The goal of mathematics classroom teaching is the concretization of the general goal of mathematics teaching in a certain mathematics class, so it should first be consistent with the general goal of the course and take the development of students as the fundamental goal. Teachers should have a clear understanding of the content of this lesson and set the standards of teaching tasks according to the specific learning content. If the goal is too low and the learning task is easy to complete, then students will not learn much after a class, wasting time and energy; However, if the goal is too high and the learning task is not easy to complete, then students will have great learning difficulties, heavy tasks and learning difficulties, which will affect their self-confidence. Therefore, teachers should have a full and accurate understanding of teaching objectives, neither too high nor too low. Since the teaching goal is the standard to complete the teaching task, it should be specific. Similarly, the teaching objectives should be measurable, and teachers should use quantitative forms to measure whether the teaching objectives are achieved. ?
Second, is classroom lead-in appropriate and reasonable?
A good beginning is half the battle. A class often begins with the introduction of problem situations, so it is natural to evaluate the quality of a class and attach importance to the introduction of problems. Question situations are questions related to what you have learned. Through it, new knowledge is gradually presented, paving the way for learning new knowledge. First of all, we should pay attention to whether the choice of questions is substantially related to the new knowledge learned in this class. No substantial connection or no connection at all will mislead students' thinking and make them confused. Secondly, we should pay attention to whether the introduction of problem situations conforms to students' cognitive laws. If the problem situation is closely related to the new knowledge learned in this class, but the students' thinking has not reached this level, or the knowledge content has not been constructed in the students' knowledge system, then the students will still not understand the teacher's intention. Finally, we should pay attention to the introduction of appropriate and interesting questions, which is closely related to students' daily life. This can not only effectively teach, but also stimulate students' interest in learning mathematics and achieve the purpose of entertaining. ?
Third, is the teacher's view of mathematics comprehensive and correct?
The concept of mathematics reflects teachers' understanding of the essence of mathematics, and the difference of teachers' understanding of the essence of mathematics is mainly manifested in the role of mathematics. Some teachers think that mathematics is a pure thinking science, which is mainly used to train students' logical thinking rigor. Teachers with this view of mathematics will subtly emphasize the rigor of the mathematical system and the teaching of mathematical proof in his teaching. Another part of teachers think that the role of mathematics is to guide the production practice in daily life. Teachers with this view of mathematics will emphasize the practical application of mathematical knowledge and the teaching of applied problems in teaching. Teachers' view of mathematics permeates students imperceptibly through teaching, which affects students' understanding of the essence of mathematics. Mathematics is a highly abstract, rigorous and widely used subject. Because of the characteristics of mathematics, mathematics teaching should not only pay attention to the cultivation of students' thinking, but also pay attention to the teaching of mathematics application. Therefore, teachers should establish a comprehensive view of mathematics. ?
The concept of teaching reflects teachers' understanding of the essence of mathematics teaching, and teachers' differences on the essence of mathematics teaching are mainly manifested in the question of who is the subject. The new curriculum standard emphasizes the change of teachers' role, from the "central position" in the traditional teaching concept to the imparting of knowledge, the organizer, promoter and collaborator of students' learning. The fundamental purpose of education is to promote people's all-round development, and students are the main body of learning activities. Teachers should reflect students' dominant position in the teaching process, and change the traditional "indoctrination" to effectively encourage students to learn independently. Teachers should not only teach students knowledge, but also teach students how to study and think, so as to cultivate students' healthy, positive and upward attitude and outlook on life. Therefore, teachers should update their teaching concepts in time and establish a correct teaching concept. ?
Fourth, is the choice of teaching methods appropriate?
The teaching method is to effectively accomplish the teaching goal, but whether it can serve the teaching goal depends on whether the teaching method is appropriate. The commonly used teaching methods in teaching include classroom teaching, classroom dialogue, classroom inquiry, teaching interaction, teaching guidance, teaching demonstration, teaching practice and operation experiment. Teaching method is the most basic method in classroom teaching. This method is helpful for teachers to control the classroom and learn knowledge systematically, but it is not conducive to students' reflection and teacher-student communication. If classroom teaching only uses the teaching method, students will feel very tired after one class. Therefore, mathematics classroom teaching is often based on one method, supplemented by many methods, which complement each other comprehensively. What kind of teaching method to choose in a class depends on the difficulty and breadth of teaching content, students' thinking and teachers' teaching habits. The new curriculum standard advocates students' independent, exploratory and cooperative learning methods, and teachers' teaching ideas should be correspondingly changed to promote students' practice, thinking, exploration, communication and cooperation, acquire knowledge, form skills and develop thinking, so that students can learn to learn and learn to cooperate, thus truly realizing students' all-round development. ?
5. Is the teacher's classroom questioning effective?
Einstein said: "It is often more important to ask questions than to solve them." Therefore, the way teachers ask questions can better reflect a teacher's teaching quality. "Learning begins with thinking and begins with doubt". Students think because they have questions and learn knowledge in the process of solving problems. The purpose of teachers' questioning in classroom teaching is to promote students' thinking and improve their thinking ability and learning ability. Teachers should be good at asking questions, creating problem situations, guiding students to think and cultivating students' problem consciousness. First of all, questions should be targeted, aiming at a certain problem in the teaching content or related content closely related to this problem. Secondly, questions should be enlightening, from easy to deep, from easy to difficult and persuasive. Don't be too selective when asking questions. Don't ask questions that are not worth thinking about, such as yes, no, can you wait? In addition, ask questions clearly, so that students can understand the teacher's intention, and don't be vague and ambiguous. Questions should also be directed at all students. The teacher's teaching is aimed at the whole class, not individual excellent students. Teachers should treat students equally and pay attention to their individual differences.