First, guide students to think bravely.
The Mathematics Curriculum Standard for Junior Middle School encourages different opinions and advocates the development of teaching democracy. This formulation is very reasonable, scientific and operable. In teaching, students' answers to a question may sometimes be rough and even have some mistakes. After speculation by different opinions, the wrong answer will be well corrected. I often find such a phenomenon: many students have their own views on the teacher's explanation or the answer to a question. But the lack of courage to speak makes the classroom atmosphere dull and dreary. Sometimes after a teacher asks a question, he will go to a classmate who may talk, but what he finds is not necessarily the need to talk. In order to save time, the teacher can only give a speech once. In view of these phenomena, I think it is important to find students who can solve problems, but it is equally important to inspire and encourage students to speak. Even if students have the ability to solve problems, it is no use lacking the impulse and courage to speak. Our teachers should use some encouraging language to make students have the desire to speak, no matter whether this kind of speech is completely correct or partially correct or wrong, because "there is always a deep-rooted need in people's hearts, that is, to be a discoverer, researcher and explorer, which is particularly strong in children's spiritual world" (Suhomlinski). I believe that as long as we can guide them correctly, students' speculative courage will be aroused by us. The famous Soviet educator Svetlov once said: "Humor is the most important first assistant of educators." I usually like to use exquisite or humorous language to encourage and inspire students, and the probability of success is much higher. The classroom atmosphere is also lively and relaxed. For example, learning "linear function and linear inequality" (Chapter 14 of Mathematics, the standard experimental textbook of compulsory education curriculum, "Linear function, looking at equations (groups) and inequalities from the perspective of functions"), there is such a problem: solving inequalities 5x+4 < 2x+ 10 by drawing function images. I asked everyone to think about it for two minutes, and then guided it like this: "Some students are ready to speak, and some students are still perfecting their problem-solving process and trying to avoid making mistakes. This is of course good, but I want to tell you that it doesn't matter if you make mistakes, because the classroom is where you make mistakes. If everyone is right, then you should stand on the podium and be a teacher, not to mention that teachers sometimes make mistakes. " There are two solutions to this problem. The first way out, I guide you to say, "Some topics may have different solutions, and the same answer can be solved from different angles, which can better show your unique wisdom." Who showed this unique wisdom first? " This instruction obviously inspired everyone, and many students bravely raised their hands.
Second, guide students to change their learning style
Although the new curriculum standard has been implemented for about 10 years, the mathematics teaching in junior high school has also made gratifying achievements. However, it should be noted that students' learning style has not completely changed from receptive learning to creative learning, and quite a few students are still following the old rules, which has to be lamented. Therefore, it is still a top priority to guide students to change their learning methods. There are many ways to change students' learning methods. Among them, paying attention to teachers' "teaching" and students' "learning" is a very important step. For example, traditional teaching focuses on results, while the new concept requires a shift to process. Paying attention to the process means that teachers should pay attention to the process and reveal the law of knowledge formation in teaching. The key here is that teachers reveal knowledge through guidance, so that students can discover knowledge in the process of "perception-generalization-application" thinking, instead of teachers leading the forum endlessly. For example, after studying the Inverse Theorem of Pythagorean Theorem (same as above, Chapter 18 of Volume II of Mathematics), reviewing Pythagorean Theorem and changing the conditions and conclusions of the proposition, I arranged such a teaching process:
In teaching, whether it is exploration, speculation, induction, solution or practice, teachers only play the role of threading the needle. As the main body of learning, students are always in activities, discussions and questions. Obviously, the teacher's role has completely changed, and the students' learning style has also completely changed.
Third, guide students to feel the joy of success.
Suhomlinski said in the book "Suggestions for Teachers": "Let children see and experience his achievements in learning, and don't let children feel a kind of sadness that there is no way out because they are behind in their lessons, and feel inferior." He also said: "It is very important for students to have self-esteem, self-confidence and pride because of their achievements in a certain field." In classroom teaching, teachers should not only take the lead. It is also necessary to guide students to feel the happiness of learning success. Only in this way can we better mobilize students' inherent learning potential and actively explore some unknown problems in mathematics learning. We can guide students to feel happy through conversation. For example, if a student does a math problem that he doesn't want to do, the teacher can ask him, "What do you think if you do it right?" Do you still feel pretty good? In fact, any problem in mathematics is not difficult as long as it is done seriously. "Here, there is guidance and praise, which not only makes him feel happy after doing the right question, but also points out the direction for his future efforts. Guiding students to feel the happiness of success should focus on middle school students and underachievers, because junior high school education is compulsory after all, and those who only care about top students are biased and must be corrected.
Whether the guidance of junior high school mathematics teaching is correct or not is ultimately dominated by teachers' teaching ideas. A teacher who is really armed with the new curriculum concept will be particularly powerful in action if guided correctly and skillfully.