First of all, let students become the masters of the classroom.
Mr. Tao Xingzhi, an educator, advocates that "doing is the beginning of knowing, and knowing is the success of doing." People's ability depends not on "listening" but on "doing". Only hands-on operation and positive thinking can produce true knowledge. Therefore, students should not be allowed to be "listeners" and "spectators" in class. Let students become the masters of the classroom and participate in the classroom and practice in person, including the whole process of knowledge acquisition, the connection between old and new knowledge and the consolidation and application of knowledge. It should be emphasized that teachers should not ask questions that students can ask; Teachers should not solve any examples that students can solve; What students can express should not be written by teaching. Mathematics classroom is no longer the "centralized teaching" of teachers in the past. Teachers should actively participate, actively guide and patiently assist in teaching activities, cooperate with students on an equal footing, make efforts to explore and study, give full play to teachers' leading role, truly liberate students and make them truly masters of the classroom.
Second, create a relaxed classroom atmosphere
If students want to actively participate in teaching activities and give full play to their subjective position, they must improve their subjective consciousness, that is, students' conscious awareness of their subjective position, ability and value in learning. To awaken and enhance students' subjective consciousness, we must create an equal, democratic and harmonious classroom atmosphere. A good classroom atmosphere can promote the interaction between teachers and students, share each other's thoughts, viewpoints and knowledge, exchange each other's feelings, concepts and ideas, truly turn teachers into organizers, guides and collaborators of learning activities, and turn students into real learning masters. To create a relaxed classroom atmosphere, we must use "emotion" to open the way for teaching. Xia Gaizun once said: "Education without affection and love is like a pond without water;" Without water, it is not a pond. Without love, there is no education. "So, teachers must first love students, and this kind of love is multifaceted. There are not only caring about students' love or dislike in life, but also understanding the learning situation in learning, filling in knowledge defects, tapping students' bright spots, encouraging them more, not easily denying them, properly guiding them, thinking about students' thoughts and worrying about their urgent needs. Only in this way can students truly feel that teachers are both good teachers and good friends.
Third, the guidance of infiltration method.
Good learning methods are the premise and guarantee of learning knowledge well, and can achieve twice the result with half the effort. Developing good study habits will benefit students all their lives. In teaching, teachers should not only set an example and put forward clear requirements, so that students can acquire learning methods imperceptibly, but also impart their long-term accumulated learning experience and methods to students, give them the golden key to solving problems, and let them learn to find problems, pay attention to the process and solve problems by themselves. Some people say that a word from an educated teacher and a casual action will affect a student's life at a certain time and on a certain occasion. This is a fact. Therefore, in teaching, I first guide students how to preview, how to estimate, guess, infer, calculate and check, and at the same time guide them to analyze problems and look at, discover, analyze and solve problems from different angles. For example, when explaining the content of "moving more to make up for less application problems", it did not imply the students' operation methods and ways, but only put forward the experimental goal: "Can you talk about solving this kind of application problems by looking, thinking and moving?" Leave the time and space for experimental exploration to students, and let them explore ways to solve problems from multiple angles through independent trial, practice and communication, which greatly enriches students' perceptual knowledge and cultivates their inquiry ability. For another example, when solving application problems in teaching, I always give students preview tasks in advance and put forward preview requirements and goals. In class, first organize students to discuss what comes to mind. what do you think? How did you do that? Let the students understand the methods from the discussion and communicate with each other. Is the method better? Let students learn from each other and form good habits. In the teaching process, fully trust and respect students. On the premise of fully mobilizing students' learning enthusiasm, we should pay attention to teaching students learning methods, promoting students' intelligent development, taking students as the masters of the classroom, giving students enough time to operate, observe, think, question, discuss, practice and evaluate, so that students can gradually develop the habit of autonomous learning, so as to learn and develop more actively.
Fourth, cultivate the spirit of "asking questions"
Asking questions is a child's nature. They always ask "why" about what happened in front of them, or even ask to the end, while parents and teachers sometimes feel disgusted and disdainful, which is likely to stifle students' curiosity. In fact, this spirit of seeking knowledge is the key to open the door of knowledge, and it is also the quality that an innovative talent must have. In teaching, students should be praised and encouraged to ask questions in time. Even if students ask some simple questions, even some childish and ridiculous questions, teachers should encourage them, especially those with learning difficulties. Get rid of students' psychological burden of being afraid to ask questions and being laughed at by teachers and students, and let students ask questions boldly. Once, when I was teaching the Generation of Numbers, when I first talked about Arabic numerals, a usually silent student whispered, "Was Arabic numerals invented?" So I praised him warmly and solved the problem conveniently. Students' confidence doubled, and they also asked questions confidently in their later studies.
Fifth, carry out incentive evaluation.
Students have different mathematical foundations. If the teacher only uses "a ruler" to measure all the students in the class, the students with good foundation will become impetuous if they answer "good" without thinking. Secondary school students can meet the basic requirements of teachers, but can not get better development; However, students with learning difficulties are always bored with the classroom because they can't get the teacher's affirmation. This dampened students' enthusiasm for learning, and the classroom seemed dull and lifeless. In view of this situation, I try my best to find the bright spots of students in class, and make different levels of evaluations on students from different angles, so that different people can get different development in mathematics, which truly embodies the mathematics teaching concept of "everyone can learn mathematics well" and "different people learn different mathematics". On the basis of students' stratification, different teaching schemes are made for students of different levels. For gifted students, we should put forward higher requirements. In addition to completing the exercises specified in the textbook, we should also choose some books and books on mathematics competitions to exercise students' divergent thinking, and ask students to summarize the types of exercises, write their own experience in solving problems, and learn in depth through summary. For middle school students, while consolidating the basic knowledge of mathematics, we should pay attention to improving their mathematical thinking ability and strive to turn some middle school students into eugenics. For students with learning difficulties, it is mainly to improve their enthusiasm for learning mathematics and their confidence in learning mathematics well. Through the careful guidance of teachers and the training of a large number of basic problems, we can lay a good foundation for their mathematics and gradually transform some students with learning difficulties into middle school students. In this way, every student can find his own position in classroom learning, become interested in the classroom, and also reflect my affirmation and appreciation of every student, which brings the distance between teachers and students closer, creates a warm, relaxed and harmonious learning atmosphere, and mobilizes students' learning enthusiasm.
In short, in the process of imparting mathematical knowledge and cultivating mathematical ability, teachers should be good at guiding students to extract mathematics from life and from books to life, so that students can learn to learn and apply mathematics in life.