Guidance of Math Learning Methods for Junior One Students
First, guide students to learn to preview
Preparing lessons requires students to do four steps: First, read quickly and get a general understanding of the main contents of this section. Second, we should read carefully and pay attention to the formation process of each knowledge point. Mark the questions you don't understand for discussion and communication in class. Third, intensive reading means reading, experiencing and thinking about important concepts, theorems, formulas, laws repeatedly, so as to achieve the purpose of memory. Fourth, try to apply. The consolidation exercises after each class are often relatively basic, and students can try to complete one or two to test their preview effect. After the preview of these four links, students will think more deeply and highly in class, and our class will be more efficient. In order to make students preview well as required, teachers can ask students to keep completing preview notes every day: (1) record the formation process of each theorem, formula and law; (2) record your own problems; (3) Record your own consolidation exercises.
Second, guide students to learn to listen to lectures
1. Focus on learning objectives
In each class, the teacher will explain the learning objectives of this class to the students first, so that the students can study purposefully. At the same time, students are required to always take the learning goal as the center, grasp the requirements of different levels such as "understanding", "understanding" and "using" in the learning goal, and determine the learning focus of each class to measure their learning effect.
2. A variety of behavior patterns * * * cooperate to participate in learning.
On the one hand, create situations in teaching, guide students to observe with their eyes, operate with their hands, listen patiently, think attentively, actively express the process of knowledge formation, and deepen their understanding of knowledge. On the other hand, we should also encourage students to actively and consciously participate in the learning process in various behavior patterns, so as to make our teaching more efficient.
3. Actively participate in exchanges and cooperation.
For freshmen, teachers should guide students how to communicate with others: (1) Independent thinking is the premise of communication, and without thinking, there is no right to speak. (2) Equality and respect are the basis of communication. (3) Patience listening is the guarantee of communication. (4) Be organized. In teaching, it is necessary to cultivate students' ability and consciousness to acquire knowledge and solve problems through cooperative inquiry. Therefore, teachers should pay attention to the following points: (1) Strengthen group building and combine advantages and disadvantages. Each group is required to have a clear division of labor. At first, the teacher should guide the division of labor of the group leader, so that each student can foster strengths and avoid weaknesses. Help to complete the learning task. (2) Create a relaxed atmosphere of cooperation and exchange, and choose the content suitable for students to discuss. (3) Pay attention to the middle and lower class students, strengthen the guidance of their preview before class, and generally suggest that they express their opinions first in the discussion. (4) Timely evaluation and encouraging communication. The evaluation should focus on praise and encouragement, and the evaluation angle should be diversified.
4. Timely reflection and summary
In classroom teaching, teachers should guide students to gradually develop the habit of reflecting and summarizing every problem-solving in time. The content of reflection can be various: (1) The knowledge points examined in this question. (2) the reason for doing something wrong (error-prone point). (3) What are the skills to solve such problems? (4) This question shows which laws can be directly applied in solving problems in the future. After a long time, students' problem-solving ability will be greatly improved. Teachers should also develop the habit of summing up in each class. The content of summing up should not be completed by teachers, but should guide students to reflect and evaluate themselves: I have learned ... What impressed me most in this class is ... and the most difficult thing is ... to help students form a knowledge structure about what they have learned through reflection, and to enhance their sense of independence through evaluation.
Third, guide students to learn to review.
Many students told me that when doing homework, some knowledge points seem to be on the tip of my tongue, right in front of my eyes, but I can't tell them clearly. I often have to read the textbook to remember them. It is because some students don't understand knowledge at all in class, some do but can't remember it, and some have a preliminary grasp but don't go deep, so they still don't know what to do when they encounter problems. It can be seen that it is very necessary to review according to your own understanding speed after class and master knowledge in depth. It can be said that timely review after class is a continuation of in-class learning. With this continuation, we can ensure that we don't "owe money" in our study. Therefore, we should not only guide students to have the habit of reviewing, but also guide students to master the methods of reviewing. First of all, close your eyes and think about what concepts, theorems, formulas and rules we have learned today, what difficulties and difficulties we have, and what laws and skills we have explored. Secondly, look through the textbooks and proofread what omissions and mistakes you have. Finally, finish your homework after class, and then study deeply according to the existing problems by detecting your own learning situation.
How to learn math well
(A) cultivate interest
Interest is the best teacher. Students who are not interested in mathematics can cultivate their interest. They should take the initiative to contact it, explore it and make friends with it. Can help you solve many problems. Over time, I have established feelings with mathematics. Try the sweetness of learning mathematics again, such as a difficult problem. You couldn't work it out at first, but you finally worked it out through hard work. At that time, the happy mood was unparalleled. In this way, isn't interest coming? "A good beginning is half the battle" is the guiding ideology of the new textbook writers. After the seventh-grade students open their newly-acquired math textbooks, they generally feel novel and interesting, and their thirst for knowledge to learn math is more urgent. Therefore, teachers should spare no effort to impress students and generate strong interest in the initial stage of learning.
For example, when teaching the first chapter, students can participate in some experiments. After this chapter, you can have a free-form discussion through extracurricular activities. In the process of discussion, can students be designed as difficult and useful points in mathematics? Is math always so interesting? Can you learn well with a weak foundation? Discuss various problems to stimulate students' interest in learning. According to the requirements of the new textbook, the primary stage of seventh grade mathematics teaching focuses on eliminating students' fear, improving students' interest in learning, infecting students with their interest in mathematics and the artistry of teaching, and making them yearn for teachers and subjects like iron filings on a magnet.
(2) Pay attention to observation
Everything starts from reality, and the actual case needs your patient and meticulous observation, and you can't be sloppy. Riding a horse to see flowers, you can't enjoy the flowers, you can't find the rules, you can't find any problems. Cultivate observation ability. Students are particularly interested in graphics and observation experiments, but their shortcomings are passive thinking and unclear purpose, which requires teachers to have clear purpose and initiative to guide them to observe. You can observe and ask questions to guide students to discuss the reasons, conditions and results of changes; You can also create a teaching situation to bring students into a familiar environment for observation. For example, before teaching "parallelism", students are required to carefully observe the real objects about parallelism, and focus on asking several students in the new class. According to their observation and analysis, parallelism and its properties are gradually deduced. In this way, students can realize the harvest and excitement brought by observation and consciously form the habit of observation.
(C) independent thinking, bold speculation
Through observation, you should seriously think and study. See if there are any rules and characteristics. It's similar to what you have learned before, and it's related to what knowledge. Then, according to your own mathematical experience, make bold guesses, draw conclusions and cultivate the habit of discussion. Through targeted and reasonable questions, teachers arouse students to enter the teaching situation created by teaching, arouse their active exploration of mathematics knowledge, and gradually cultivate their thinking ability and discussion habits. In particular, there are many topics that need to be classified and discussed, such as the teaching of "absolute value" and "solving application problems with equations". In addition, students can also discuss in groups in the teaching of exploring laws. Therefore, guide students to discuss in groups of three or five and sum up the corresponding methods and laws.
(4) Check carefully.
See if the guess is correct and the conclusion is valid. It must be verified, reasoned and proved. Some pass the verification, and if they are correct, you will gain knowledge and methods from them; If the verification fails, what is the problem? Rethink, explore, guess and verify. If you persist in this way, there will be no math that you can't learn. Let students fully participate in practical operation. The new textbook also arranges a lot of practical content for the seventh-grade students' personality characteristics like watching and doing things. It is required to optimize the classroom structure and use self-made teaching AIDS as much as possible to stimulate students' interest in learning. In teaching, I divide the students into several groups (free combination), and ask them to be my assistants, prepare experimental equipment and conduct experimental demonstrations together. Through the experimental operation, it not only standardizes students' labor and behavior habits, but also enables students to know "self" in participating activities, thus generating interest and curiosity. For example, when teaching "Tangram", at the beginning, I used the prepared Tangram to spell out some beautiful patterns, and asked: What basic patterns are these patterns made up of? What is the relationship between them? Wait until they think and answer before summing up. Finally, let them cooperate freely to make and spell out some beautiful patterns. In this way, through simple performances, the questions are set in appropriate situations, thus creating a lively and interesting learning environment. I believe that in such a relaxed environment, students will be interested in learning and actively involved.
(5) learn to communicate.
Through communication, students will find out whether their conclusions are correct and whether their methods are the best. Cooperate with your classmates, you will increase your knowledge in cooperation and learn to learn in communication. Cultivate the habit of summarizing. According to the requirements of the new textbook, in actual teaching, students can go to the podium to make a summary evaluation, or they can post several students' summaries in the form of blackboard newspaper, or use their spare time to evaluate the summaries of both sides of the mutual aid group, and gradually transition from chapter to class summary. Because students often emphasize their own induction and summary, the memory effect is obvious, the cognitive structure is clear, and what they have learned is not easy to forget. Teaching practice shows that only under the guidance of correct learning methods can students stand in the main position of teaching, learn things, develop good study habits and maintain their interest in mathematics.
In addition, we should do a good job in "preview", "classroom learning" and "review after class".
1. Preview. Have a general understanding of the textbook first. Find out the key points, difficulties and doubts. Understand the teaching content. In this way, when listening to the class, the goal is clear and the focus is prominent, which can also increase your interest in active learning.
2. Classroom learning. Through preview, come to class with questions, actively participate in teaching activities and think independently. Speak actively. Learn to cooperate with classmates. Make yourself the master of learning. Classroom tasks are solved in the classroom.
3. Review after class. Timely review can get twice the result with half the effort, and the process of review is the process of reproducing and strengthening the knowledge learned. "The task of the day was completed on the same day. Problems that you don't understand that day will never be brought to the next day. " This is the experience of a champion in the college entrance examination.
Related articles:
1. Learning methods and skills of seventh grade mathematics
2. How do junior high school students learn math well? Three ways to become a principal
3. What should I do if I am not good at math in Grade One?
4. A simple picture about the first-grade mathematics handwritten newspaper.
5. How to learn math well in junior high school? How to improve academic performance