1 how to introduce new courses into junior high school mathematics teaching
First, introduce the art of the new curriculum with the old curriculum.
Putting forward new questions on the basis of reviewing old knowledge is a widely used method to introduce new lessons into our teaching. This way not only conforms to students' cognitive rules, but also paves the way for students to learn new knowledge. Teachers should pay attention to some connections between old and new knowledge in classroom introduction, and guide students to think, associate and analyze when asking questions about old knowledge, so that students can feel that new knowledge is an extension and expansion of old knowledge. This will not only enable students to review and consolidate old knowledge, but also eliminate students' fear and strangeness of new knowledge. Grasp the connection between old and new knowledge in time and accurately, and achieve the effect of "reviewing the old and learning the new".
Second, set suspense to introduce new art.
The introduction of suspense is often used in film and television dramas and stories, and we are no strangers to it. Suspense is the spark of inspiration fusion, which can make people have psychological tracking and produce a psychological state of "I want to know, but I can't stop". It has strong temptation, induces people to guess cheerfully, arouses strong interest in exploration and pursuit, and even has to get to the bottom of it. The setting of suspense should technically be "cited but not sent", which is thought-provoking and memorable. If there are some boring contents in mathematics, teachers need to deliberately set suspense, so that students can have the psychology of exploring the mystery of the problem. Of course, when setting suspense, we must master the sense of proportion. If we don't "pause" students' thinking, we can't achieve the purpose of mobilizing students' enthusiasm. Too "hanging" students is daunting and can't achieve the expected results.
Third, introduce the new curriculum art "straight to the point"
Maybe some teachers sometimes don't beat around the bush in class, just tell the main content to be learned in this class. In this way, the teaching focus is prominent, and students can quickly focus on the most essential and important research of the teaching content. For example, when learning "rational number subtraction", we can introduce "on the basis of learning rational number addition, let's learn rational number subtraction, so what is the law of rational number subtraction? Is it related to rational number addition? This is the main problem we will study in this class. "
This method of introducing new courses is suitable for courses with closely related teaching contents or similar research methods. Sometimes a class is large in capacity and familiar with old knowledge. You can also use "straight to the point" to introduce new courses. Through practice, discussion, and then incomplete induction of mathematical objects, introduce new courses. This is a common method. You can use multimedia, sometimes saving time and effort, and at the same time increasing the classroom capacity, which is convenient for students to compare and observe. If there are no conditions for the time being, you can also design some topics in advance and summarize them in class exercises.
2. Introduction to the new curriculum of junior high school mathematics
First, introduce questions.
Change a knowledge point that students have learned, and introduce a new lesson. The purpose of "setting questions" is to make students doubt the question. When students have "questions", they will have a thirst for knowledge, and then stimulate their enthusiasm for thinking. If students have the requirement to solve "doubts", their positive thinking will be fully exerted. For example, in the teaching of "practical problems and linear equations of one variable-which lamp is the most economical". In our real life, the market competition of similar products is quite fierce, and people are pursuing good quality and low price. So how can we balance and unify the two? From the beginning of class, the students were fascinated. In order to solve this problem, students naturally developed their enthusiasm for learning.
Second, introduce interesting examples
Learning motivation is the internal motivation to directly promote students' learning, and the most realistic and active component of learning motivation is learning interest. Interest is the best teacher. When students are interested in learning, they will actively and happily study and think about problems. The introduction of new courses should be interesting and arouse students' interest and curiosity, which can not only attract students' thirst for knowledge, but also induce students' "thinking gymnastics" and make teaching achieve good results.
Third, the introduction of the problem
Introduce the new curriculum by asking questions closely related to it. Turn students' learning into their own active activities to seek answers through questions, and make their thinking active. As long as teachers do some guidance according to the classroom situation, they can make the teaching receive the expected effect. For example, when I talk about "similar triangles's Judgment (I)", let students think about this question first: What is the definition and judgment method of triangular congruence? How do we judge that two triangles are similar? Can the conditions be lowered? There are three conditions for judging whether two triangles are congruent. What do you think two triangles need at least to be similar? Let students think with this question and master new knowledge on the basis of existing knowledge and experience. It is logical to draw inferences from others, which conforms to the age characteristics and psychological characteristics of students. It is easier for students to accept, solve new problems with existing knowledge, and let students enjoy the joy of success from complexity and participate in classroom teaching.
3 the introduction of mathematical methods
First, situational introduction
Tolstoy said: "Successful teaching needs not compulsion, but arousing students' desire. "Therefore, teachers should arouse students' interest and stimulate their desire for knowledge by setting up various problem situations and using various inspiring languages in teaching. For example, when teaching the comparison of scores, that's how I introduced new courses. At the beginning of the class, let the students look at the big screen (show the courseware) and tell them the story "The rabbit chooses to eat moon cakes". On the evening of Mid-Autumn Festival, the mother rabbit took out a moon cake and said to the two children, "You two brothers, one eats this moon cake 1/2 and the other eats this moon cake 1/4." Before Mother Rabbit finished, the greedy little rabbit said, "Mom, I want to eat moon cakes 1/4, because 4 is bigger than 2. Students, rabbits choose to eat a quarter of moon cakes. Will it really be over half? This is a new lesson we are going to learn today: the comparison of scores. Let's ask the students to explore through origami and paper-cutting, which is more than 1/2 or 1/4 of moon cakes. In this way, students' attention can be smoothly transferred to exploring new knowledge.
Second, induced introduction
The teaching goal of a class is clear to the teacher, but not to the students. Therefore, teachers should use induced language in the introduction to stimulate students' interest in learning. For example, when teaching the circumference of a square, I guided it like this: Students, as long as you can tell the length of one side of the square, I can immediately tell the total length of the four sides of the square. If you don't believe me, test me. As soon as the students listen to the teacher's test, the class immediately becomes active and actively guides the students to achieve the teaching objectives of this class. Through the interaction between teachers and students, students naturally mastered the method of finding the perimeter of a square, that is, the side length multiplied by 4.
Third, story introduction.
Interest is one of the main ways to create a happy and bright educational environment. Reading guidance is interesting, which can create a pleasant and bright environment for students to teach and educate people, and let students enter the door of knowledge with a cheerful and cheerful mood. For example, in the teaching of "a factor is the multiplication of 0", I introduced it like this: Do students like little monkeys? The little monkey is smart and lively, but he is also naughty and greedy. Please look at the big screen. According to the information in the picture, who would like to make up a story about mathematics for everyone? Teachers can instruct students to tell stories. The keeper prepared dinner for seven little monkeys-peaches. When the monkeys saw the big, red peach, they danced with joy. Seven plates of peaches were set, and the breeder didn't wait to leave, and the plates were empty. According to this story, what math questions can you ask? How to make it? In this lesson, we will explore-a factor is the multiplication of 0. Through the introduction of students' reading pictures and telling stories, the teaching atmosphere is enlivened and students feel that there is mathematics everywhere in their lives.
4 to improve the efficiency of mathematics classroom
Teachers should renew their ideas and implement life-oriented mathematics teaching.
"Mathematics is a process in which people qualitatively grasp and quantitatively describe the objective world, gradually abstract and generalize, form methods and theories, and widely apply them." Our mathematics classroom teaching process also goes through the following processes: the explanation and application of the mathematical model of life problems. The new curriculum standard points out that mathematics teaching should not only let students know the ins and outs of mathematics knowledge, but also let students experience the process of abstracting practical problems into mathematical models and explaining and applying them. Therefore, the combination of "living" and "mathematicization" should choose realistic, meaningful and challenging life situations, especially to find suitable situations that can reflect mathematical knowledge.
Teaching should be close to students, life and social hotspots, and pay attention to integrating theory with practice, which can solve problems in students' ideological and social life and achieve the purpose of applying what they have learned. Students will be interested in such classes. We often say that mathematics is in life, but life is not all mathematics. There are still differences between mathematics and life, so we can't confuse them. Life is emotional and concrete. Mathematics is rational and abstract. Only by abstracting concrete things in life into mathematical symbols can it be called mathematics. Today, when we advocate learning "mathematics in life", we must clearly understand the difference between mathematics and life. If you don't realize this difference, living mathematics blindly will not be conducive to the development of students' mathematical thinking to a certain extent, and will also affect students' correct understanding of mathematics. So we should pay attention to prevent the use of "mathematics in life".
The core element of mathematics teaching process under quality education is communication and exchange between teachers and students.
The core elements of mathematics teaching process under quality education are to strengthen communication and exchange between teachers and students, advocate teaching democracy, establish equal and cooperative teacher-student relationship, create a good atmosphere for students' cooperative learning, and create favorable conditions for students' all-round development and healthy growth. Therefore, the process of mathematics teaching is an interactive process of communication and development between teachers and students, which is bound to be two-way, not one-way.
Because teaching activity is a special cognitive process, the emotional communication between teachers and students directly affects the teaching effect. In the process of mathematics teaching, discussion is an important method of emotional communication. The discussion between teachers and students and between students is an effective way for students to participate in the process of mathematics teaching and actively explore knowledge. The new curriculum standard requires that teaching should organize students to fully discuss according to the teaching objectives, and evaluate, feedback and encourage each other with a positive attitude. Only in this way can we give full play to collective wisdom and carry out cooperative learning, thus achieving good teaching results.
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