What are the common types of junior high school mathematics courses and their teaching methods? Summarizing so many points, let's take a quick look.

It is our math teachers' concern to actively construct efficient classroom teaching mode and classroom structure, actively carry out efficient classroom research and solidly implement efficient classroom teaching of junior high school mathematics. To this end, I will specifically talk about the classification of junior high school mathematics courses and the choice of teaching methods, and discuss with my peers.

Teaching has the law, but teaching cannot. The important thing is to get the law. This is a common saying that many people have summed up by accumulating teaching experience. I also agree with this sentence very much. The most noteworthy thing here is "getting the law right". So, what kind of method is the "right method"? I think it depends on the following two factors. First, the characteristics of the textbook itself, that is, the textbook contains the elements of students' ability. For example, in the textbook Square Root, the first half mainly introduces the definition, representation and reading method of arithmetic square root, and the second half mainly introduces the definition, representation and reading method of square root, which requires students' reading ability, induction and language expression ability, but not their reasoning ability and logical thinking ability. The second is the ability factor in teachers' teaching objectives. The main ability goal of this lesson is to further improve students' reading ability through the study of this lesson. Therefore, the most appropriate and effective teaching method of this course should be self-study. The following are the basic teaching methods of four kinds of courses (comments: omitted):

1. A kind of concept course

You can choose the way of self-study. In order for students to achieve the effect of self-study on schedule, teachers must provide a self-study outline when students are self-studying, and students can find answers in textbooks when they are self-studying. To put it simply, the content of the outline should meet three points: first, it should be "all-inclusive"; Second, the answers are all in textbooks; The third simple, worst students can find the answer in the textbook.

2. Secondary concept course

You can choose the query method. In order to enable students to achieve the predetermined inquiry effect, teachers must provide an inquiry outline when students explore, and students should carry out inquiry activities according to the inquiry outline and obtain inquiry results. The content of the exploration outline varies with algebra and geometry. To put it simply, the exploration outline of algebra exploration class is "calculation, that is, calculation of specific topics", "observation, that is, carefully observing each group of formulas and their results, what laws you find, and expressing your laws with symbols" and "saying, that is, describing your laws in one sentence". To put it simply, the outline of the nature of the course of geometry inquiry is "draw a picture, that is, draw a qualified figure", "measure a quantity, that is, perceive the conclusion on the data first", "speak it out, that is, tell your conclusion in one sentence", "prove it, that is, write what you know and verify it according to the drawn figure" and "translate it, that is, put it out of the written language. The judgment is slightly different from the natural outline above, that is, draw a picture, prove a certificate, talk about it and translate it.

3. Example practice class

You can choose the practice method. In order to let students practice smoothly and broaden their thinking, teachers must provide an exercise outline when students practice, and students should carry out exercises according to the exercise outline, and summarize the thinking methods of examples through practice activities. There are three points to pay attention to when writing an exercise outline. First, choose the central example of this lesson. Second, based on the answers to the examples, we break them down into several topics directly related to the examples, that is, the outline of the exercises. The first one is the simplest, and students can do it, while the second one is a little more difficult, but students can do it under the inspiration of the first one, and so on, and the last one is the examples, so that they can do the examples without the teacher telling them. Third.

4. Comprehensive course types

Because of the different characteristics of each paragraph of the comprehensive course, we should seriously consider the choice of teaching methods. For the content that conforms to the characteristics of both the first concept course and the second concept course, and has a large space, we can choose two teaching methods: self-study and inquiry. For both the content that conforms to the characteristics of the first category of conceptual courses and the content that conforms to the characteristics of the second category of conceptual courses, but there is not much room for a certain category of courses, teaching methods based on large fragments of content can be designed.

For example, in parallelogram and its properties, the first paragraph introduces the concept, representation and reading method of parallelogram, and the second part discusses the properties of parallelogram. We can put the concept, representation and reading method of parallelogram in the lead-in, pass by, and adopt inquiry teaching around the essence of knowledge.

For example, in the section "Nature of Fractions", the first paragraph is about nature exploration, the middle paragraph is about nature simplification, and the last paragraph is about two definitions, that is, the process of simplification is called simplification, and simplification cannot be repeated, that is, numerator and denominator have no common factor, which is called simplest fraction. Obviously, natural inquiry and application are the mainstream, so in the choice of teaching methods, we should choose inquiry as a whole and define two definitions in the simplification of the nature of variant exercises, which is enough to pass the test. The choice of this teaching method not only makes the classroom structure smooth, but also makes the knowledge backbone clear, so that students can see it at a glance.

In short, no matter what class type, it is important to have the right methods, so that students can learn something and really improve classroom efficiency.