1, do a good job of connecting primary and secondary schools.
For students who have just entered junior high school, we should first do a good job in teaching basic knowledge. When teaching definitions, theorems, rules and formulas, we should grasp the essentials and guide students to summarize, so that students can train abstract thinking and cultivate their ability to summarize while learning new knowledge. For students with poor thinking ability, it is difficult to accept the characteristics of high content and high speed in junior high school textbooks. In teaching, we should carefully analyze students' learning situation, from concrete to abstract, from special to general, from old knowledge to new knowledge according to students' thinking characteristics. Pave the way for underachievers. For more abstract concepts, we should introduce them from the life scenes that students are familiar with. For example, when looking for a seat in a movie, an orderly pair is introduced, and the light emitted by a flashlight leads to the definition of light. When learning the concepts of midpoint and bisector of a line segment, use origami to make students understand. For the derivation of formulas and rules, a lot of calculations are used to introduce them. By cultivating students' independent thinking ability, they can better understand and master the teaching materials and gradually adapt to the learning methods of junior high school mathematics.
2. Improve students' interest in learning.
(1), attach importance to emotional education, infect students with love, enhance students' self-esteem and establish a sense of responsibility as masters. Middle school mathematics is a relatively boring subject. Most students in rural middle schools don't like learning mathematics, and they find it difficult and uninterested. Then to make students like your course, first of all, let students like you. Makarenko said that love is the foundation of education. Without love, there is no education. There should be love and patience in the teaching process. Love is the premise of all educational activities, patience is the continuation of love, and it is a kind of calmness and tolerance. Love is the basic guarantee for their continuous progress and positive progress. Because middle school students are in adolescence, many emotional problems are easily infected. If teachers ignore them, or scold them and attack them, they will be biased against teachers, afraid of teachers and dislike them. So students are not in the mood to attend this teacher's class. Over time, they will have no interest in learning, and their academic performance will drop greatly. Teachers should pay special attention to protecting students' self-esteem, encourage students by praise and reward, and don't beat and scold students. We should have persuasive and patient education. As long as students make small progress, teachers should praise them in time. Only in this way can they have a strong interest in mathematics from fear to love. Only in this way can students actively participate and have a sense of responsibility as masters.
(2) Let "success" enter the classroom and enhance the self-confidence of "vulnerable groups".
Tell students from the teaching that not every exam needs full marks to succeed. For example, it is considered a small achievement to be able to answer the teacher's questions satisfactorily and solve an exercise problem correctly. The key to solving the mystery is that every student should treat himself correctly, learn to compete with himself, and consciously remember his previous achievements and performances in mathematics, so that he will surpass the last one next time. At present, progress beyond the past is victory, that is, success in mathematics. In addition, teachers should praise and encourage more, criticize less, satirize less, discriminate more, guide more, constantly discover their own strengths and highlights, and encourage themselves to make progress. Let students build self-confidence and encourage them to succeed. In teaching, teachers arrange teaching plans with a clear aim, choose appropriate methods, and put forward content requirements to students at different levels so that every student can understand, learn and remember. Let every student often feel the joy of success. Therefore, teachers should follow the principle of "shallow should not be deep, slow should not be fast". Intensive speaking, more practice, individual counseling and classified guidance have higher requirements for students with good foundation. This can make the underachievers in the class keep up and let the students with good foundation "eat enough". Let students taste the sweetness of "success" in learning mathematics and further stimulate their interest in learning mathematics. In addition, at every school party, teachers can tell more stories about outstanding students, their excellent quality and learning experience, so as to stimulate other students' interest in learning and strive to achieve their goals. The power of example is infinite, and such education is imaginative, infectious and credible.
(3) Turn boring into fun and let the "disadvantaged groups" learn in happiness.
Mathematics is mostly abstract and boring, and students feel dull when they study, which will also affect their interest in learning. Teachers can try their best to learn the knowledge in books in teaching, so as to make it vivid, vivid and interesting. For example, in the preliminary teaching of statistics, in order to deepen the understanding of sample selection conditions, I specially gave a simple example: "If you want to buy a catty of oranges in the market, the seller says you can try it before buying it, then do you think you can try every orange indefinitely before buying it?" Such a simple example, even the underachievers can understand it, so naturally they will listen to the math class carefully. There are a lot of graphs in life, some of which are geometric graphs, and some are combinations of geometric graphs. The symmetrical and harmonious graphics constructed in the practice of drawing two circles tangent and regular polygons can arouse the interest of underachievers. Applying graphics to artistic creation and the design of living space will produce * * * sounds and stimulate their interest in learning mathematics well. At the same time, students generally like to listen to interesting stories. In mathematics, some historical figures' allusions are told in combination with the learning content, such as Zu Chongzhi's study of pi, Hua's self-study, Chen Jingrun's brave exploration of Goldbach's conjecture, the "Hundred Chickens Problem" in ancient China, "Han Xin's Point Soldiers" and "Chickens and Rabbits in the Same Cage", etc., which enable underachievers to gain the power of example from a mathematical anecdote and also enable them.
3. Pay attention to cultivating students' methods of learning mathematics.
(1), the method of teaching students to preview. Preview is one of the effective ways to learn various courses, but most rural students do not preview. Therefore, it is necessary for teachers to teach students the methods of preview. Preview is to read what you want to learn in advance before class, so as to get familiar with the content and know what you don't understand. In this process, the teacher should teach them to mark and let them listen carefully in class. So as to truly understand these difficult contents.
(2) the method of teaching students in class. Listening to class is the most important link in teaching, and most students don't know the method when listening to class, so the learning efficiency is not significant. So how do you listen to a good lesson? (1) You must concentrate on the class, not in the classroom. ② Grasp the key points and take notes. In class, the teacher will emphasize some important questions and write some formulas, theorems and methods on the blackboard. Then ask for key symbols and notes, and record some knowledge points for review and consolidation. (3) Listen carefully to the knowledge points marked in the preview and ask more questions to ensure that you can understand. (4) Actively answer the teacher's questions, think before you answer, and don't answer without thinking.
(3) Methods to guide students to master knowledge. Seriously complete the classroom exercises and consolidate the knowledge you have learned. Most students are not used to classifying what they have learned after learning, which requires teachers to teach students to summarize, compare and contrast what they have learned with what they have learned in the past. For example, after learning the solution of quadratic equation in one variable, what solution should teachers and students choose to solve these different problems, sum up their own characteristics together, then ask questions for students to think about how to solve them, and then operate concretely. This enhances students' understanding and mastery of several methods.
4. Develop good study habits
Bloom, an American educator, believes that more than 90% students have great differences in intelligence and can learn well. Underachievers in mathematics are often caused by poor study habits. They cannot learn and memorize mathematical concepts, formulas, theorems and laws; Don't think about it, ask the teacher whenever you encounter a problem, or even throw it aside. In teaching, I pay attention to asking students to preview and learn by themselves, paying attention to the formation process, structure and connection of knowledge in learning, summarizing and looking for the law of learning, and cultivating students' good habits of conscious learning. When answering questions, we should also pay attention to inspiration and guidance, let them use their own brains and guide them to analyze and answer questions. Never give them ready-made answers, correct their mistakes in analysis and answers at any time, and gradually cultivate their ability to think consciously. What teachers should pay attention to in teaching practice;
(1) Cultivate students' good habit of studying consciously. This is not only a preview before class, but also a study in class and even a consolidation of after-school exercises. Students are required to complete it through conscious learning. Especially the underachievers, after forming the habit of conscious learning, their grades will definitely advance by leaps and bounds.
(2) Cultivate the habit of discussion. In the classroom, teachers ask questions in a targeted and objective way, guide underachievers into the teaching situation created by teachers, guide them to actively explore mathematics knowledge, and gradually cultivate their thinking ability and discussion habits. For example, after teaching a similar triangle, you can ask the students, "How did you measure the diameter of the stone pillar in front of our teaching building?" Let the students discuss and find out the corresponding methods and rules.
(3) Cultivate students' habit of observation. Observation is a kind of motivation to stimulate students' learning. The observation ability of underachievers is bound to be worse, so our teacher should have methods. Use colorful pictures to guide students to observe, so as to arouse students' enthusiasm for learning, let them actively observe and think, and acquire knowledge, so as to highlight key points and break through difficulties. In this way, students can feel the harvest and excitement brought by observation and consciously form good observation habits.
(4) Cultivate the habit of summarizing. After class, the teacher asked the students to summarize the knowledge points, that is, what was learned in this class, where was the focus and where was the most prone to mistakes? So I emphasize that I have to study. Summing up makes students' learning effect obvious, cognitive structure clear, and what they have learned is not easy to forget. Teaching practice has proved that only by developing correct study habits can we maintain our interest in mathematics.
5, diligent encouragement, let poor students progress in praise.
The new curriculum standard points out that teachers should give timely care and help to students with learning difficulties, encourage them to actively participate in mathematics learning activities, try to solve problems in their own way and express their views. Teachers should affirm their little progress in time, patiently guide them to analyze the causes of mistakes and encourage them to correct themselves, thus enhancing their interest and confidence in learning mathematics.
Appropriate encouragement to poor students is a kind of trust to them. When they are encouraged, an inner enthusiasm is aroused, so that they can remould themselves. Encouragement can also enhance the emotional communication between teachers and students. They are influenced by "keeping things quiet", and then teachers and students exchange ideas and information in their hearts. For example, when poor students answer questions or perform on the blackboard, they can find the highlights of praising the voice and the handwriting on the blackboard; Catch the spark in your mind in time and let it start a prairie fire. For example, a poor student asked me an interesting math question entitled "There are seven flowers on a birthday cake. Now I want to divide it into seven pieces, each with a flower on it, so I can only cut it three times. How should I cut it? " I cut some circular pieces of paper and drew seven flowers, so that the poor student could try to cut them with scissors. After many times of practice, I finally came up with a plan to cut the cake. Then I praised him. The poor student tasted the sweetness and plunged into the ocean of mathematics. Generally speaking, poor students' homework is approved face to face, and what is missing is supplemented. Learn from the experience of Chinese teachers in correcting compositions, and then make encouraging comments after face-to-face approval. Give full marks to poor students who are serious about some homework and insist on correcting it, and write "Write neatly, your problem-solving ability has improved"; For poor students who are careless and the problem-solving process is not standardized, use "don't be afraid of difficulties, stick to progress" or "I hope to be careful and practical in the future"; When you find progress than in the past, use "I hope to work harder"; When poor students can't do their homework, they don't use reproachful language or show disgust, but say "relax, let's think about it together". After the guidance is completed, send a sentence "I'm glad you finally finished, and success belongs to those who are not afraid of difficulties." In the homework guidance of poor students, face-to-face recognition, guidance and encouragement to reach the standard, although it takes energy, is twice the result with half the effort for the transformation project. Teachers should give them a sense of pleasure and accomplishment, and let them stride forward in praise.
The new curriculum standard puts forward that "everyone can get the necessary mathematics", which shows that the setting of the new curriculum standard requires everyone to get the necessary mathematics. It is necessary to help the "disadvantaged groups" find out the reasons for their learning difficulties and complete the learning tasks that every student should complete in mathematics learning in the compulsory education stage proposed by the new curriculum standard, so that students can improve and develop their thinking ability, emotional attitude and values while gaining an understanding of mathematics, thus opening up new ideas for promoting students' all-round, sustained and harmonious development. So that teachers can truly meet the requirements of the new curriculum standard: "Mathematics teaching should proceed from students' reality, create problem situations conducive to students' autonomous learning, guide students to acquire knowledge, form skills, develop thinking and learn to learn through practice, thinking, exploration and communication, and urge students to learn vividly, actively and individually under the guidance of teachers." Make teachers' math classroom teaching more effective.