First, create a life-oriented situation, and strive to stimulate students' interest in learning
The new curriculum standard puts more emphasis on students grasping mathematical problems from life with mathematical eyes, actively using mathematical knowledge to analyze life phenomena and solving practical problems in life independently. In teaching, we should be good at abstracting mathematical problems from students' lives, starting from students' existing life experience, designing life materials that students are interested in, and displaying them in colorful forms, so that students can feel the connection between mathematics and life-mathematics is everywhere and mathematics is everywhere in life. Therefore, through the real social problems that students know and are familiar with (such as environmental problems, garbage disposal problems, tourism problems, etc. ), can create a lively situation for students to explore knowledge, so as to fully mobilize the enthusiasm of students to learn mathematics knowledge and stimulate their enthusiasm for learning. Psychologists believe that interest is the tendency of people to try their best to understand something or like an activity, and one of the functions of interest is to promote the ongoing activities. Students' interest and awareness in learning is an important part of learning motivation. There is no doubt that mathematics classroom teaching should actively stimulate students' learning needs and interests.
Timely praise and encouragement is an important way to improve learning interest. In classroom teaching, we should give correct evaluation and appropriate encouragement to students' enthusiasm and achievements. For example, after a concept is finished, let the students repeat it and answer the connotation and extension of the concept; After an example, let the students sum up the solution and what mathematical ideas and methods are used. For students with poor foundation, you can ask more basic questions and give them more opportunities to exercise. At the same time, teachers should encourage students to ask questions boldly, answer their questions patiently and carefully, and give them timely affirmation and praise to enhance their courage and confidence in asking questions. When students do their homework well, solve problems in a novel way, improve their grades, and show the spirit of hard work, they should be given moderate praise to enhance their learning confidence, stimulate their enthusiasm for comparison, and achieve the purpose of praising one person and inspiring a large film.
Second, optimize the classroom structure and improve the utilization rate of classroom time.
Mathematics classroom teaching generally includes review, introduction, teaching, feedback, deepening, summary, assignment and other processes. How to arrange and arrange each part reasonably, design a reasonable classroom teaching level and make full use of classroom time are the most important factors for a good math class.
When designing the class level, we must pay attention to the integrity of the cognitive process. Because people's understanding of things is a gradual process, we should strive to make the development of teaching level conform to the cognitive law of students and make the activities of teachers' teaching and students' learning coordinated and harmonious. When organizing classroom teaching, students should arrange independent thinking and practice with their brains and hands when they initially acquire the knowledge taught by teachers. Teachers should capture the feedback information in time, and consciously let them have "influence" and "communication". In this way, students' understanding of a concept and deduction of an example will have a process from perceptual knowledge to rational knowledge and from cognition to practice, thus deepening their understanding of knowledge and developing their abilities.
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When designing the level of classroom teaching, we should also pay attention to the teaching purpose and requirements, be fully familiar with the teaching materials, understand the key points, difficulties, basic requirements and ability requirements of the teaching materials, and organize classroom teaching around the teaching purpose from various aspects. When the classroom capacity is large, it is necessary to ensure that the key points are clearly explained and the difficulties are solved. Some can point out the train of thought and find out the key points, and some can even point them out without speaking, but students should be guided to do it themselves. When the classroom capacity is not large, students can be arranged to analyze and comment, and do some in-depth exercises to compare and improve. In this way, the classroom structure is compact and the time is fully utilized, which is conducive to the realization of classroom teaching objectives.
The classroom structure can be roughly summarized into three forms: one is the undertaking type. Generally speaking, students should first gain perceptual knowledge, and then guide them to solve problems in depth and become capable. The main feature of this structure is continuous and clear, which is more suitable for chapters with easy-to-understand content. The second is spiral. It is mainly used to explain abstract concepts and difficult chapters, such as the definition of "ε-N" of sequence limit, the image of function Y=Asin(ωx+φ), the proof of inequality and the solution of trajectory equation. Its main feature is that knowledge and ability are closely linked, rising alternately, drawing inferences from others, step by step, interlocking, and achieving the purpose of classroom teaching. The third type is radiation type. Its characteristic is to grasp the key, guide students to solve multiple problems, think in many directions, and reach a new height through screening and induction. This form is often used in the review class, such as trigonometric transformation, sequence, complex number, and the distance from the midpoint to the plane.
Third, adopt appropriate teaching methods to improve students' absorption rate of knowledge.
Teaching method is a means for teachers to guide students to master knowledge and form skills. To improve the effect of classroom teaching, there must be good teaching methods that students can easily absorb. Which teaching method to choose for a specific class must be considered according to the teaching purpose, teaching content and the age characteristics of students. Generally speaking, every math class requires the formation of abilities while mastering knowledge. Therefore, the method of combining teaching with practice is usually adopted.
For example, when it comes to the concept of function, the first lesson is mainly to clarify the concept, and the operation is relatively simple and you can ask and answer questions, mainly inductive teaching; When talking about finding the maximum value of a function by using inequality, this lesson is mainly to improve learning.