The efficiency of junior high school mathematics classroom teaching lies in that it can not only complete more teaching tasks in a certain unit time, but also enable students to learn more knowledge and effectively improve their practical application ability. I think it can be consolidated and applied by establishing a harmonious relationship between teachers and students, having clear teaching objectives, making full use of modern teaching methods, emphasizing analysis, thinking and ability training, entertaining and increasing attraction, and adopting flexible and diverse examination methods.

Keywords junior high school classroom efficiency methods

With the progress of the times and the in-depth development of education and teaching reform, the curriculum system and teaching materials of junior high school mathematics have undergone tremendous changes. How to improve the efficiency of junior high school mathematics classroom learning has become an urgent problem, and the high efficiency of teaching means that students can not only complete more teaching tasks in a certain unit time, but also learn more knowledge and improve their practical application ability. I think we can start from the following aspects to improve the efficiency of junior high school mathematics classroom learning:

First, establish a harmonious relationship between teachers and students.

With the change of social environment, the only child is becoming more and more spoiled at home, which makes students develop a self-centered way of thinking. Few students are afraid and absolutely obedient. On the basis of never accommodating tolerance, teachers should also adjust themselves and face students with scientific management methods from pedagogy and psychology. Teachers should improve their own quality and have the elegant and comfortable demeanor of the host in class. Be natural and generous, humorous, and let students study in a harmonious atmosphere. Only students who "learn from" can "channel" Students like teachers, and they will also be interested in the subject where the teacher is, and then fantasize about creating something in this subject field. Only by establishing a good relationship between teachers and students and creating a relaxed, happy and harmonious learning environment for students can the efficiency of classroom teaching be greatly improved.

For example, I am teaching the lesson of "unfolding and folding". There are five minutes before class is over, and the students are all finishing their homework independently. At this time, a female student with average intelligence who doesn't like to ask questions at ordinary times raised her hand and asked me, "Teacher, I don't quite understand the content of the lesson' Unfolding and Folding', especially some laws of plane graphics after the cube is unfolded." At that time, I didn't blame her, but patiently explained to her and made a cube model for her to operate. At last she understood and was happy. I praised her in time and encouraged her to ask questions in time in the future. Later, she became a studious and inquisitive student, and her academic performance improved obviously.

Second, there are clear teaching objectives.

In order to improve the efficiency of mathematics classroom teaching, teachers must fully prepare lessons before class, have a clear understanding of every content and link of classroom teaching, and have clear teaching objectives. To improve the efficiency of classroom teaching, we should start from the following aspects: the setting of teaching materials, the mobilization of students' enthusiasm, homework and counseling after class. Choose appropriate teaching methods according to the content of teaching materials and students' reality.

For example, when preparing lessons, we should pay attention to: through the teaching of this class, let students master, understand and apply congruent triangles's judgment, and let them realize that the equality or agreement of two things is not accidental, but conditional. In real life, when we encounter such a situation, we should try our best to find conditions to promote the transformation and solution of the problem, so as to improve our ability to analyze and solve the problem.

Third, make full use of modern teaching methods.

With the rapid development of science and technology and the country's strong investment in the infrastructure of nine-year compulsory education, many modern teaching equipment has entered the junior high school classroom. The teaching of all subjects should play the role of these devices, make full use of modern teaching methods and improve teaching efficiency. Students' listening clearly helps to concentrate students' attention, improve teachers' ability to control the classroom and greatly improve classroom efficiency. However, it should be noted that this modern teaching method requires teachers to spend more time and energy in designing classroom teaching. More importantly, teachers are required to master the operation technology of modern teaching equipment.

In classroom teaching, there are a large number of geometric figures with great changes on the blackboard, application questions with large words, quadratic function images, the rotation of figures, the positional relationship between circles, some simple but large number of quiz questions, the summary of review chapters, the training of multiple-choice questions and so on. Can be done with the help of a multimedia projector. For qualified schools, you can also make your own computer courseware and use computers to vividly show what you have taught.

For example, in the teaching of "Pattern Design", the author requires students to use computers to complete the following questions in advance: ① Find their favorite mathematical graphics; ② Collect logo patterns of some companies or enterprises; Design the class emblem for our class. Results The author found that the students' enthusiasm was very high, and found quite rich materials on the Internet. Before class, the author first integrates the data collected by each student, and then shows them in classification in teaching. Practice has proved that this can broaden students' horizons, enrich teaching content, let students learn a lot of knowledge that books can't learn, and improve classroom efficiency.

Fourth, it is simple and easy.

In teaching, if teachers can quote some familiar and intuitive examples as metaphors, they can turn abstraction into concreteness and abstruse into conciseness. For example, the number axis is an abstract concept. Before talking about the number axis, first introduce the thermometer, and then abstract the thermometer to the number axis. Absolute value is a concept that is difficult for students to understand. Most of them just memorize | a | =-a mechanically when a < 0, but don't simplify | x-2 | when x < 2. In teaching, I use specific figures to judge and guide, such as | x-2 | =|1.9 | = |-0.1| =-(-0.1) = 0.1. It can be inferred that when x < 2, x-2 < 0, so | x-2 | =-(x-2) = 2-X. This simple description makes it easier for students to accept knowledge.

Fifth, the explanation of examples focuses on analysis, thinking and ability training.

The examples should be carefully selected, the structural characteristics and thinking mode should be comprehensively analyzed, the number of examples should not be pursued, and the quality of examples should be paid attention to. When explaining non-format demonstration examples, teachers don't have to write down the whole problem-solving process in detail on the blackboard while explaining. Let the students get the idea of solving problems under the inspiration of the teacher, and write this idea in the exercise book. The teacher only wrote the idea on the blackboard.

For example, as we all know, in ⊿ABC, AD is the center line. Proof: ad < (ab+AC)

The teacher only writes the students' own ideas on the blackboard:

Solution: 1) Extend AD to E, make DE=AD, and connect CE.

2) CE=AB stands for ⊿ABD≌⊿ECD.

3) In ⊿ACE, it is solved by "the sum of any two sides of a triangle is greater than the third side".

After the students write the above contents in the exercise book, write out the detailed problem-solving process, and the teacher will patrol and guide them. In this way, the teacher's lectures are easy and effective.

Six, interesting teaching, increase the attraction

One of the reforms of junior high school mathematics textbooks is to insert columns such as "think about it", "try it" and "talk about it" in the text, paying equal attention to knowledge and interest. It has a strong temptation to students who are eager for knowledge, stimulates students' interest in learning, and also cultivates students' thinking ability of reading, thinking, observing and imagining. For example, Pythagorean Theorem introduces the history of Pythagorean Theorem and the interesting things that Chinese and foreign ancient mathematicians explored and discovered Pythagorean Theorem. Another example is the golden section, which not only introduces the proposal, practice and proof of the golden section, but also points out its role in geometric drawing. The book also introduces the application of golden rectangle, golden triangle, photography and stage layout in real life. In order to better reflect the consciousness of applied mathematics, we can quote the universal application of golden section in Optimization Method to make students feel the charm of mathematics. Another example is the introduction of the "Seven Bridges in Konigsberg" and the 17th circle of Gauss in the picture. Facts have proved that interspersed with interesting teaching can not only satisfy students' thirst for knowledge, but also improve students' initiative and enthusiasm in learning.

Seven, the use of flexible and diverse detection methods for in-class consolidation, in-class testing.

Only by passing the test can we know the effect of learning, and the test will distinguish students. Make full use of junior high school students' competitive personality and introduce competitive mechanism into classroom learning. In order to improve learning efficiency, flexible and diverse testing methods can be adopted:

For example, oral examination, that is, ordinary classroom questioning, can be carried out at any time, which can train students' language expression ability and mathematical logic thinking ability well, and review the content of the last class before class; Random questions can also be discussed in class, and key and difficult points can also be explored in cooperation; Consolidate this section after class and ask questions. Teachers must grasp the general direction of asking questions and encourage students to ask each other questions. Because there are questions and answers, there will be gains from analysis, induction and summary, students' enthusiasm will be mobilized, and classroom efficiency will naturally improve.

Another example is the quiz in the class, 1. Before the regular class, everyone prepares a blank sheet of paper, writes a few small questions according to the key content, and asks the students to hand it in in about 5 minutes in class, asking them to finish it independently and seriously on time, which can truly reflect the students' mastery of key points and difficulties, provide scientific reference for teachers and adjust the teaching progress. If you are in the graduating class, you can test a question on a piece of paper. In the sprint stage of the senior high school entrance examination review, the most important thing is the evaluation and training of the finale. In one class, I spent half my time commenting and writing all the problem-solving processes and grading steps of the finale on the blackboard in detail, and then asked the students to hand in another finale in the other half of the time. Because time is limited, students have a sense of urgency, and the effect of simulating the final sprint of the senior high school entrance examination is very successful. 3. Several questions in a set of test papers can also be tested. After reviewing the senior high school entrance examination to a certain extent, it is often impossible to find two hours to complete a set of simulated test questions for the senior high school entrance examination. I circled several difficult and new questions in filling in the blanks, multiple-choice questions and solving problems, so that students could finish them lesson by lesson, and the results were true, and the loopholes were identified, which provided a clear direction for the next review. Although the scope of the test is small, it is more targeted. Precious time is spent on the cutting edge, so that students can repeatedly break through the pole in time intensity, psychological pressure, knowledge focus and difficulty, and accumulate summit experience, which is very important for the cultivation of top students in the senior high school entrance examination. Through years of practice in the graduating class, these small tests have been proved to be flexible and effective.

In a word, classroom teaching has the characteristics of dynamic generation, selectivity, comprehensiveness, flexibility and innovation. Teachers should carefully choose and design appropriate teaching methods according to classroom teaching objectives, teaching contents, teachers and students' reality, school conditions and other factors, so as to maximize students' effective learning. Only by constantly learning advanced education and teaching theories, constantly reflecting on their own classroom teaching behaviors and rationally using effective classroom teaching strategies can our teachers really improve and develop students' mathematical ability, truly cultivate innovative talents, fully meet the challenges of knowledge economy and truly enter the new curriculum.