Determination of mathematics teaching objectives in junior middle schools. On the premise of aiming at the target, feedback error correction should be infiltrated into all aspects of target teaching, and students' feedback information should be collected in various ways to cultivate their self-correcting ability, create a good feedback atmosphere, maximize the classroom effect and achieve the best teaching effect. Today, Park Shin-bian Xiao brings you effective mathematics teaching methods.
Teaching objectives should be clearly displayed in the teaching process.
The mathematics teaching process under the new curriculum concept should be a spiritual production activity under the guidance of three-dimensional goals. Around the learning content, fully understand the three-dimensional goals, that is, knowledge and skills, processes and methods, emotional attitudes and values. It is not only the premise of carrying out teaching activities smoothly, but also an important guarantee for classroom teaching to achieve the expected results.
Knowledge and skill goals should be clear. In the new curriculum reform, "double basics" is still an important goal. We should not look at the teacher's text, that is, we should not look at the teacher's teaching design, but should look at whether the whole classroom is implemented. The main knowledge of the book The Sum of Polygons' Internal Angles is the sum of polygons' internal angles and external angles. We should strengthen the calculation training of the sum of polygons' internal angles and external angles, so that students can master the knowledge that the sum of n polygons' internal angles is equal to n-20× 180o and the sum of polygons' external angles is equal to 360o, and explore the transformation idea of transforming the sum of polygons' internal angles into triangles. Therefore, in teaching, I designed the following exercises, and highlighted the inner angles of polygons and the inquiry process, so that the whole teaching process was trained around students' basic knowledge and skills.
In the teaching process, the teaching objectives should be adjusted according to the actual situation in the classroom.
Teaching objectives are drawn up by teachers before class, and these objectives are not immutable. In the actual teaching process, students' learning situation is often not what we expected, and will deviate from the goals set by the teacher before class. Therefore, in this case, the teacher should adjust in time according to the specific situation.
In the teaching of "polygon interior angle sum", I found that students have a good grasp of knowledge and a high interest in learning. So on the basis of the original design, I left a difficult question for them to think about. After one polygon has an outer angle cut off, the sum of the inner angles of another polygon is1620o. What is the number of sides of the original polygon? As soon as the bell rings, the students' enthusiasm for thinking and discussion is still so strong.
2. Determine the teaching objectives of A.
Treat information differently and maximize the classroom effect.
A class is only forty-five minutes, with forty or fifty students. In mathematics class, students often have all kinds of problems, and it is unrealistic and even more undesirable to correct each problem collectively, which requires teachers to distinguish between * * * sexual problems and individual problems in mathematics teaching. Collective correction of sexual problems, individual problems can be guided separately in class or corrected individually after class. For example, in the teaching of fractional equation solution, omitting multiplication (when the denominator is removed, the item without denominator is not multiplied by the simplest common denominator) is a * * * problem, and the error of moving the item with the same sign only appears in very few students, so it can be guided individually in the inspection. Only in this way can the classroom effect be maximized.
Pay attention to cultivating students' self-correcting ability
German educator Dostoevsky said: "If students are used to simply accepting or passively working, any method is not good, and if students' initiative is stimulated, any method is good. "Therefore, in the process of two-way information exchange of feedback and error correction, it is very important to improve students' enthusiasm and cultivate their self-correcting ability. There are two main aspects: one is the cultivation of students' personal correction habits. The main method is to use the revised edition to register the wrong questions one by one and analyze the reasons; Pay attention to the cultivation of thinking methods and so on. The second is to cultivate students' collective error correction ability. The main method is to divide the students into groups (usually in groups of four), so that the group members can criticize each other, discuss and correct, know their own right and wrong in the process of correcting, and find out the reasons for the mistakes through discussion. This not only cultivates students' self-correcting ability and cooperation ability, but also improves students' interest in learning and greatly improves classroom efficiency.
Create a good feedback atmosphere
Some teachers have reported that the biggest difficulty in their own target teaching lies in feedback correction, because students are unwilling to express their opinions, try to avoid exposing their own problems, and even copy other people's problem-solving process. The main reason is that students who express their opinions and expose problems are criticized too much, which dampens the enthusiasm of students for feedback, makes the information flow between teachers and students not smooth, the feedback can not be corrected well, and the teaching goal can not be achieved. Therefore, teachers should pay attention to their words and tone in teaching, and encourage and affirm students more, such as "almost everything is fine." "Think more about the problem and the problem will be solved." "There is progress!" Wait a minute. Let students expose their own problems with dignity and express their opinions, so that the information can flow smoothly during the two-way interaction between teachers and students, so as to achieve the teaching objectives with a clear aim.
3 determine the teaching objectives 2
Pay attention to innovative goal consciousness and open up new space for classroom teaching
The teaching goal is not fixed, and teachers need to innovate constantly in teaching practice. In teaching, it is found that many contents in the textbook can be adapted into innovative questions. Teachers should creatively use teaching materials instead of sticking to them, so as to open up new space for classroom teaching. For example, in the teaching of "fraction", we should explore the quantitative relationship of "a=bc". This is done after the teaching in this chapter, but it can be adapted into a good innovative problem by combining the concept of fraction in this chapter. First of all, the topic is changed to a=b/c type, and a problem that we often encounter in our life is planned, how to measure the length of a large bundle of wires with the simplest method. If this problem is not solved properly, it will cause waste. Divide the students into many groups for discussion, and the students come up with many strange methods.
There are winding circumference measurement, volume measurement, weight measurement and so on. Finally, the teacher summed up the simplest method, which is weighing. And it boils down to the problem of score, which supports this method in theory and realizes the importance of establishing the concept of score in life. After completing this activity, let students think about what other calculation problems in life can be solved by this formula, so as to properly infiltrate methodology. In the heated discussion, the students came up with more than a dozen applications of this formula. Students find that an abstract formula has so many uses in their activities, which is permeated with the consciousness of mathematical modeling.
Combining with the actual teaching situation, let the teaching objectives achieve sustainability.
Making teaching objectives should reflect the characteristics of continuity. It is a long process for teachers to consider the formation of students' learning ability and the realization of their goals when formulating specific teaching goals. Teaching goal is the requirement of students' learning goal, which should have the following characteristics: persistence, permanence and long-term. We should always take students as the main body of classroom teaching and set teaching objectives according to students' actual learning situation. In teaching activities, some specific learning and teaching activities are implemented, so that students can gradually perceive and clarify the teaching objectives in a series of learning activities, and gradually improve their learning ability, thus achieving the teaching objectives.
For example, when teaching "Solving Right Triangle", the requirements of learning ability such as "inquiry learning ability and thinking innovation ability" can be run through the teaching activities according to the teaching content. Example: (1) in △ABC, ∠ C = 90, (1) a=3, ∠ A = 30. (2) Given ∠b = 60∠b = 3, find A, C and ∠a(2) It is known that the two roots of the equation 4x2-2(m- 1)x+m=0 are exactly the cosines of the two acute angles of a right triangle. What is the value of m? Answering such mathematical questions, exploring various types of questions and evaluating group cooperation can improve students' mathematical thinking quality. So that students' learning ability can be improved in the long-term and continuous practice of answering questions and exploring. The improvement of students' learning ability is the most important symbol to reflect the realization of teaching objectives.
4 determine the teaching objectives three
Guide students to study and explore independently around teaching objectives.
The improvement of autonomous learning ability is one of the ideas advocated by the new curriculum reform. Autonomous learning is a process of actively exploring knowledge with students as the main body of learning. But autonomous learning does not mean that teachers can let go and let students learn by themselves. Students' knowledge and experience are limited, and many students may not find the learning goal or direction when they study independently. If a student does not have a clear learning direction, then his autonomous learning efficiency will be very low.
Therefore, in the initial stage of self-study, we should guide students to learn independently, at least decompose the learning objectives clearly, then tell students the key points and difficulties in the teaching objectives of this lesson, and then provide some clues for students to explore by themselves. For example, in the teaching of "Solving linear equations of one variable", the teacher should first list the learning objectives of this class separately, and then let the students learn independently. We might as well give students such a goal: (1) to solve the definition of the equation; (2) the definition of the solution of the equation; (3) How to remove the denominator and brackets; (4) How to move projects and merge similar projects; (5) General steps of solving equations. If students make clear these problems in the process of self-study, then the teaching goal of this class will be achieved. The teacher tells the students the goal of a class, so that students can explore effectively around the learning goal. In this way, students not only gain knowledge from it, but also improve their autonomous learning ability.
Multidimensional analysis of curriculum objectives and comprehensive design of teaching objectives
In the teacher's book of junior high school mathematics textbooks, each unit has designed teaching objectives. But this is the overall teaching goal of the unit, which requires us to carry out multi-dimensional analysis and comprehensive design. Multidimensional analysis is to analyze the classroom teaching objectives from the aspects of knowledge and skills, process and methods, emotional attitudes and values according to the national compulsory education mathematics curriculum objectives and goal classification theory. The so-called comprehensive design refers to the comprehensive thinking of teaching objectives and the organic integration of teaching objectives in different dimensions according to the different levels of curriculum objectives, unit objectives, class objectives and student development.
Multidimensional analysis and comprehensive design are two very important aspects in setting teaching objectives, both of which are indispensable. Multidimensional analysis pays attention to the diversity and balance of curriculum objectives, and comprehensive design ensures the accuracy and comprehensiveness of teaching objectives. This is conducive to the consistent and dynamic integration of teaching objectives at different levels and dimensions, forming a joint force. Therefore, the goal design of junior high school mathematics classroom teaching should not only be multidimensional analysis, but also be comprehensive design. For example, before setting the teaching goal of rotation, we should grasp that it belongs to the category of motion geometry from a macro perspective, understand the requirements of mathematics curriculum standards and unit teaching goals, accurately grasp the characteristics of students, combine what we have learned with translation and plane rectangular coordinate system, and then analyze it from a micro perspective, such as knowledge and skills, processes and methods, emotional attitudes and values.