Based on the current development trend of new curriculum reform, implementing quality education in junior high school mathematics teaching is the key content of junior high school mathematics teaching. How to implement effective quality education in junior high school mathematics teaching is an urgent problem for junior high school mathematics teachers. According to the actual situation of junior high school mathematics teaching, this paper explores effective ways to implement quality education.

Keywords: junior high school mathematics quality education approach

With the rapid development of social economy, there is a huge demand for high-quality talents in all fields of society, and people are increasingly aware of the essence of current social competition, that is, the competition for talents. Therefore, this view has gradually penetrated into the field of education in China. In the nine-year compulsory education, the implementation of quality education has become the key task of teaching. Junior high school mathematics, as the basic subject of science teaching, occupies a very important position in the junior high school teaching system. Therefore, it is necessary to carry out quality education for junior high school students and improve their comprehensive quality in an all-round way.

First, the importance of implementing quality education in junior high school mathematics teaching

Quality education, specifically, refers to that in education and teaching, teachers use various teaching methods for the educated, and constantly stimulate their potential development, so as to continuously improve the comprehensive quality of the educated. In the application process, it mainly aims at the comprehensive cultivation of the educated's ideological and moral quality, ability quality, physical and mental health quality and personality development quality. It belongs to an educational thought and an effective teaching method. In junior high school mathematics teaching, the implementation of quality education can create a good atmosphere for the effective teaching of mathematics, improve its teaching efficiency, make students have a positive interest in mathematics, and then carry out effective research on mathematics-related knowledge, and urge them to effectively solve mathematical problems in their lives. It can also effectively improve the comprehensive quality of students and cultivate high-quality, high-skilled and high-level talents for the healthy development of society. Therefore, it is very important to implement quality education in junior high school mathematics teaching.

Second, the main ways to implement quality education in junior high school mathematics classroom

1. Situational teaching in junior high school mathematics teaching. In junior high school mathematics teaching, in order to effectively implement quality education, students can be taught in mathematics situations, which can make students interested in learning mathematics knowledge in actual mathematics situations, promote students to better grasp the relevant knowledge of junior high school mathematics, and promote their exploration of the plastic content of mathematics. At the same time, it can effectively create a relaxed learning atmosphere, so that students can think with problems in actual situations, which embodies the main contents of quality education and is of great benefit to the improvement of students' comprehensive quality. In junior high school mathematics classroom, the setting of situations should conform to the actual level of students' problem solving, and the questions raised should be close to students' lives. For example, in the eighth grade mathematics teaching in junior high school, when students learn the unstable characteristics of quadrilateral, they can set up a specific situation: on the shooting range, the shooter can effectively maintain stability when holding the butt of the gun with his hand, and then shoot at the target. At this time, the teacher can combine what he has learned to make students think about the reasons why the gun is stable in the hands of the shooter in a specific situation. Or when studying in congruent triangles, the teacher can set a situation: Xiao Ming accidentally broke a triangular glass while playing football, and it broke into three pieces of glass of different sizes. Then the teacher showed three pieces of broken glass with multimedia, and asked the students to discuss in groups: if a piece of glass can be equipped with exactly the same whole glass, the teacher can let the students make corresponding choices according to the pictures and explain the reasons. Through this situation, students can be effectively introduced into specific content learning and their interest in geometry content learning can be improved. For example, when studying similar triangles, teachers can introduce specific content into the study through specific situations, so that students can analyze two triangular glasses. If one side is equal to three angles, do these two glasses necessarily belong to congruent triangles? When students think through what they have learned, according to their real life examples, they think that if the side length of one triangle in two triangular glasses is 25, 40 and 50 respectively, the side length of the other triangle 1 is 40, 64 and 80 respectively. According to the calculation, there are: 25∶40=40∶64=50∶80, and there are ∠A=∠A 1, ∠B=∠B 1, ∠ C = ∠ C65438. Based on the proportion of the corresponding sides and the equal corresponding angles, two triangles are similar, but the corresponding side length of each angle is not equal to the corresponding side length of triangle 1, so these two triangles do not belong to congruent triangles. Through the actual situation, it is helpful to cultivate students' mathematical logical thinking ability and improve their comprehensive quality.

2. Teaching problems in junior high school mathematics teaching. In junior high school mathematics teaching, quality education teaching can focus on mathematics problems. Today, when quality education is strongly advocated, junior high school mathematics teachers gradually change the fixed teaching mode that only teachers speak on the platform and students listen under the platform, and improve students' mathematics learning ability through effective quality education of questioning method. In question teaching, teachers need to put forward corresponding mathematical questions according to the actual situation of students, and then let students learn and think about mathematical knowledge with questions. After thinking, communicate with classmates and teachers, then effectively analyze and solve problems, and strengthen the study and application of their own mathematical theory knowledge.

3. Interactive teaching between teachers and students in junior high school mathematics teaching. In junior high school mathematics teaching, quality education can strengthen the interactive teaching between teachers and students. In traditional junior high school mathematics teaching, teachers are the main body of teaching activities, but under the requirements of quality education, students need to be placed in the main position of teaching, so as to stimulate students to actively learn relevant knowledge of mathematics and improve their comprehensive quality. In the concrete mathematics teaching of quality education, teachers need to adhere to the principle of student-oriented, carry out relevant teaching activities in the classroom, and let students take the initiative to be interested in mathematics and learn from their subjective initiative. In this process, teachers should play a guiding role to avoid misunderstandings in students' research and study. Therefore, the establishment of good teacher-student interaction plays an extremely important role in improving the quality of junior high school mathematics teaching. In teaching, teachers should not only impart mathematical knowledge according to the requirements of curriculum standards, but also carry out infiltration education of mathematical consciousness and mathematical logical thinking consciousness in the teaching process, so that students can not only master relevant mathematical knowledge, but also help them cultivate mathematical consciousness and establish mathematical models, so as to better lay the foundation for later high school mathematics learning. Through the interaction between teachers and students, teachers can fully understand the misunderstandings in quality teaching and urge them to improve their teaching methods in time. For example, when learning the binary linear equation of junior high school mathematics, teachers can introduce an interesting question into the specific learning content before learning, and create a warm classroom atmosphere: there are 10 birds on a tree, and a person shoots at the birds. How many birds are there in the tree and in the air at this time? At this time, most students will actively answer that there are 9 birds in the tree. After the teacher heard the students' answers, he wrote them on the blackboard. Later, some students replied that there were no birds on the tree and they were all scared away. Then the teacher wrote on the blackboard. Through the enumeration of these two formulas, students have a deep understanding of mathematical problems and realize that there is more than one answer to the binary linear equation. In the future study, they need to think from multiple angles, which also reflects the positive role of cultivating students' mathematical thinking ability through lively and interesting teacher-student interaction.

4. Research teaching in junior middle school mathematics. In junior high school mathematics teaching, carrying out research teaching is also an effective way to implement quality education. Research-based teaching mainly enables students to collect and analyze information through various effective ways in the study of knowledge, and then conduct inquiry learning and master its related contents. In practical teaching, students need to fully participate in it, give full play to their sense of innovation and inquiry, conduct relevant research and analysis on unknown mathematical knowledge, and find corresponding laws and formulas. For example, the teacher can ask students to draw a circle on the drawing board in the study of the intersection theorem of mathematics circles in the ninth grade of junior high school. In a circle, it is known that the lines AB and CD intersect at a certain point O in the circle. Guide students to analyze whether there is a connection relationship between their own wires, so that students can easily get wired AC and DB, and then guide students to analyze whether there is a connection between OA, OB, OC and OD in the circle. Students can connect AC and DB in the circle to get ∠AOC=∠DOB, and then it is not difficult to deduce from what they have learned: ∠ACO =∞. In other words, the triangle ACO is similar to the triangle DBO. At this time, students can analyze the properties of similar triangles and come to the conclusion that the product of OA and OB is equal to the product of OC and OD, which is the chord theorem of a circle. Through students' inquiry learning of circle, we can get relevant regular contents, stimulate their interest in inquiry learning of mathematics, and then improve their comprehensive quality.

In junior high school mathematics teaching, the implementation of quality education conforms to the general trend of current education and teaching. In view of the problems existing in junior high school mathematics teaching, it is necessary for junior high school mathematics teachers to carry out continuous research on how to effectively implement mathematics quality education in teaching with the support of the concept of quality education, so as to adapt to the new requirements of current educational development and promote the overall improvement of students' comprehensive quality.

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