Keywords high school mathematics; Education and teaching; New curriculum reform; Perfect game
There is no doubt that high school mathematics, as the core curriculum and basic subject of high school, plays a very important role in the new curriculum reform. The degree of mathematics teaching reform reflects the progress of the whole new curriculum reform in a certain sense. Therefore, major middle schools must pay enough attention to the reform of mathematics teaching in senior high schools, take the overall cultivation of students' comprehensive quality as the current educational goal, give full play to teachers' leading role in teaching, constantly improve teaching methods, deeply reflect on their own teaching practice, and rise to rational thinking, so as to improve the level of mathematics teaching and keep up with the requirements of the times. Now, through this article, I will make a further discussion on how to reform the mathematics teaching in senior high schools, and put forward some opinions, hoping to attract jade and do my bit to promote the mathematics teaching in senior high schools to keep pace with the new curriculum reform.
First, some measures to improve mathematics teaching in senior high schools under the new curriculum reform
(A) update the teaching concept
As the saying goes, thought is the forerunner of action. To reform senior high school mathematics teaching, we should first abandon the traditional "indoctrination" teaching concept and encourage students to look at it with suspicion.
Under the background of the new curriculum reform, the author expounds his own views on how to carry out mathematics teaching in senior high school from the aspects of preparing lessons, attending lectures and practicing after class. Keywords: effectiveness, lesson preparation, classroom questioning, after-class exercises?
Senior high school mathematics is a difficult subject in senior high school. I often hear teachers complain that they are "casting pearls before swine" in class. Under the prospect of new curriculum reform in our province, how to improve the effectiveness of mathematics classroom teaching in mathematics teaching; To keep up with the times. Here I want to talk about my personal views on my personal teaching practice. ?
Personally, I think the core of effective teaching is the benefit of teaching, that is, what kind of teaching is effective? Is it efficient, inefficient or ineffective? The so-called "effectiveness" mainly refers to the concrete progress or development made by students after a period of teaching by teachers. Whether teaching is effective does not depend on whether the teacher has finished teaching the content, but on whether the students have learned anything or whether the students have learned well. If students don't want to learn or can't learn anything, no matter how much the teacher teaches, it is useless. Similarly, if students study hard, but they don't get the development they deserve, it is also ineffective or inefficient teaching. Therefore, the progress or development of students is the only indicator of teaching effect. ?
From the textbooks of the new curriculum standard, we know that modern mathematics is not only a powerful means to improve thinking ability, but also a basic form of rational thinking and a profound and rich cultural accomplishment. More importantly, the contents, ideas and methods of mathematics, and even mathematical language and symbols have penetrated into all fields of natural science and social science. The development of modern computer provides a realistic possibility for the application of mathematics. How to present a complete mathematical understanding to students through classroom teaching? Looking back at mathematics teaching under the old curriculum situation, it is often that teachers are very hard and students are very painful. One of the most direct reasons for "the teacher is very hard" is that a lot of heavy and ineffective teaching takes up the teacher's time and energy. ?
The author believes that in order to improve the effectiveness of teaching, we should start from the following aspects:
First, prepare lessons and foresee student activities?
The dynamic process of designing the classroom when preparing lessons. Modern teaching concept emphasizes student-oriented. Students are the main body of learning, and preparing lessons should fully reflect the subjectivity of quality education, so as to fully reflect the spirit of "facing all students". In order to make students clear about the learning requirements and problems that need to be paid attention to, and help students evaluate, monitor and adjust their learning better, we should design the dynamic process of the classroom and actively imagine the initiative and participation of students in the learning process, such as designing a guide in advance before class.
Introduce winning, or ask a practical question with a strong real life background, give students a suspense, trigger cognitive conflicts and stimulate interest in learning. ?
For example, when preparing for monotonicity of function, the author thinks that arbitrariness in the definition of monotonicity of function is a great obstacle for students, especially freshmen. In junior high school, students' cognition is from special to general. Here, can we also use the special to general ideas of junior high school to teach the definition of monotonicity and let students participate in the discussion? Let students discover cognitive conflicts by themselves and stimulate students' interest in learning. Therefore, in this lesson, the author discussed the definition of monotonicity of function with students, and let students find arbitrariness in the definition with the help of multimedia tools. Through discussion, some students pointed out that it is impossible to meet the definition of monotonicity only by two points, and some students cited counterexamples to illustrate this problem. I achieved the purpose of preparing lessons and broke through this teaching difficulty. ?
In the teaching process, we should also guide students to pay attention to the "notes" after the examples in the new textbooks, help students sum up mathematical methods and thinking rules, and improve their ability to analyze and solve problems. In order to meet the different needs of students at different levels, two groups of exercises can be arranged in the homework assignment, and the topics marked with * and B can be used as basic requirements for students with spare capacity to choose. Classroom teaching can also arrange some reading materials appropriately to expand students' knowledge and deepen their understanding of what they have learned. ?
For example, when introducing conic curves, the cross-sectional figures in the introduction part of the textbook are all kinds of conic curves. If these curves are made by multimedia in class, it will play a great role in improving students' interest in learning this chapter and expanding their horizons. Second, classroom questioning is flexible and effective?
Teachers' classroom questioning is a kind of teaching behavior to check learning, promote thinking, consolidate knowledge and apply knowledge through teacher-student cooperation, and realize teaching objectives. Teachers' questioning ability will directly affect the development of classroom learning activities, and then directly affect the effectiveness of mathematics classroom teaching. Therefore, classroom questioning should not only achieve the "four natures" mentioned above, but also embody the following aspects. ?
First of all, asking questions should leave room for students to explore. ?
Teachers should leave some space for students to explore the questions raised in class. If the question is too small, too shallow and too easy, students will answer it without thinking, which is not only not conducive to the exercise of students' thinking ability, but also leads to the formation of students' bad habits of dabbling, not to mention the high efficiency of classroom teaching.
For example, when explaining exponential function, students get the form of exponential function through practical examples (such as cell mitosis, material fission, etc.), that is, y = a. )
Let the students think for themselves through the following three questions?
(1) If
② What's wrong with ②a = 0? (For x≤0, A is meaningless)?
③ What if a= 1? No matter what value 1 takes, it is always 1, so there is no need to study it. )?
Secondly, questions should be broad and directional. ?
Teachers should carefully prepare questions raised in class and strictly control "quantity", that is, quality and quantity. Therefore, teachers should design targeted classroom questions, which should not be divorced from the teaching purpose and make the teaching materials fragmented. ?
Thirdly, according to the learning process, ask questions or make up questions in time. ?
In the classroom, if the initial question is to inspire students to observe, guide students to understand conflicts and find ways to solve problems, then in the teaching process, students can understand a problem through teachers' questions.
For example, students have seen the definition of exponential function from textbooks, and teachers can ask why they want 10aa, and; 1? Why not? ?
(2) if students only give xay? Teachers can instruct students to analogize a linear function.
(0,? Kbkxy), inverse proportional function (0, kx
k
Y), constraints in quadratic function (0,2abcxaxy), and constraints in radix in exponential function. ?
Finally, teachers should guide and encourage students to ask questions. ?
Dr. Li Zhengdao, a famous scientist, said, "What is learning? Learning how to ask questions is learning to think. " Einstein also said, "I don't have any special talent, but I like to get to the bottom of it." I think it is more important to ask a question than to solve it. "In our usual teaching, we should follow the age characteristics of students who are curious, eager for knowledge, good at expressing and like to be praised. In class, Li provides students with various opportunities to express their views and ask questions.
Third, practice should be targeted?
For students, an important purpose of learning mathematics is to learn mathematical thinking, see the world from a mathematical perspective and understand the world. The improvement of mathematical ability can not be separated from solving problems, mastering problem-solving strategies and using thinking methods, not because of how much the teacher said, but because of how much the students experienced and felt through their own cognitive activities. If we want to avoid a lot of repetitive work in teaching, we must carefully design exercises. Consolidate what you have learned through practice. For example, design such an exercise after completing the exponential function?
Known exponential function) 1, 0 () (? Aaaxfx and images passing through points), 3 (? 3(), 1(),0 (? The value of fff. ?
Design intention: through this question, students can deepen their understanding of exponential function. ?
2. Exercise: (1) Draw xy3 in the same plane rectangular coordinate system? And xy)3.
1(? The general situation of, and tell the properties of these two functions; (2) Find the domain of the following functions: ①2
2
xy，
②xy 1
)2
1
(? . ?
Design intention: Through this question, compare the images of the base to prepare for the next class. ?
After-class exercises in a class should be aimed at the knowledge taught in this class. The author finds that many teachers' after-class exercises in actual teaching are just practice materials, and there is no clear pertinence. Moreover, in the after-school exams, especially in the exams of Grade One and Grade Two, there are often some exercises in the first round or even the second round of Grade Three. It has no effect on improving students' interest in learning and consolidating what they have learned. The above are some of my own views in teaching practice. Please criticize and correct me.