In junior high school mathematics teaching, how to improve the quality of classroom teaching is an important topic in current mathematics teaching. Classroom teaching is the main channel to implement quality education, the basic form of school education activities, and an important carrier to impart knowledge, cultivate ability and improve students' quality in an all-round way.

First of all, from the establishment of a harmonious classroom atmosphere, we can see the necessity of improving teaching quality.

Classroom is the first place for teachers to impart knowledge, cultivate ability and improve teaching quality in an all-round way. However, a class lasts only 45 minutes. My deeper understanding is that it is very necessary to establish a harmonious classroom atmosphere in classroom teaching and to improve teaching quality. Let students have great interest in mathematics and establish a strong atmosphere of exploration. My method is:

1. The students in the class should be divided into several math groups, and the representatives of the math subject in the class should lead the students to discuss the knowledge points in the teacher's class thoroughly, so that the students can digest and understand the knowledge points in the class on the same day. 2. For the uncertain knowledge points in the class and the unclear problems in the group discussion, the group leader should ask the teacher for advice in the next class. You can even ask the teacher questions. Ask students a difficult problem every day, and let them study. In class, squeeze out five minutes for some students to discuss the problems that often appear in exams and homework. These five methods have achieved good results. The atmosphere of learning mathematics in the classroom is very strong, and the enthusiasm for learning the difficulties and key points of mathematics is very high.

Due to the strong classroom atmosphere, the teacher's role has also undergone four major changes: first, the teacher just kept writing in front of the blackboard and became a student who kept asking questions; The second is to change teachers from talking to themselves to discussing with students; The third is to change the teacher's face from dull, cold and serious to kind, calm and generous. The fourth is to change the teacher from an image that requires students to be respectful to a friend that students can trust.

These four changes fully show that the creation of classroom atmosphere is very necessary to improve teaching quality. It should be recognized that teachers are the protagonists in the classroom, but they must also impart knowledge based on the students they face in the classroom. The change from passively answering questions to actively asking questions is not only a change of role, but also a major reform of classroom teaching methods, which is very necessary to improve teaching quality.

Secondly, from stimulating students' brain ability, we can see the accuracy of improving teaching quality.

Mathematics is a basic subject, involving a wide range. Many students think that mathematics is very important in the four modernizations, especially in the development of science and technology. However, some students think that mathematics is boring and dogmatic, and they have no interest in learning mathematics.

Then, how to teach math well is an important subject for our math teachers. My understanding is that developing students' brain ability is of great significance to improve the accuracy of classroom teaching. Because mathematics is a science, it needs rigorous attitude and meticulous spirit. You need endurance to endure hardship and study hard. Mathematics learning should not be false. A number, a symbol or a result should not be wrong. The so-called "a tiny difference is a thousand miles away" is the truth. Therefore, it is very important to develop and cultivate students' brain ability. I think we should do the following four things:

1. Persuasive and humorous

A famous educator once said, "Humor is an educator's most important first assistant." Only affability can eliminate students' fear, and only humor and vividness can arouse students' interest in attending classes. For example, some students often forget to assume the unknown, which is called "a horse stumbles".

2. Clever questions to enlighten thinking.

Classroom questioning is an important means to organize classroom teaching and an important link to implement heuristic teaching. A good question can not only stimulate students' interest in learning, but also quickly concentrate students' attention, inspire students' thinking and develop their intelligence. It is difficult for freshmen to solve application problems with equations. It can be solved one by one through a series of small problems, which can enhance their confidence in learning. Therefore, skillfully setting questions can give full play to the leading role of teachers and the subjectivity of students.

3. Simply put, make it simple.

In teaching, if teachers can quote some familiar and intuitive examples as metaphors, they can turn abstraction into concreteness and abstruse into conciseness. For example, the number axis is an abstract concept. Before talking about the number axis, first introduce the thermometer, and then abstract the thermometer to the number axis. This simple description makes it easier for students to accept knowledge.

4. Interesting teaching increases attraction

One of the reforms in junior high school mathematics textbooks is to insert "thinking" and "heart-to-heart" columns into the text, paying equal attention to knowledge and interest. It has a strong temptation to students who are eager for knowledge, which stimulates their interest in learning and cultivates their thinking ability of reading, thinking, observing and imagining.

Thirdly, from paying attention to the cultivation of mathematical literacy, we can see the basis of improving teaching quality.

Every student's intellectual and physical development is different, and everyone's knowledge needs are different. The key is to work hard on the combination of "teaching students according to their aptitude" and "teaching students according to their aptitude". Teachers should respect each student's different knowledge needs, whether it's classroom questioning or classroom visiting, they should make efforts to make up for "Excellence", fully guide students, make poor students move closer to the good direction, and make good students move closer to the good direction.

1. It is difficult to ask questions in class, and "excellent and poor" complement each other.

In classroom teaching, when I ask questions in class, I first put forward some difficulties and key points to the students with excellent grades, and then continue to ask questions, so that they can talk about the steps and processes of doing the questions in detail. On the one hand, this can consolidate the knowledge points of excellent students, on the other hand, through their careful analysis, students with poor mathematics can clear their minds and deepen their understanding. For the easier knowledge points, leave them to poor students, encourage them to answer and ask more why.

2. Classroom teaching encourages more and criticizes less, so that students have self-esteem.

Some teachers' mantra for students in teaching is: "I have told it a hundred times, but I still can't;" This question is so simple and wrong, how can you be so stupid? "and so on. In fact, this kind of criticism is unnecessary. Students should encourage more and criticize less when they make mistakes. We should respect students' self-esteem, do not dampen their enthusiasm, and encourage them to overcome difficulties and catch up. I have been adhering to this idea and practice in teaching and have received good results.

3. Combine classroom teaching with real life.

We should realize that classroom teaching is not simple and empty, nor divorced from real life. It serves real life and even future work, and lays a solid foundation for real life. Students should be guided to experience the fun of mathematics in life and reality.

It's good to practice in class and use your hands and brains.

Strengthening the combination of students' lectures and practice is conducive to students' talking, practicing and thinking. I also noticed that teenagers' attention is intermittent. According to this characteristic of students, teachers should grasp the lecture time well.

To sum up, three effective methods to improve the quality of teachers' classroom teaching have important practical significance in teaching practice. The three methods interact, depend on each other and promote each other. Therefore, the conclusion is that these three effective methods are the internal motivation to improve the quality of teachers' classroom teaching.