For example, it is difficult for seventh-grade students to understand rational numbers, which will make people dizzy after introducing negative numbers; Complex "parallelogram"; Uncertain "inequality and inequality group"; "Inference questions" that can never be explained clearly; "Hard bones" such as "statistical knowledge" with a very long time span.
It is precisely because of these tough "hard bones" that many students who have just entered the school are at a loss and stay away from mathematics, the "closest friend" with infinite charm and great function, which eventually leads to a vicious circle from eager to tired of learning.
How can we have a good math "curriculum reform" class? Based on my own teaching practice, I would like to talk about the following points: First, it is necessary to introduce games into classroom teaching in order to have a good math "course reform". In order to succeed, we must stimulate students' interest in learning and thirst for knowledge, let students actively participate in the learning process, and make learning an urgent need for them. In teaching, I use students' active and curious psychology to introduce their favorite games into the classroom, thus stimulating students' interest in learning and making them actively participate in the learning process.
If there are six people playing games on the grass over there, their average age is 15. Please imagine how Lao Liu plays games. Usually people imagine a group of middle school students playing games, but it is possible if a 65-year-old aunt leads five 5-year-old children to play games!
For another example, the rules of the game "Grab 30" played by two people are as follows: the first person says "1" or "1, 2", the second person then says one or two numbers, and then it is the first person's turn to say one or two numbers, so that the two people take turns repeatedly and each person can say one or two numbers at a time. Whoever grabs 30 first wins.
Try to imagine such a lively and interesting game, can it not be fascinating? With such a highly participatory teaching process, students will feel that learning mathematics is both relaxed and enjoyable, and they will have a strong thirst for knowledge.
Second, to teach mathematics "curriculum reform" well, it is necessary to contextualize the problem story. Educator Dewey once said: "The primary task of teachers is to arouse students' rational interest and stimulate their enthusiasm for inquiry." The great scientist Einstein also said, "Interest is the best teacher. "Question situation is the fuse to stimulate students' interest in learning. Why? Because junior high school students' cognitive interest comes from the learning activity itself and the interesting factors of learning content.
Therefore, when I was teaching the section "Power with the same base", I fully contextualized the problem and skillfully used the story of the calculation problem circulated by ancient Russian folks: "There are seven old people walking on the road, each with seven canes, each with seven branches, each with seven bamboo baskets, each with seven bamboo cages, and each with seven bamboo cages. Guide students to actively learn the law of "power with the same base"
Imagine such a story situation, how can it not stimulate students' curiosity and thirst for knowledge? This kind of teaching process can make students listen with relish, at the same time, let mathematics knowledge seep into their minds unconsciously, and actively think and study in the mathematics kingdom, so as to achieve the goal of getting twice the result with half the effort, saving time and being efficient.
Thirdly, it is the basic requirement of our teaching to teach mathematics "curriculum reform" well and apply what we have learned. When presenting the teaching content in the new textbook, many contents are in the form of art, which reproduces the common mathematical problems in life.
For example, when we tell students what similar items are? Imagine the following question: What happens if a group of chickens and ducks are mixed in a cage? Students may give different answers to this question, so as to easily explain what is the relevant knowledge of similar items.
For example, when I teach the section "between two points, the shortest line segment", I can ask my classmates why the square lawn on campus is always trampled into four corners. This truth was very simple at that time, because students always took shortcuts when walking, that is, they unconsciously used the knowledge point of "the shortest line segment between two points".
Students can combine their own life experience to judge the common scenes in life designed in this way, and exercise their thinking ability in the happy learning process. At this time, the thinking training is so relaxed, natural and harmonious, which makes mathematics come into life and serve life, and life and mathematics are organically integrated. This shows the power of problem situations in life.
It can be seen that when dealing with the teaching content, the new textbook can fully consider children's psychological characteristics and needs, artistically create concrete, vivid, lively and interesting problem situations, stimulate students' learning motivation, entertain and entertain, make them willing to explore intellectually, always participate in learning with a positive attitude, and acquire new knowledge in a happy, cheerful and pleasant situation.
The above viewpoints are my personal experience and opinions, which may not meet the requirements of the "new curriculum standard" in teaching philosophy. In the future practice, I will actively learn new theories and methods, gradually approach the requirements of the "new curriculum standard", and strive to complete the experimental task of the new textbook in order to better teach the course of "curriculum reform" in mathematics.