As the examination date of each semester approaches, as a teacher standing in the front line of high school mathematics teaching, how to guide students to grasp the fundamentals, make rational use of time and improve learning efficiency in the review process of high school mathematics, combined with the actual situation of my high school teaching, I think the following points should be paid attention to in the review process of high school mathematics:
First, in the classroom teaching structure, update the educational concept and always adhere to the teaching principle of taking students as the main body and teachers as the leading factor.
What students understand through their own efforts can become their own things, which is what they really master. According to us, the master's task lies in degree, and the apprentice's task lies in enlightenment. The teaching methods of "injection" and "cramming" must be abolished in mathematics classroom teaching. The review class can't be taught by the teacher, nor can it be a "unique performance" for the teacher to show his "difficult movements" in solving problems. Instead, let students become the masters of learning, let them achieve innovation and breakthrough in active exploration activities, show their talents and wisdom, and improve their mathematical literacy and understanding ability. As the organizer of teaching activities, teachers' task is to guide, inspire, induce and adjust, which should be student-centered. There is a prominent contradiction in review class, that is, time is too tight. It seems difficult to deal with enough problems and fully show the students' thinking process. We can use "focus interview" to solve this problem better. Because most topics are "wide entrance and easy to use", in the process of continuous exploration, they often stay at one point or several points, which are called "focus" and the rest are called "periphery". We don't have to spend energy on superficial inspiration and induction in the periphery. Good steel should be used on the cutting edge, but students should be mobilized to explore breakthrough points in key areas, and their wisdom should be concentrated through interviews, so that students' thinking can shine in key areas, their abilities can be increased in important hazards, their weaknesses can be exposed in hidden areas, and their will can be honed in subtle places. Through interviews, we can complement each other's wisdom and ability and promote each other's spiritual and emotional exchanges.
Second, deeply interested in improving the art of problem-solving teaching in review class
When reviewing, due to the large amount of problem solving, we need to organize the problem-solving activities lively and full of emotion, so that students can realize the beauty, strangeness and charm of mathematics, thus turning hard work into enjoyment, effectively preventing intellectual fatigue and maintaining a "good appetite" for problem solving.
A good math problem, even if it is quite difficult, is like a fascinating story and a tortuous TV series. Repeated suspense and numerous doubts are its attractions. After the confusion of mountains and rivers is replaced by the joy of "a bright future", how can students not admire the power of their intelligence? I want students to change from "asking me to learn" to "I want to learn". In class, we should try our best to mobilize students' learning accumulation, create situations and stimulate enthusiasm. There are some successful methods: first, using the principle of emotion to arouse students' enthusiasm for learning mathematics; The second is to use the principle of success to change hard study into happy study; The third is to learn the law and teach students to display "golden touch" and so on.
Third, don't ignore textbooks in the review process.
Senior three review often takes a short time, with more teaching content and relatively more exercises. As a result, some teachers abandon textbooks and subscribe to a large number of review materials in review, trying to complete the work of "covering the college entrance examination questions" by doing more and doing it repeatedly. In this way, the burden on teachers and students is greatly increased. For many years in a row, there are many math problems in the college entrance examination every year from textbooks, and the good intentions of the proposer are clear enough! Therefore, we must attach great importance to teaching materials and focus on implementing them according to the contents and methods required by the syllabus.
Fourth, pay attention to the methods and skills of evaluating test papers.
There are always some papers to do in the review stage, but the more papers you do, the better. The key lies in the quality of work and the amount of income. How to achieve good evaluation results, we should do the following:
1, take care of the general and highlight the key points.
When marking papers, we shouldn't and don't need even force. Some questions need to be carefully analyzed as soon as they are touched, and special attention should be paid to those questions that involve important and difficult knowledge and require high ability. For the test questions with high student error rate, we should prescribe the right medicine. Therefore, teachers must carefully review the examination papers, make detailed statistics on the scoring rate of each question, accurately analyze the causes of errors in each question, and carefully design the evaluation ideas for each question. Only when you know what to say before the evaluation can the evaluation be targeted.
2. Your method focuses on thinking.
Method is the key, thinking is the core, infiltrating scientific methods and cultivating thinking ability are the primary tasks throughout the whole process of mathematics teaching. Through the process of marking papers, students' thinking ability is developed, students' understanding of analyzing and solving problems is improved, and students' awareness of reducing questions is strengthened. The training of "multiple solutions to one problem" lies not in the listing of methods, but in the analysis of ideas and the comparison of schemes, thus revealing the simplest or best scheme.
3. Classified and centralized evaluation
Focus on questions involving the same knowledge points; Focus on different but similar topics; Focus on problems with similar appearance but different quality.
Fifth, pay attention to the communication between students.
On the basis of students' homework, organize students to communicate and show the knowledge of this chapter. Teachers and students * * * carefully study the charts displayed by classmates, find out the advantages and disadvantages, put forward suggestions for revision, actively explore and deepen their understanding of this chapter. Students actively review before the review class, fully understand the knowledge network, and achieve the goal of beginners mastering basic knowledge. Due to the need of communication, students actively prepare before class and deeply grasp the internal connection of knowledge. Intense and interesting exhibitions and discussions in the classroom will stimulate students' enthusiasm for learning, solve the purpose of reviewing basic knowledge, promote students' independent and cooperative learning and cultivate their learning ability.
In this process, teachers should provide opportunities for students to cooperate with each other, guide students to help and learn from each other, and cultivate students' cooperative learning ability. Social communication between students (dialogue, consultation, cooperation, etc.). ) helps them to make up for the lack of thinking, and group discussion helps them to look at knowledge from multiple angles and form a more advanced understanding of knowledge.