A preliminary study on classroom management methods of junior high school mathematics. Learn first and then teach? Function and significance of teaching mode
The teacher's duty is not to teach, but to teach students to learn. Junior high school math? Learn first and then teach? Based on this teaching strategy, aiming at cultivating students' innovative spirit and practical ability, the teaching mode is designed through self-intuitive perception, observation and discovery, induction, reflection and construction. On the one hand, this classroom teaching mode is conducive to cultivating students' self-study ability; Give students the right to study, so that students can truly become the masters of classroom learning, so as to publicize their personality and lay the foundation for their lifelong development. On the other hand, it is also conducive to developing students' intelligence, improving students' mathematical quality and mathematical thinking ability, which fully meets the objectives and core requirements of the national classroom teaching reform.
Second, junior high school mathematics? Learn first and then teach? Teaching process of teaching mode
After people's constant exploration, experimentation and reform, junior high school mathematics? Learn first and then teach? The teaching process of teaching mode has been basically fixed. That is, preview before class, show the goal of self-study, remind students of self-study, self-test, mutual evaluation, exchange feedback (? Soldiers teach soldiers? ) The teacher summarized the exercises in class.
Third, junior high school mathematics? Learn first and then teach? Puzzlement and outlet of teaching mode
1. Is the teacher relaxed and just an audience in class? How to reflect the role of teachers?
? Learn first and then teach? Should the teaching mode change the past? Full house irrigation? The new teaching mode makes students truly become the masters of the classroom, that is, learning is the main body. But not from one extreme to the other. Teachers' organization, guidance, supervision, evaluation, planning, evaluation and leading role in the classroom can not be offset. It is a two-way interaction and internal combination. On the contrary, teachers are not relaxed, because on the one hand, it requires teachers to prepare lessons more fully after class, from the purpose of students' preview before class, the formulation of classroom objectives, the task setting of self-study navigation, the supervision of students' self-study, the organization of students' self-test, feedback and guidance, to the stratification and selection of exercises; From teaching methods to learning rules, teachers must make more efforts and make more detailed preparations than before in order to truly achieve the goal of optimizing the classroom. So? The teacher became a classroom teacher? Audience friends, this is just a joke.
For example, Jiangsu Education Press, Chapter 8 Understanding of Plane Graphics (II) 8. 1 Exploring the conditions of straight line and parallel, teachers must set up such problem-driven navigation in classroom teaching: ①? Three-line octagon? Who is the opposite of who? Who and who are neighbors? Who is in the same angle as who? Who and who are the inner corners? Who is the same inner corner as who? (2) * * * How many pairs of vertex angle, adjacent complementary angle, congruent angle, internal dislocation angle and internal angle are there on the same side?
With such task motivation, students can achieve the pertinence of self-study without being careless blindly. Of course, the organizational role of teachers is also obvious.
2. Is learning before teaching only applicable to senior students, but not to junior students?
Teachers are implementing it? Learn first and then teach? In classroom teaching, there is always such doubt, or always worry that junior students' self-study will end in vain. But this kind of worry is unnecessary. On the one hand, the cultivation of a kind of ability and the formation of a model have to go through a process, and teachers must fully understand and prepare. On the other hand, the information difficulty and information content of junior textbooks are in line with their age characteristics, so teachers must constantly adjust themselves on the basis of believing that students can do it, including setting questions, attracting interest and guiding learning methods to adapt to their learning situation and cognitive level. Of course, children in lower grades may ask some irrelevant questions, but this just shows that children in lower grades love to use their brains and show their love. Teachers should make good use of the art of evaluation and let students experience the success of learning in pleasure, which is the highest realm of learning.
3.？ Learn first and then teach? In the teaching mode, how to set the teaching objectives of class hours? What basic principles should we pay attention to? I think:
(1) The class goal should not be too broad, but should be specific to what students can do, which is operable and achievable. For example, Jiangsu Education Publishing House, Chapter 8, Understanding of Plane Graphics (2), 8. 1 Explore the conditions of parallelism. Some teachers' classroom goals are: Explore the conditions of parallelism. This is the class of this class, so it is very general to set it as the class goal. We can express it as follows: ① Every student is required to recognize congruent angle, internal angle and ipsilateral internal angle skillfully. ② Two straight lines can be judged as parallel straight lines with the same angle.
(2) The design of teaching objectives is inseparable from the actual level of students, that is, we must be clear about our own learning situation. What age are they? What's their math foundation? Do they understand what we have learned? What are their interests? These are all critical. Imagine: What would happen if we let a 10-year-old child carry 80 kilograms of goods? Overestimate the actual level of students, or design difficult links and scenes, the effect can be imagined.
Anyway? It is better to teach people to fish than to teach people to fish? . ? Learn first and then teach? Classroom teaching mode is a teaching method based on students' autonomous learning under the guidance of teachers. There is no best, only better, and we still need to explore, understand and strive for perfection.
Probe into the methods of junior high school mathematics classroom management: 1. Carefully design and introduce, and determine the classroom focus and objectives.
In the scene design, the introduction of mathematics class should be straight to the point, concise and interesting, so that students can understand the learning content and focus of the class, and also have a strong interest in the learning content, laying the foundation for students to actively participate in teaching activities.
Determining the focus and goals of the classroom can directly reveal the teachers' goals. That is, according to the requirements of the new curriculum standard, teachers write the learning objectives of this lesson on the blackboard before class, so that students can understand the objectives and tasks of this lesson, thus enhancing the pertinence and effectiveness of learning and achieving targeted goals. Second, students cooperate to explore and reveal their goals. That is, the teacher only tells the students the content of self-study in class, so that the students can sum up the learning objectives of this class themselves.
Second, set up interest groups to discuss and communicate with each other.
Clear learning objectives and key points, give students a certain amount of time for independent exploration, cooperation and exchange. Teachers should organize and guide appropriately, so that each student can decide the direction of inquiry according to the learning objectives and around the questions to be explored, and explore the generation and development process of mathematical knowledge freely and openly in his own way of thinking. For problems that cannot be solved by themselves, teachers should further guide group discussions, so that each student can express his own opinions and give full play to the complementary role among students. This will provide more and better opportunities for students with poor learning to participate in the classroom, and transform the achievements of individual independent thinking into the cognitive achievements of the whole group, thus enjoying knowledge. In this process, teachers tour to guide, and pay attention to understand the learning situation of students with learning difficulties, give appropriate guidance as appropriate, and pay attention to not explaining too loudly, so as not to affect the learning of other students. At the same time, collect the difficult problems exposed by students in self-study as much as possible, sort out and classify the main problems, and prepare for the teachers behind.
Third, create an activity atmosphere and gain knowledge from happiness.
Creating a happy learning atmosphere will make students more active in learning. In order to test the research results of each group, teachers can ask each group to show the results on the blackboard or whiteboard (competitions or games can also be used to improve the excitement of students participating in activities, such as arranging troops between groups and PK competitions, etc.). After each group's appearance, introspection or cross-examination within the group will be conducted to ask questions, and teachers and students will work together to solve the problems. The teacher explained, supplemented and summarized the knowledge points that the students did not show. The teaching of examples and exercises is also to let one student in each group show it on the blackboard or whiteboard, and the rest of the students in the group supplement it. Teachers patrol and check. After the students on the blackboard finished speaking, the students and the teacher commented on each other. If there is any mistake in the answer on the blackboard, mark it with colored chalk so that other students can see it at a glance.
Fourth, apply what you have learned and consolidate and improve it.
After the new lesson, in order to consolidate the knowledge in time, scientific practice is an essential part. Exercise questions generally come from the exercises at the back of each class, or the teacher shows some basic typical exercises; The types of exercises are mostly fill in the blanks, selection, judgment and so on. One student in each group performs on the blackboard, and the rest of the students finish independently and revise collectively in their seats.
Fifth, pay attention to summing up, checking for leaks and filling gaps.
Pay attention to summing up after class. Generally, the following questions can be summarized: ① What knowledge have you learned in this course and what methods have you used? ② Are there any questions? Do you have a different opinion? (4) What problems have been found? Try to let the students answer, and the teacher will make appropriate supplements.
Sixth, skillfully set up after-school exercises to expand and extend knowledge.
Expand knowledge and broaden students' thinking and vision. Carefully design the operation mode of knowledge and ability, theory and practice. This mode of operation should meet the requirements of the syllabus, which is conducive to the development of middle school students' personality and the improvement of their comprehensive ability and quality. Specifically, there are the following points:
(A) the typification of homework content
Pay attention to math homework first? Quality? Homework should be carefully selected in combination with the content in class, taking into account the typicality, systematicness and comprehensiveness of homework as much as possible. It is forbidden to assign homework at will, and it is also forbidden to assign ambitious and tricky homework, so as to give full play to the due effectiveness of math homework.
Secondly, scientifically control math homework? Quantity? . Generally speaking, it is more appropriate to arrange homework for about 30 minutes after class. Of course, the determination of homework is also restricted by many factors, such as students' quality, age characteristics, specific teaching content and so on, and cannot be generalized.
(b) More changes in the form of work
In the form of homework, we should pay attention to changes, realize the diversification of homework forms, and let students experience the fun and happiness of mathematics from the process of various homework, so as to cultivate students' interest in mathematics homework and then cultivate students' interest in mathematics. For example: in the textbook? Read it? 、? Think about it? 、? Do it. The form of. Practical homework such as observation, production, experiment and reading extracurricular books should also be made up.
(3) Hierarchical distribution
The overall goal of mathematics teaching and the required scale of homework in each class should be the same for all students, but practice has proved that giving all kinds of students the same amount of homework can not meet the actual requirements of different students. Therefore, when preparing lessons, the required questions and multiple-choice questions in homework are marked differently, and there is no uniform requirement for multiple-choice questions. Ask the same question from as many angles as possible. Setting the gradient of the problem is from easy to difficult, so that students can explore step by step, so that each student can get different degrees of successful attempts.