The new textbook is vivid in layout, illustrated with pictures and texts, logical in content, simple and clear, which makes boring mathematics knowledge lively and interesting, has strong acceptability, intuition and inspiration, and is of great help to cultivate students' interest in learning. When students are interested in learning, they will have a strong thirst for knowledge, and they will actively and creatively pay full attention to and learn what they have learned. Therefore, people often say that interest is the best teacher. For example, adding "rich graphic world" to the first chapter of junior high school mathematics, starting from the actual objects that students can see and touch, has opened up a new world of junior high school mathematics, changed the abstract "letter representation" in the old textbooks to avoid the difficulties in teaching, made the excessive knowledge in primary and secondary schools natural and peaceful, eliminated students' fear of the difficulties in middle school mathematics, and is more conducive to stimulating students' interest. These are just the contents and forms of the new textbook itself. In the teaching process, as the executor of the course, we should strengthen this point. We should be good at using humorous language, vivid metaphors, interesting examples and unique classroom scenes to stimulate students' interest in learning; Stimulate students' thirst for knowledge with the wide application of mathematics; Stimulate students' learning motivation with China's outstanding achievements in the field of mathematics; It is also necessary to explore the rich and profound beauty of mathematics, give students a good spiritual enjoyment, be good at creating problem situations that help students learn independently and cooperate with each other, attract students with the charm of mathematics itself, and cultivate students' love for mathematics. In short, we should constantly stimulate students' interest in learning mathematics through various means, ways and means, so that everyone can feel that mathematics is full of beauty and that mathematics is also a lively subject, so as to achieve better teaching results.
For example, when teaching the "geometry" part of junior high school mathematics, students can be encouraged to go deep into life to find or make geometry in textbooks and bring it to class. In the process of searching, students began to have a perceptual knowledge of geometric figures. When students look for things to become teaching AIDS in the classroom, students' interest is high, and the teaching effect is far better than the ready-made teaching AIDS brought by teachers.
Second, the classroom adopts the teaching method of cooperation within groups and competition among groups.
The overall teaching effect is not obvious because of the different knowledge base and acceptance ability of different students. Through groping, I found that the better method is group cooperative learning, that is, grouping according to the principle of "heterogeneity within groups and homogeneity between groups" Students in each group cooperate and communicate with each other and each group competes with each other. This teaching method can not only arouse students' enthusiasm for learning mathematics, but also cultivate students' sense of cooperation and communication ability. For example, when I was teaching the first lesson of Chapter 17 "Images and Properties of Inverse Proportional Function" in the second volume of Grade 8, I divided the class into three groups according to the above method, and each group elected a group leader, so that the students in each group could discuss with each other, observe, analyze and summarize the properties of inverse proportional function, and asked the group leader to establish a clear responsibility system to ensure that every group member could participate in mathematical activities. Then, each group chooses a representative to be a small teacher, report the discussion results of their group and experience the feeling of being a teacher. Finally, I will make a comprehensive evaluation of the teachers' lectures and the discussion results of each group, affirm the advantages and point out the disadvantages. At first, all the students were timid, and no one wanted to speak on the platform.
But later, I found that my lectures were affirmed by the teachers and the whole class. They all liked the podium and rushed to give lectures. They really became the "masters" of the math class. I feel very gratified and fulfilled when I see such changes in students.
Third, the classroom can stimulate students' learning motivation by cultivating interest.
In teaching practice, I deeply realize that one of the keys to improve the quality of junior high school mathematics teaching is to cultivate the non-intelligence factors of poor students. Because the intelligence of poor students is not necessarily poor. But their non-intelligence factors are relatively poor. Specifically, their learning goals are unclear, their study habits are poor, they lack the motivation to learn, they love to play, they are tired of learning, they are too lazy to complete their learning tasks, and they lack the perseverance to overcome difficulties, so they fall behind slowly, which widens the gap.
Over the years, I have paid special attention to the cultivation of non-intellectual factors of poor students in junior high school mathematics teaching activities. When a person has a mentor with "interest", his perception will be clear and bright, his thinking will be fine and sharp, his memory will be profound and lasting, his will will will be tenacious, and he will be able to change "passive" into "active" in his study. Students' learning interest can be divided into direct interest and indirect interest. Students' direct interest in learning is the interest directly caused by the knowledge content and characteristics of the teaching process itself; Indirect learning interest is closely related to learning consciousness such as ideals, ambitions, goals and tasks. For students' learning, both direct and indirect interest in learning is necessary. Lack of direct interest in learning will make learning a boring burden. Without indirect interest in learning, it is easy for students to lose their perseverance and confidence in learning. The organic combination of direct learning interest and indirect learning interest can stimulate the consciousness and automaticity of learning.
In teaching, I pay special attention to attracting students with knowledge itself, introducing it skillfully and designing it carefully, arousing students' desire for new knowledge and stimulating students' enthusiasm and initiative in learning. For example, when learning the positional relationship between circles, I take the model of two circles as an example, so that one circle is motionless and the other circle keeps moving towards this circle, so that students can intuitively understand the five positional relationships between circles and further guide students to observe. This quickly aroused the students' learning mood, and then let the students draw their own conclusions.
In teaching, I also pay attention to inspiring students' thinking, paying special attention to the internal relationship between knowledge points, and guiding students to analyze, discover and summarize. For example, after learning the tangent length theorem, intersection theorem, secant theorem and their inferences, students are inspired to sum up the differences and connections among the three theorems, and come to the conclusion that the intersection theorem and secant theorem are only the differences between internal division and external division, while the tangent in secant theorem can be regarded as two intersections where the secant is close to the circle or even coincides with a point, so the secant length is equal and their product is equal to the square of the tangent length. These three theorems are quickly unified, and students understand them quickly and deeply, which greatly stimulates students' interest in learning and induces students' learning motivation.
Fourth, set suspense and leave appropriate space for students.
Teachers should be good at creating behavior "blank" situations for students, leaving enough space and time for students to actively participate in learning and research, and develop creative tendency and consciousness; At the same time, we should create a "blank" situation in their thinking, let them calm down, search for rich information, think deeply and give play to their innate creativity. For example, at the end of the class, leave some questions and set some suspense to make them feel that "if you want to know what will happen after class, you need to solve it urgently", and stimulate students' desire to actively participate in learning and creation after class. For example, when assigning homework, we can also assign some social practice activities to let students actively participate in research-based learning and cultivate their creativity.
In short, to improve the quality of junior high school mathematics teaching, we should not only pay attention to students' intellectual development, but also pay attention to the cultivation of students' non-intellectual factors, and at the same time pay more attention to reforming the traditional classroom teaching mode.