echoed in the classroom. ......
Junior high school mathematics teaching story II
I have been teaching mathematics for 14 years. I think mathematics teaching is mainly to let students master basic knowledge, so I attach importance to the understanding of basic knowledge and the guidance of basic methods in teaching.
First, in the actual teaching, in the process of cultivating students, it is always found that some students do not have a good grasp of knowledge and have incorrect ideas for solving problems. Therefore, we should first guide students to understand the ideas and methods to solve these problems, and then find similar problems for students to train until students really understand and can do them. Let students learn to think, which is a good way to fundamentally improve their grades and solve problems. Can you understand and do it? This is also very confident for students with poor foundation, which cultivates their interest in mathematics learning.
Second, teachers should give students enough time and space to explore and think independently. Only in this way can students let go of their thinking and JASON ZHANG's personality. Only by giving students free time in teaching can students have greater creativity. Suhomlinski said: There is silence in the classroom, and the students are absorbed in thinking. We should cherish this moment. In teaching, students are given more time and space to learn according to their own thinking. Even though some attempts may be wrong sometimes, they can be perfected by questioning each other and supplementing each other according to their own way of thinking.
I remember that after teaching collocation, my students and I are learning to solve quadratic equations with formulas. The general form is deduced by collocation method, and the root formula of quadratic equation with one variable can be obtained. After seeing the students' images, I thought of doing an exercise as follows: Solve the equation 2x2+x+ 1=0 by formula, and do the students' formula: b2-4ac= 1-4? 2? 1= 1-8=-7 I don't know how to solve it. I wonder if they really understand the conditions for finding the root formula? I had a brainwave and ordered one for the students? Trap? :? Look, students, we have calculated B2-4ac.
At this moment, I saw Chang Lu's classmate frowning and unbearable. He suddenly stood up from his seat and said excitedly, Teacher, for the root formula to be established, you must add the condition b2-4ac? 0, but b2-4ac can judge the root of a quadratic equation. B2-4ac? The equation has two unequal roots at 0, one root at b2-4ac=0 and one root at b2-4ac.
Afterwards, I deeply reflected.
The third story of junior high school mathematics teaching
In a math class, I left several math problems, one of which was to find a regular problem. During the investigation, I found that this problem was badly done, and some students who studied well didn't work it out. After class, I made a self-reflection and made a comprehensive investigation on this issue. I found that some students will feel very helpless when they encounter such problems, and some students can solve the problems that are easy to find laws when they calm down, but sometimes they will feel confused when they are nervous about exams. So some students asked me if there was a better way to solve this kind of problem.
In fact, this question raised by students is very good, and I want to know some secrets hidden in this kind of question. But I don't want to just tell them ready-made answers. In order to catch their curiosity and thirst for knowledge, I asked my classmates to collect related exercises they had done or not. Because some students want to make things difficult for teachers or other students, they deliberately inquired a lot of information and found many problems they think. I also adjusted my teaching plan, and planned to solve this problem in one class, so I made full preparations for it.
At the beginning of the class, a group of students ask questions first. Other groups of students are not to be outdone, racking their brains, arguing with each other and finally solving them. Their faces showed the joy of success. Some students also asked me questions directly. Although I came prepared, I was still puzzled and tried to explore. Some students are very worried about me. In fact, I want to guide students to learn how to think like this, how to start and why to think like this. With the help of my classmates, I also finished my question. Thank you for your help. Their smiles at this time are very proud, or proud, because they think they are great and can help the teacher.
Next, I showed the students the characteristics of the law of number shapes, and soon they came to the conclusion that some were linear functions and some were quadratic functions. This conclusion is accurate, which I didn't expect. At this time, I sincerely admire them and give them the most sincere encouragement: you are amazing! Then I raised a new question: So how do you judge that this law is a linear function? With this question, the students actively explored again. The real answer is found from several questions about the regularity of linear functions: when the difference between the dependent variable and the corresponding independent variable is constant, it is a linear function relationship. Then, other situations are generally quadratic functional relationships. With the students' own conclusions, we have carried out large-scale training activities for application. Through some actual combat, some students who are skeptical about the conclusion have also dispelled their doubts.
Through this teaching experience, I really realized that students' needs are the first. In the future teaching, we should start from the actual needs of students, stimulate students' curiosity and exploration spirit, and let different students have different development in mathematics.