The charm of teachers' personality is the emotional strength when teachers influence students with their own personality, the organic unity of teachers' internal quality and external image, and the all-round cultivation of teachers' thought, morality, knowledge, ability and temperament. On the one hand, it uses silent language to appeal to students, such as teachers' kindness and love for students, trust and tolerance for students, loyalty and persistence for the cause, which can win students' love and respect. On the other hand, it embodies the comprehensive quality of teachers in teaching and life, presents it to students, and has a direct impact on students. For example, teachers' profound knowledge, strict logical thinking methods, agile thinking and incisive analysis of problems will make students admire and admire, thus having the influence of "seeing Si Qi", enhancing the internal drive and realizing the transformation from potential intelligence to realistic creative learning ability. They will pursue extensive knowledge and scientific thinking methods like teachers. Students will like this teacher, like the math class taught by this teacher, and then "I want to learn".
Second, more "respect, trust and understanding", so that students can experience the fun of learning in an equal, trusting and harmonious classroom atmosphere.
Teaching is a dynamic interpersonal process between teachers and students in reason and emotion. The relationship between teachers and students plays a potential intermediary role between teaching activities and teaching results. "The first factor that students don't like the school is not the pressure of the course, but the relationship between teachers and students. Students need teachers' trust, fairness, encouragement and praise. " Because any teaching goal can only be achieved through the potential harmonious bond of good interpersonal communication between teachers and students. Without a harmonious relationship between teachers and students, there will be no real teaching activities. Therefore, teachers must play the roles of organizer, instructor and participant in teaching activities. In the process of teaching, we should always talk to students in a consultative tone, such as: "Who wants to talk …" "Please talk …" "Who wants to talk …" and so on. Always communicate and discuss with your classmates after class. The teacher-student relationship established in this way is more equal and harmonious. In addition, teachers should care about, respect, trust, understand and love every student, and make friends with students wholeheartedly, so as to turn this new democratic teacher-student relationship into a friendly cooperative relationship and form a good interactive relationship of teacher-student ideological exchange, emotional communication and personality collision. American psychologist Rogers said: "Successful teaching depends on the factual relationship of sincere respect and trust and the harmonious and safe classroom atmosphere." Only in such an atmosphere can students glow with positive knowledge-seeking emotions, stimulate their enthusiasm for learning and improve classroom efficiency.
Third, participation in and out of class can add color to mathematics.
From a psychological point of view, children are curious, sensitive in hearing, good at imitation and have few psychological obstacles. They are usually interested in learning new knowledge. In order to protect children's interest in learning, teachers should try their best to dig out the points of interest in curriculum materials and find out the points of interest that students love and want to learn, so as to stimulate students' desire for learning, cultivate students' strong interest in learning mathematics and continuously improve the effect of mathematics education and teaching. Many materials in our life are available mathematics teaching resources. Such as used tickets, supermarket sales documents, bank deposit and withdrawal documents, as well as newspapers and periodicals we read every day, is also a rich mathematical resource library; Various forms of data, various promotional advertisements such as discounts and gifts, various trademarks, graphics and so on, abound. These materials, which are closely related to life and full of the flavor of the times, can be used to supplement the examples and exercises in textbooks. For example, when teaching the application problem of "profit and loss in sales", I asked students to prepare physical objects in class to mark prices and simulate discounted sales, and discuss the profit and loss situation. This kind of life scene is familiar and intimate to students, relaxed and interesting, like playing in life, and learning in mathematics in essence. Students are very interested, even students with poor math scores take the initiative to participate and think positively, and the autonomy of students' learning is well mobilized. Mathematics class full of life will effectively promote the growth of students' mathematics cells, so we can use live scenes or fragments to teach.
Fourth, create a situation to let students experience the fun of learning mathematics in the situation.
Einstein said, "Interest is the best teacher." If students are interested in what they have learned, they will voluntarily participate in the study, thus feeling the fun of learning mathematics. The seventh-grade junior high school students are curious and like new things. It is necessary to create learning situations that interest them, guide them to observe, think, operate and communicate, and gradually experience the process of the generation, formation and development of mathematical knowledge, so that they can get comprehensive and harmonious development in knowledge, skills and emotion. Teachers should start with examples close to students' lives and create situations from things that students like. By telling stories, solve riddles on the lanterns and playing games, they can turn boring numbers, symbols, abstract concepts and formulas into practical and pleasant concrete scenes, arouse students' interest and questions, stimulate students' interest in learning and desire for knowledge, and make them devote themselves to learning activities. Modern information technology can also be used for multimedia. For example, when I talk about inequality, I use multimedia to show pictures of goods, such as mobile phones, televisions, refrigerators, computers, telephones and so on. Explain the rules) Boys and girls each send a representative to look at the goods presented by the teacher and guess the price of the goods for one minute. Whoever guesses more goods in one minute will win, with boys first. Another example: show a mobile phone and let students guess the price. "High" means that the guessed price is greater than the mobile phone price, and "low" means that the guessed price is less than the mobile phone price. Only 1460 yuan is equal to the price of this mobile phone. Through the game, we also found that equality is a special case and inequality is a common situation. There are many unequal relationships in real life. Studying these unequal relations is helpful for us to grasp the changing law of things. Therefore, mathematics comes from life and is extracted from real life, from real life problems to mathematical problems, from concrete problems to abstract concepts, from special relationships to general laws. Teachers should let students gradually learn mathematics and acquire knowledge through their own discoveries, and then apply abstract knowledge to new practice. Teaching with people and things in students' lives makes students feel that mathematics is not far away from us, just around us; Mathematics is the truth in life; We can solve the problems around us according to what we have learned; Mathematics can improve our quality of life. Therefore, in order for students to really enjoy math class, it is necessary to make math class a familiar life scene for students.
An excellent teacher can not only help students learn mathematics, but also let them know how to face challenges. Frustration is relative and success is absolute. Only persistent people can bathe in the glory of victory. Therefore, the majority of mathematics teachers must fully understand the above four points in order to have a deeper understanding of the improvement of junior high school mathematics teaching methods and continuously improve the quality of education and teaching.