/kloc-how to learn mathematics in grade 0/7
1. Stimulate students' interest in learning
Hegel said that a deep and broad mind always extends the field of interest to countless things. Without interest and initiative, there will definitely be no good grades. Teachers teach every day and often listen to others. If they just follow the book and instill it in a boring way, the classroom atmosphere will be dull and boring, students will be indifferent and unresponsive, and the whole classroom will be like a stagnant pool. Our teachers should be full of passion and humor, make students interested, immerse their teaching and learning in a relaxed and pleasant atmosphere, and let students feel emotional pleasure in the whole mathematics teaching activities.
2. Develop the habit of reflection after solving problems.
After solving the problem, it is a very necessary link to review, discuss, analyze and study the problem-solving process, which is often ignored. The purpose of problem-solving is not simply to get the result of the problem, but more importantly, to let students experience the problem-solving process, improve their problem-solving ability and cultivate their innovative spirit. This goal is achieved through review and reflection. Therefore, it is necessary to extract the main ideas and methods contained in the topic, summarize some commonness and general methods, and then sum up the law of solving problems, so as to form a solution to a class of problems, which will be internalized and absorbed into the students' knowledge system, and become a powerful weapon for solving problems in the future, so as to achieve the goal of drawing inferences from others and get twice the result with half the effort.
3. Respect students' individual differences and meet different learning needs.
Teachers should understand and respect students' individual differences in time to meet diverse learning needs. In teaching, we should encourage and advocate the diversification of problem-solving strategies and respect the different levels of students in the process of solving problems.
4. Pay attention to the relationship between subject knowledge and improve the ability to solve problems.
In teaching, we should consciously and systematically design teaching activities, guide students to understand the relationship between disciplines, feel the foundation and application of mathematics, constantly enrich problem-solving strategies and improve problem-solving ability. For example, after learning this lesson, we encourage students to collect the phenomenon of rotation in life, understand the application of rotation in power, and ask the physics teacher for other knowledge about rotation. Conditional schools can also use libraries and networks to have a broader understanding of the phenomenon of job rotation.
For the complicated questions raised by students, we can organize them to finish after class as extracurricular activities, but we must give students enough time and space to fully explore and communicate and provide some help. We should also properly guide students' problems and solve them together in a cooperative way, and at the same time fully stimulate students' potential to make them play.
2 to improve the happiness of junior high school mathematics learning
First, improve the value of junior high school mathematics learning happiness
In the new curriculum standard of junior high school mathematics, improving students' mathematical thinking ability, cultivating students' interest in learning and meeting students' needs of integrating theory with practice are the core objectives of various junior high school teaching activities. Therefore, in the process of junior high school classroom teaching, we need to attach importance to these goals at the same time and use measures to improve happiness to achieve the effect of combining various teaching methods. Especially when students have problems in the learning process, junior high school mathematics classroom teaching based on happiness reference can be more based on students.
Second, improve the focus of junior high school mathematics learning happiness
In order to achieve the goal of improving junior high school mathematics learning happiness, we should consider two factors, one is the teacher factor and the other is the student factor, in which the student factor is the main factor and the teacher factor is the supplement. First of all, as far as student factors are concerned, mathematics has a high score and status in various exams. Generally speaking, both schools and teachers attach great importance to this course, and the curriculum of mathematics teaching is also very long, but it also brings a problem. That is, the longer students are exposed to the same subject, the more likely they are to feel nervous and tired. Under this psychological reflection, learning efficiency will inevitably be greatly affected. In junior high school, students can feel too much schoolwork and exam pressure, the learning burden is obviously increased, and they have to spend a lot of energy on homework processing in their spare time, which leads to mental fatigue and the decline of happiness index. Learning efficiency will certainly not improve. Secondly, in terms of teacher factors, it is also the key incentive to affect junior high school students' happiness in mathematics learning. Some teachers failed to give a rational orientation to the subject of mathematics, and did not face up to the complexity of junior high school mathematics teaching content and the characteristics of students' psychological development stage, which led to insufficient preparation, increased students' learning difficulty and made students feel that mathematics was boring and difficult to learn. In fact, what junior high school students really need is interesting classroom with connotation, not a single programmed teaching model.
Third, improve junior high school mathematics learning happiness of two models
In order to give consideration to both teachers and students, make them aware of the role of happiness in mathematics learning, and give full play to this role, teachers can adopt one or two modes of life and multimedia reference to ensure the improvement of happiness.
3. Cultivate students' interest in learning junior high school mathematics.
First, teach students to consolidate knowledge before class.
For many students, primary schools should all grow up in play, and many parents often only pay attention to students' achievements, ignoring the role of the original definition of primary schools in cultivating students' excellent study habits. Therefore, many students' academic performance will decline in junior high school, which is especially obvious in junior high school mathematics. Therefore, the author suggests that students' preview ability should be cultivated first in classroom teaching.
Looking at it from another angle, the content of junior high school class may be twice as much as that of primary school, so it is impossible to give enough time to practice related problems in class. Therefore, in this case, students can easily lead to the decline of classroom efficiency and learning ability, which leads to the gradual loss of students' interest in junior high school mathematics. Therefore, the author believes that in the process of junior high school mathematics teaching, students must be taught how to better master the methods and skills of mathematics learning, so that students can understand that they need to spend some time preparing lessons, so that they can have more time to pay attention to students' key points and doubts in class.
Second, make use of the advanced nature of current technology.
It is not difficult to find that in the current teaching process, many classrooms have been equipped with multimedia equipment, which greatly facilitates our teachers' classroom teaching. However, in real life, the author raises a question: How many students can really devote themselves to their studies? How many teachers can really use these instruments?
In the learning process of junior high school mathematics, we cultivate students' comprehensive ability, including imagination and abstract concrete ability. However, in the process of our real life, we will find it difficult to cultivate the ability of imagination, because it is not specific and difficult to describe in words, so many times it needs students to describe it in words and master it by themselves. In this case, our multimedia equipment comes in handy. For example, when we talk about geometry knowledge, if we simply instill theorems in students, students will soon get tired of listening. Therefore, teachers should combine patterns with knowledge and give students an understanding explanation, so that students can remember the knowledge firmly and accurately. In this process, I think computers have played a great role. In the process of learning, it is standard to draw pictures by computer, which is beneficial for our students to copy this part of knowledge in memory. On the other hand, it also corrected the problem of teachers' drawing defects. To some extent, it makes it easier for students to learn.
Only when students have the motivation to learn can they have interest in learning. When students find that they can master a knowledge point very easily, they will affirm their abilities. Since students have affirmed their abilities, they will be more confident and interested in the following study. With interest, you will have confidence. With confidence, you will be interested in studying better. So in the process of students' self-transcendence, interest is actually playing a role, so students must cultivate their interest in mathematics.