First, pre-class preparation and teacher-student interaction strategy
The effect and efficiency of doing homework depends on the effect of classroom learning, which depends on the preview before class. Students who often preview have higher math scores, because they have a preliminary study and understanding of what the teacher will explain in the preview process, know where their doubts are, and understand the key points and difficulties of the new curriculum, so as to be more targeted in cooperation and communication, thus turning a passive acceptance process into an active knowledge-seeking process. Students who can learn should be prepared, questioned and purposeful, and they are the kind of people who are "very good at" concentrating. Teachers' preview requirements for math classes should be clear and feasible, preview questions should be prompt and hierarchical, and preview assignments should be different and feedback. Teachers should present the learning content in the form of a guiding outline, and it is not too difficult to design problems. They should be easy to understand and reflect the coach's guidance. Through tutoring, students can successfully complete the preview task and receive the expected self-study effect. They should closely combine preview questions with lesson plan design, regard preview questions as a part of lesson plan design, and comprehensively consider what purpose preview should achieve and what problems preview should initially solve. Experience has proved that students who have previewed. Its questions are more targeted and appropriate, its attention is more focused, it can get answers to questions more actively, and its learning quality is obviously higher than others. Modern pedagogy holds that students are the main body of learning and teachers are the organizers and guides. Therefore, classroom activities should establish a democratic and equal relationship between teachers and students, actively create a lively classroom atmosphere, and promote students to actively enter the best learning state. In traditional classroom activities, the transmission of information is not two-way, only the teacher is singing a monologue without interaction. As a result, the whole class is lifeless and inefficient. To change this situation, teachers should attach importance to students' subjective participation and adopt strategies to realize teacher-student interaction when adopting teaching-based teaching methods. We should pay attention to the innovation of classroom teaching methods and provide students with time and space to fully engage in mathematics activities. In the design of problem situation, the development of teaching process and the arrangement of exercises, teachers should let all students take the initiative to participate as much as possible, so that they can become the masters of learning and form a relaxed and harmonious educational environment. Then consciously carry out cooperative teaching, so that the roles of teachers and students are in the dynamic change of communication at any time, and cultivate students' cooperative ability by designing collective discussion, mutual inquiry and complementation, grouping operation and so on; Especially for some difficult problems, let students discuss them in the class group; In such a relaxed environment, students speak freely, dare to express their independent opinions and give full play to their intelligence and creativity.
Second, create situational strategies for autonomous learning and cooperative learning.
Set mathematics learning into complex and meaningful problem situations, let students cooperate to solve real problems, master problem-solving skills, and form the ability of autonomous learning. To create problem situations that promote autonomous learning, teachers should first carefully design questions, encourage students to question, and cultivate students' ability to observe, analyze and find problems carefully. Secondly, actively carry out cooperative discussions and exchanges and draw many conclusions. When students' conclusions are not comprehensive enough, they can leave room for reflection and discussion after class, which is helpful to stimulate students' motivation to explore and cultivate their ability to use their brains independently and strive for innovation. For example, when explaining the general formula of geometric series, take the introduction of doubt as an example. By creating problem situations, complex, abstract and boring problems are simplified, concretized and popularized, and at the same time, they are interesting and improve students' interest in learning mathematics. Cooperative learning creates a suitable environment and conditions for students' all-round development, especially individual socialization. In teaching practice, we have noticed that in many cases, it is precisely because of problems or difficulties that cooperative learning is more necessary. Before each new lesson, the teacher should let the students preview the content of this lesson according to the guidance outline, and ask the students to record the problems encountered in the preview in the main area of the notebook, and solve the problems that cannot be solved in the preview before class. Problems that you don't understand in class can be solved after class, problems that individuals can't solve can be solved by groups, and problems that groups can't solve can be consulted by teachers, so as to realize the real "soldiers teach soldiers, soldiers train soldiers and soldiers Qiang Bing". If there are no problems, we will look for problems, encourage and guide students to discuss at the same table and near the table, so that students can have enough time to experience the problem-solving process in class, encourage students to independently examine the problems and discuss them in cooperation, and leave the problem analysis to themselves. The starting point of this method is.
Third, set up question strategies that can stimulate students' innovative thinking.
Mathematics classroom teaching attaches importance to cultivating students' innovative thinking ability. To innovate, we must guide students to boldly question, criticize and challenge authority. However, students think that the authority of teachers and textbooks is inviolable, and they are used to accepting everything that teachers and textbooks say, and they will not think, doubt or criticize, so it is difficult to have a sense of innovation. At the same time, the questions raised by teachers in the classroom are mostly declarative questions, which require students to do a lot of sea tactics around a certain knowledge point, and lack the setting of open and innovative questions. Mathematics plays an inestimable role in cultivating students' creative ability. Therefore, teachers must consciously set questions that can stimulate students' innovative thinking in classroom teaching, so that students can continuously optimize the quality of mathematical thinking through independent exploration. Generally speaking, the solution of mathematics open-ended problems can't be solved according to conventional routines, but we must think, explore and study to find new ways to deal with them. For example, a linear equation with the same intercept on two coordinate axes after passing the point ((3, 1)). This question has two correct results: x+y=4 or 2x-6y=0. If students solve problems according to the conventional way of thinking, they will ignore the special situation that the intercept is 0 and can't get a completely correct conclusion. That is, through reasonable problem design, students' thinking can be developed in many directions and angles. When cultivating students' divergent thinking, we should pay attention to making the design problems both suspicious and open.
For example, in the teaching of "triangle concept promotion", try to let students pass the examples in life, such as: 1 What direction and angle did the second hand on the clock turn (when the time passed 1.5 minutes)? 2. In one and a half turns, what direction and how many angles did the athlete turn? 3. The bicycle rotates for two weeks. How much angle does a certain point on the bicycle wheel turn? Therefore, this kind of problem will effectively mobilize students' thinking to develop from multiple angles and directions. Changing teaching will give people a sense of freshness and arouse students' curiosity and thirst for knowledge. Therefore, teachers should not only be satisfied with the demonstration of examples in the teaching process, but should guide students to explore the results of "change", cultivate students' divergent thinking, broaden their horizons, broaden their thinking, and promote students' innovative thinking training from different angles such as forward, backward and sideways. On the basis of textbook exercises, students are trained by changing the topic, so that students can master the internal relationship and essence between changing the topic and the original topic, and achieve the effect of opening multiple locks with one key. This can not only cultivate students' ability to find, analyze and solve problems, but also train students' innovative thinking, expand thinking space, develop creativity and promote the development of students' thinking! Delayed evaluation is an effective means to cultivate students' divergent thinking. When students have their own answers to a question, teachers do not immediately make positive or negative comments, but delay the evaluation of specific answers by encouraging them to explore. This can create an atmosphere for students to speak freely and inspire each other, let students put forward as many ideas as possible in a limited time, and help cultivate students' divergent thinking ability. In mathematics classroom teaching, we should pay attention to the generation process of mathematical knowledge, so that students can discover and discover the laws and expressions of mathematics; We should take the formation of concepts, the derivation of conclusions and the thinking of methods as the main process of teaching, and fundamentally reform classroom teaching. At the same time, it also improves students' creative thinking ability.