With the official opening of new textbooks, some old teaching methods will be phased out. Teachers should study the actual situation of students' education, such as hobbies, on the basis of studying teaching materials. Their acceptance ability and way of thinking should also seriously study advanced education and teaching theories, actively carry out teaching research, and explore the best classroom teaching mode suitable for middle school mathematics teaching. The new syllabus and textbook of senior high school mathematics really put forward a brand-new teaching concept for senior high school mathematics teaching: teachers are required to attach importance to both the teaching of traditional mathematics knowledge and the cultivation of students' ability in senior high school mathematics teaching; We should not only attach importance to the application of mathematics in inquiry learning, but also attach importance to some basic methods of learning mathematics; We should not only attach importance to the spirit of cooperation among students, but also attach importance to the publicity of students' personalities. Only in this way can high school mathematics teaching get out of the new road of "light burden and high efficiency", and high school mathematics teaching can reserve students' future ability and make due contributions to improving students' lifelong learning ability and comprehensive quality.
Second, pay attention to the individual differences of students, so that every student can be fully developed.
"Mathematics Curriculum Standards" points out that mathematics education should be geared to all students, so that everyone can learn valuable mathematics, everyone can get the necessary mathematics, and different people can get different development in mathematics. In order to promote the development of each student, mathematics education should not only lay a solid foundation for all students, but also pay attention to developing students' personalities and specialties. Due to the influence of various factors, students have differences in mathematics knowledge, skills, abilities and interests. Teachers should recognize this difference in teaching, teach students in accordance with their aptitude and guide them according to the situation. We should proceed from the reality of students, give consideration to students with learning difficulties and spare capacity, meet their learning needs through various ways and methods, and develop their mathematical talents.
Pay attention to basic knowledge, skills and methods.
As we all know, in recent years, the novelty and flexibility of mathematics test questions are getting stronger and stronger. Many teachers and students focus on the more difficult comprehensive problems, thinking that only by solving difficult problems can they cultivate their abilities, thus relatively ignoring the teaching of basic knowledge, basic skills and basic methods. If the teacher is too careless in teaching or the students don't know much about the basic knowledge in learning, they will make mistakes in the examination. Many students said that there are too many test questions now, and they often can't solve all the test papers, and the speed of solving problems mainly depends on the proficiency and ability of basic skills and methods. It can be seen that while paying attention to the implementation of basic knowledge, we should also pay attention to the cultivation of basic skills and methods.
Fourth, create a "problem chain" to promote students to build new knowledge.
Problems that embody the essence of mathematical knowledge can help students internalize mathematical knowledge and realize the active construction and mastery of new knowledge. By creating a "problem chain", taking problems as the main line and asking questions-solving problems-rediscovering problems as the inquiry process, students' original knowledge can be fully activated, and old and new knowledge can be linked to form a good knowledge structure, thus improving students' ability to explore the formation, occurrence and active construction of mathematical knowledge. Timely and appropriate questioning is the guarantee of the effectiveness and efficiency of classroom teaching. We should pay attention to teaching objectives, key points and difficulties, explore mathematical thinking methods, and create a meaningful "problem chain" with low starting point, reasonable thinking span and enough thinking space for students from the actual situation of students. Through the step-by-step "problem chain" with "problem solving" as the core, students are guided to gradually discover, ask, analyze and solve problems, reveal the formation and development process of knowledge, promote the achievement of teaching objectives and realize the effectiveness of classroom teaching.
Fifth, we should be good at using modern teaching methods.
With the rapid development of science and technology, it is particularly important and urgent for teachers to master modern multimedia teaching methods. The characteristics of modern teaching methods are: (1) can effectively increase the class capacity of each class, thus solving the original 45-minute content in 40 minutes; (2) Reduce the workload of teachers' writing on the blackboard, so that teachers can have the energy to explain examples thoroughly and improve the efficiency of explanation; (3) Intuitive, easy to stimulate students' interest in learning, and conducive to improving students' initiative in learning; (4) It is helpful to review and summarize what the whole class has learned. At the end of the class, the teacher guides the students to summarize the content of the class, the key points and difficulties of learning.
Sixth, students should do more problems appropriately and develop good problem-solving habits.
If you want to learn math well, it is inevitable to do more problems, and you should be familiar with the problem-solving ideas of various questions. At the beginning, we should start with the basic problems, follow the exercises in the textbook, practice repeatedly, lay a good foundation, and then find some extracurricular exercises to help broaden our thinking, improve our ability to analyze and solve problems, and master the general rules of solving problems. For some error-prone topics, you can prepare a set of wrong questions, write your own problem-solving ideas and correct problem-solving processes, and compare them together to find out your own mistakes so as to correct them in time. Usually develop good problem-solving habits, pay high attention, make the brain excited, think quickly, can quickly enter the best state, and can use it freely in the exam. Practice has proved that at the critical moment, your problem-solving habit is no different from your usual practice. If you are careless and careless when solving problems, it will often be exposed in the big exam, so it is very important to develop good problem-solving habits at ordinary times.
In short, in mathematics teaching, as long as teachers actively think and constantly improve teaching methods, mathematics teaching will continue to improve.