The fundamental guiding ideology of mathematics teaching is to improve students' mathematical quality, including mathematical concepts, mathematical consciousness, mathematical thinking, mathematical ability and basic mathematical logic. The core of quality education lies in cultivating students' innovative ability. How to combine mathematics knowledge with production and life practice and pay attention to the cultivation of students' application and innovation ability is a subject that every mathematics teacher must think about.

Mathematics teaching under the new curriculum concept emphasizes that mathematics comes from life and returns to life. The essence of life mathematics teaching is to cultivate students' application ability and innovation ability. Let me talk about some of my own practices in mathematics teaching practice.

First, contact with the reality of life, create situations, combine theory with practice for teaching, and cultivate students' application ability.

In the second semester of grade seven, students will transfer to the study of binary linear equations. When preparing lessons the night before, I was thinking sadly about how to have a new lesson tomorrow. Suddenly I remembered the story of "police and thieves" I met when I was a child: "After a plainclothes policeman made an unannounced visit to a small house according to a secret report, he heard that the thieves in the house were dividing the spoils: if everyone was given 300 yuan, there would be more 200 yuan; Everyone is divided into 400 yuan and 300 yuan ... The police uncle turned his eyes, even if there are several thieves, how much money. " When I showed this math problem to my classmates, they had different opinions, but few students could give correct answers in a short time. So I naturally introduced the content of the new lesson I want to talk about, and analyzed, explained, calculated and answered for the students. The students listened carefully and absorbed in this class, and their knowledge was very firm. Because the questions raised come from the reality of life, the gap between the content of teaching materials and reality is shortened, the interest of students is sharply increased, and students feel that mathematics is everywhere, which is conducive to cultivating students' ability to observe and analyze practical problems from a mathematical perspective.

Second, according to the mathematics content, assign interest homework with personality development to cultivate students' innovative ability.

Last semester, when the students had a solid grasp of the knowledge of riding, I left an assignment for the students:

Observe the following equation:

13= 12

13+23=32

13+23+33=62

13+23+33+43= 102

…

Guess: when there are n cubes added, the calculation result is _ _ _ _ _ _ _.

The next day passed and no one answered; The third day passed and no one answered; On the fourth day, several students found me and handed me the answer:

When I nodded, they cheered happily, and even a classmate choked up. Yes! Students should observe, think, guess and explore the law, so as to complete the innovation process from special to general. Moreover, it should be noted that students do not have a mathematical foundation in this field to a large extent, but it is not easy to complete tasks beyond their personal ability. What is more commendable is that students' innovative consciousness has been broken through and their innovative ability has been improved. How important it is!

Interest is the best teacher. Let the students study by themselves, and the results will certainly be considerable. Past experience tells me that many students are afraid of learning mathematics because they often feel that they have failed in learning mathematics and have no joy and sense of accomplishment in success. No matter how parents and teachers guide them, students will have a strong sense of inferiority, and mathematics learning cannot be carried out normally. Personally, I appreciate the successful teaching mode, so that students at all levels can feel the sense of achievement in learning. A small problem in class may ignite the torch of students' thinking.

Third, participate in practical activities to cultivate students' ability to apply knowledge.

After entering the second stage of the eighth grade, students will learn and master similar knowledge. One day, when the sun was shining, I said to my classmates, "In this class, we will go to the school playground. Students will measure the height of flagpoles on the playground with measuring tools that you think are useful. "

After arriving at the playground, the students measured in groups of three or five. Because no hint was given in advance, more than 50 students in the class, except four students who were at a loss, found different "reference objects"-shadows according to their height; There is a shadow length based on the meter scale; There is a film studio based on young trees. I watched them, guided them and helped them, and my heart was full of sweet taste: my students are growing! What is more gratifying is that through this measurement activity, several students with poor foundation accidentally made up this lesson and their grades gradually improved. Some math problems will not be clear unless students do them themselves. Only practical activities can really improve students' ability to analyze and solve problems with mathematical knowledge.

Fourth, chat with students and communicate with them.

There is always a generation gap between teachers and students. How to better establish the status of teachers as participants and leaders, the emotional and thinking exchange between teachers and students is very important. It should be said that most students are eager to communicate with teachers, but they are often unwilling or afraid to communicate with teachers, especially math teachers. Some students with poor grades are more afraid of face-to-face communication with teachers.

Every successful or unsuccessful math class has its bright spots. Students' math scores can't directly determine their fate in life. I consciously expressed my thoughts to the students in math class, implying that I only trained a few years earlier than the students in math thinking training, "knowing people and talking about Tao" and "specializing in skills", so I became a teacher. It is pointed out that everyone is the same in mathematical thinking training. Students are encouraged not to be superstitious about teachers, to have their own opinions, to learn to argue with teachers, and to dare to doubt teachers. In math class, I often introduce review lessons and new lessons by chatting, so that students can have math thinking lessons in a peaceful state, and the effect is better.

In thinking training, math teachers should trust students, dare to criticize themselves and learn from them. Students should give affirmation where there is flash, and use more encouraging words. Only students who are often affirmed by teachers can make great progress in their thinking. The transformation of teachers' teaching methods requires teachers to have great courage, which is completely in line with the new curriculum education concept. My personal teaching attempt feels very effective.