Some teachers have consciously joined the form of teacher-student interaction in classroom teaching, but they have fallen into a formal path. In the process of listening and observing, teachers can ask questions from time to time, hoping that students will jump up and answer, but the fact is that few people raise their hands, or even no one raises their hands. At this moment, even the air seems to have solidified, and time has become extraordinarily long. In the end, teachers have to ask themselves and answer themselves to break this situation.

The reason is that the teacher failed to fully mobilize the enthusiasm of the students, resulting in the students' attention can not be followed up in time. In addition, mathematics itself requires higher thinking. Once students' thinking is out of touch, there will be no interaction between teachers and students.

An incalculable grasp

Teachers must not interact for the sake of interaction when introducing teacher-student interaction. It should be noted that interaction itself serves the teaching objectives and is a teaching method adopted to better complete the teaching tasks. Some teachers are introducing interaction, for example, using some open-ended questions to control the pace and scope of class discussion instead of closed questions. In this way, students' thinking is like a runaway wild horse. Once it is released, it is difficult to restrain it, which not only turns the interaction between teachers and students into a sea of ramblings, but also delays the teaching progress, often entangled in a detail for a long time, and eventually loses big because of small.

Based on the above problems, the author thinks that the interaction between teachers and students should be a random form, not a mechanical and fixed form. Teachers can communicate and interact at any time according to students' emotions, teaching situation and teaching content, instead of squeezing out a certain period of time to interact. At the same time, in the form of interaction, we should not shy away from the traditional question-and-answer form between teachers and students, but also pay attention to cultivating students' way of thinking and improving their learning ability through encouragement and induction.

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Mathematics classroom teaching methods 1

Improve the smoothness of communication between teachers and students

Sincere emotional input is the premise. Teachers should be full of love for students and treat them as an independent individual with their own thoughts. Only in this way can they be equal to students emotionally and physically, and only with equal teacher-student relationship can they communicate effectively and meaningfully in class. In addition, teachers' language should be accurate, vivid and concise. In class, spoken language is spoken and written language, while silent language is body language. They complement and blend with each other. Only when the teaching language is accurate, vivid and concise can the communication between teachers and students be smoother and students can participate in learning better. On the contrary, vague, blunt and procrastinating teaching language is the biggest obstacle to effective communication between teachers and students. Without effective communication between teachers and students, it is impossible to improve classroom teaching. In the teaching process, teachers should make full use of accurate, vivid and concise teaching language and rich body language to stimulate students' thinking to the maximum extent and promote students' effective learning.