Mainly reflected in the following aspects: 1, the form is single: summary is made by some teachers, some students, some teachers and students, and some teachers and students.

2, it's too stylized, and some of them always sum up in one class in order to sum up, so I just played around with this link, and I didn't work hard and didn't prepare enough before class. 3, the ideological understanding is not in place, perhaps due to time or personal subjective reasons, very few people even simply omit the class summary, finish the new lesson, consolidate the classroom exercises, and then assign homework and finish class. In view of the above phenomenon, I deeply thought about how to make the summary in math class more practical and effective, and how to make it more exciting. This paper will talk about my views from four aspects: the embarrassing situation of class summary, the importance of class summary, how to improve the practicality and effectiveness of class summary, and the matters needing attention in class summary.

Keywords: junior high school mathematics classroom summary embarrassing situation, importance, effectiveness, practicality

First, the summary of the embarrassing situation in junior high school mathematics classroom

1. Some teachers don't pay enough attention to their own thoughts. In math class, some teachers think that class summary is a dispensable part of a class. In teaching, they often pay more attention to the introduction of new courses, the optimization of teaching process, the strengthening of exercises and other aspects of innovation and change, and rarely pay attention to the summary at the end. Although some teachers also noticed the class summary, they summarized it purely for the sake of summary, some didn't fully play their role, and lost the teaching effect of class summary, and some didn't summarize it at all.

2. The summary form is single and rigid, which is not rich enough. At present, the forms of classroom summary are not diversified enough, and the pertinence is not strong, mainly focusing on the traditional teacher summary and students' independent induction or paying equal attention to teachers and students.

3. Teaching time cannot be guaranteed. Classroom summary is generally the last link of classroom teaching, which also makes it a "vulnerable group" in all aspects of classroom teaching. If there is enough time, summarize it, and if there is not enough time, simply remove it so as not to delay the class.

Second, the importance of junior high school mathematics classroom summary.

Xie Zhen, a writer in the Ming Dynasty, once said: "The first sentence is like firecrackers, and the last sentence is like a silver bell, and the sound is clear." This reminds us that we should not only pay attention to the introduction of the class, but also ignore the summary of the class. As the saying goes, "the key to weaving baskets is to close the mouth." A good class summary design can arouse students' thinking climax and produce the effect of making the finishing point, memorable and enlightening wisdom. Classroom summary is an important part of classroom teaching, which can not only help students master knowledge and skills. It can also promote the formation of cognitive structure, the establishment of new knowledge modules, the optimization of problem-solving skills and the refinement of thinking methods.

Someone once said that "mathematics learning is to solve new problems with old knowledge, so as to master new methods to solve problems", that is, the idea of transformation. Yes, math classroom teaching is "trade-in", which allows students to accumulate in constant summary and reflection. For example, the study of "quadrilateral" in Chapter 20 of Shanghai Science Edition is based on triangles, and the quadrilateral problem is turned into a triangle problem that students are familiar with to explore many problems. For mathematics classroom teaching, classroom summary often plays a vital role. This requires a proper systematization of the knowledge in the textbook, careful preparation of the summary of each section, and a good summary of each section.

Educational psychology tells us that at the end of classroom teaching, students' energy begins to weaken. At this time, students began to get tired and their memory began to decline. Psychological theory also tells us that the end of each class has a recoil effect, that is, "the end of the story is often the easiest to remember." If we can't grasp the end of this period, the previous teaching effect will be greatly reduced, and even there is a danger of giving up all our previous efforts.

Whether the new lesson summary is successful or not is directly related to the consistency of the whole class and the learning state of students. A good new lesson summary can not only draw a perfect picture for the successful development of the classroom, but also stimulate students' interest in learning, maintain students' thinking state, and make students' thinking change from shallow to deep, from in-depth to extensive, and gradually transition to after-school learning situation; A good new lesson summary can also help students understand the knowledge of this lesson, build a bridge between old and new knowledge, review past knowledge with newly learned knowledge, and drive students' interest and desire for future knowledge learning. Let students feel that class summary can help them organize knowledge, grasp key points and break through difficulties; Let class summary improve students' attention and sublimate students' thinking; Let the class summarize and refine ideas, link the past with the future, and stimulate students' thirst for knowledge.

Third, how to improve the effectiveness and practicality of junior high school mathematics classroom summary.

A good math lesson summary should be a summary and generalization of the knowledge of this lesson, not a simple summary and repetition of the teaching content; It is a high generalization of law rather than a simple generalization; It is the strengthening of mathematical thought and the optimization of mathematical methods; It is based on students' learning expectations, not another 45 minutes. How to realize the importance of class summary, how to strive for the effectiveness and practicability of class summary and give full play to its due role, we should actively explore and pursue. According to my own classroom teaching experience and observation, combined with the guidance of experts and professors, the author summarizes the following effective forms of classroom summary:

(the finishing touch is a summary of the class.

This is the most commonly used method for our teacher to summarize in class. Teachers use a few minutes before the end of a class to briefly summarize the learning content of this class, which not only makes students recall the content of this class, helps them sort out their knowledge, clarifies the connections and differences between old and new knowledge, deepens their understanding and mastery of knowledge, but also highlights the important and difficult points of teaching, promotes the establishment and perfection of their cognitive structure, thus improving students' ability to solve problems with knowledge.

According to the different teaching contents, teachers can take different forms when summarizing, mainly in the following ways:

1, summary of questions. Through the way of teachers asking questions and students answering, the mathematical knowledge, mathematical ideas and mathematical methods learned in class are connected in series to form a systematic structure. For example, when teaching the first volume of 12. 1 graphic translation in coordinate system, I summarized it as follows:

What did we learn in this class? (Answer: Translation transformation of midpoint in plane rectangular coordinate system)

② What have you learned about translation transformation? (Student: I learned how to write the coordinates of a new point after a point is translated on the plane, mastered the law of translation and transformation, and can draw with the knowledge of translation ...), then I asked questions about every knowledge point mentioned by the students, and the students answered them, combing the knowledge of this lesson with questions and answers, so that students can form a complete knowledge network system, which not only consolidated the classroom knowledge, but also exercised the students' language expression ability.

(3) At the end, you can make the finishing point, sum up what you have learned in the form of jingle, deepen students' impression, and make it easy for students to master: the translation law of points in the plane is "right horizontal addition, left horizontal reduction; Vertical increase, vertical decrease. "

2. Summary in tabular form.

It is to present the knowledge learned in class in the form of a table, which can be compared and summarized with the previous knowledge. For example, when I was teaching rectangle judgment, I filled out a form and made a class summary.

Theorem name

Property theorem

Decision theorem

edge

corner

Maomaojiao

edge

corner

Maomaojiao

parallelogram

rectangle

By filling in the form, students can not only clarify the main content learned in class, but also compare it with the nature and judgment of parallelogram they have learned before, so that the relationship between old and new knowledge is closer and the impression is deepened, and students can understand that both the nature and the judgment theorem are explored from three aspects: edge, angle and diagonal, which is also the concrete embodiment of the mathematical thought of classified discussion.

3. Summary of self-reported short training course. This summary form can be used occasionally in mathematics classroom teaching, but it is not commonly used. Although it can train students' writing style and achieve the purpose of induction, it will delay class time. For example, at the "Chuzhou Junior Middle School Mathematics Classroom Teaching Observation and Reform Forum" held in Quanjiao No.3 Middle School on May 2, 20 13, when Quanjiao's teacher was teaching "20.3 Rectangular Diamond Square" 1 class in the eighth grade of Shanghai Science Edition, Mr. Wang just adopted a brief summary of his own report and asked the students to say "Hello, I am a rectangle ..."

(B) the echo of the summary before and after class.

Everything should have a good beginning and a perfect ending, so should math class. In order to reflect the overall beauty, formal beauty and harmonious beauty of a class, the introduction and summary should echo each other from a distance, so that the whole class can be integrated. When introducing mathematics lessons, we often start with asking questions and setting suspense to stimulate students' curiosity and interest in learning. But at the end of a class, we can't put aside the suspense set at the beginning and let it hang. Therefore, in the end, we might as well guide students to use the new knowledge they have learned, analyze and solve the problems raised in class, eliminate doubts and solve suspense. This way of ending can not only consolidate the knowledge learned in class, but also correspond from beginning to end, so that students can feel the integrity and practicability of the knowledge learned. For example, in the 20 12 Anhui Excellent Class Competition, I set the question of "second time around" and took out some broken mirrors to make students think, which aroused students' great interest and strong thirst for knowledge. After learning lesson 1 of "The Judgment of 25.3 Circle", I once again asked the students to describe the solution in combination with the suspense set during the introduction, thus deepening their understanding of the conditions and methods of judging the circle and making them feel the close connection between mathematical knowledge and daily life. Knowledge comes from life, and at the same time, they can use their learned mathematical knowledge to solve problems in life. .

(3) Summary of thinking development class.

Classroom summary may be the end of a class, but it is another new starting point for students' whole mathematics learning process. In the summary, provide students with some questions that are compatible with their intelligence and interests, stimulate students' desire for exploration and innovation, and take the classroom summary as a link inside and outside the classroom.

For example, when I was teaching the Inverse Theorem of Pythagorean Theorem 19.2, I made a class summary: Different people have different views on the exploration of Pythagorean Theorem, and countless mathematicians spent a lot of time and energy on it, from Shang Gao in the early Western Zhou Dynasty in China to Zhao Shuang in the 3rd century, from Pythagoras in ancient Greece to Garfield, the 20th president of the United States. student After all, the knowledge you can learn in just 45 minutes of class is limited, but the thinking and exploration triggered by knowledge is infinite. We should not only teach students mathematical knowledge and cultivate their problem-solving ability, but also broaden their horizons and expand their thinking, so as to promote the all-round development of every student.

(4) summary of the motivation class.

At the end of the class, we can make an inspiring ending with one or two proverbs related to the content of this class. This will not only make the teaching content of this class more novel, but also make it easier for students to accept, so that students can better understand the motto content, thus achieving the purpose of ideological and emotional education for students.

For example, at the end of the class, we can say, "After this class, I have some feelings to talk about. I hope to work with you." (1) Time is a constant, but it is a' variable' for a diligent person. We should make great achievements in a limited time. (2) Your harvest is in direct proportion to your usual efforts, one effort and one harvest. Believe in yourself, as long as you pay, you will get something. "These two sentences are related to the content of this class, so that students can better understand the learning content of this class; It can also arouse students' thinking and encourage them to devote themselves to learning with greater enthusiasm, which is really twice the result with half the effort.

(5) Set the summary of suspension.

Crosstalk actors are good at shaking "baggage", and storytellers are good at setting suspense at the end to stimulate the audience's desire to continue listening. At the end of the class, our teacher might as well set some suspense, so that students have the desire to continue learning and the good habit of previewing inquiry.

For example, when teaching the sum of internal angles of a triangle, we can summarize it in a suspense way. "Today, we learned the sum of the internal angles of triangles. We know that the sum of the internal angles of triangles is 180 degrees, so how many degrees should the sum of the internal angles of quadrangles and pentagons be? What do you think? " For another example, after finishing the acute trigonometric function, ask the students: "Can you measure the height of the tree without going up to it, and measure the width of the river without approaching the enemy's position, and measure the distance between the enemy and us?" These questions leave suspense for students, arouse students' desire to explore, and have endless teaching effects.

In short, there are methods in teaching, but there is no fixed method. Teaching is a technology and an art, and there is no fixed formula for the expression of this art. Classroom summary should be set according to the different contents of the course, and it must not be one-sided, otherwise it will go to the other extreme. This puts higher demands on our teachers, how to make a class more exciting and how to make students accept it more easily when summing up in class? Only the summary method suitable for students is the best method. This reflects the specific requirements of the new curriculum standards. As long as we are diligent in exploration, brave in practice and good at summarizing, we can create more updated summary methods, enhance the charm of classroom teaching and improve the teaching effect.