First of all, there must be clear teaching objectives.
When preparing lessons, teachers should adopt effective teaching methods around teaching objectives, make use of the best teaching equipment, and make necessary integration of teaching contents. In the process of preparing lessons, don't stick to the teaching materials, but use them flexibly. In the classroom, we should strengthen the interaction between teachers and students, make joint efforts to complete teaching tasks and improve students' comprehensive quality.
Second, we should be able to highlight key points and solve difficulties.
The teaching focus should be highlighted, and all teaching activities should be carried out around the teaching focus. At the beginning of the class, the teacher should make the students clear about the key points and difficulties of this class in order to attract their attention. When trying to break through the difficulties, it reached the climax of the whole class. Teachers can stimulate students' brains, mobilize students' enthusiasm and improve their ability to accept new knowledge through changes in teaching language, blackboard writing and movements or the use of multimedia teaching methods.
Thirdly, using modern technology to assist teaching.
Under the background of new curriculum reform, teachers must constantly accept new things and master modern teaching methods. Reasonable use of modern teaching methods in teaching, first, increase classroom teaching capacity; Second, it saves the time for teachers to write on the blackboard and improves the efficiency of teachers' explanation; Third, vivid images can stimulate students' interest in learning and make them more active in learning. In the process of mathematics teaching, when presenting a lot of content to students, teachers can use projectors to complete it. For example, geometric figures, mathematical application problems with more words, summary of chapter contents, and some multiple-choice questions can be presented by computer or projector.
Four, according to the specific content, flexible use of teaching methods
There is no fixed teaching method. In mathematics teaching, teachers should constantly change teaching methods according to the changes of teaching content and students' learning situation. There are many kinds of mathematics teaching methods, and the teaching method is generally used when explaining new content. In the teaching of solid geometry, teachers can properly use demonstration methods to let students understand the formation process of knowledge. In addition, teachers can flexibly use various teaching methods such as speaking, arguing and practicing according to the content of the textbook. No matter what kind of teaching method, it is an effective teaching method as long as it can stimulate students' interest in learning and help cultivate students' ability.
Verb (abbreviation for verb) cares about students and encourages them in time.
The fundamental purpose of high school education and teaching is to promote the all-round development of students. Teachers should pay more attention to students' performance in the classroom, summarize and evaluate them in time, handle the accidental events in the classroom and improve the classroom regulation ability. In teaching, teachers should know the students' learning situation like the back of their hands, for example, after learning a mathematical concept, let the students repeat it; After learning the examples, let students of different levels perform on the platform. Teachers should pay attention to students with poor foundation, reduce the requirements for them, provide them with opportunities for success according to their reality, cultivate their self-confidence and make them gradually like math learning.
Sixth, give full play to students' main role.
Students are the main body of teaching. Teachers should start teaching around students, reduce the restrictions on students as much as possible, use a variety of teaching methods to let students learn actively, and teachers should be the leaders of students' learning. This requires teachers to talk less and leave time for students to use their hands and brains. However, some teachers just ask questions, hoping that students can answer accurately at once, and then they can't help telling students the correct answers, which leads to students' increasing dependence and is not conducive to the cultivation of students' independent thinking ability. In fact, students' thinking is a resource pool. As long as students are given time and opportunities, they can come up with better ways to develop their thinking and improve their ability.
Seven, pay attention to the cultivation of basic knowledge and skills.
With the deepening of the new curriculum reform, mathematics test questions are becoming more and more flexible and novel. Many teachers and students focus on difficult and strange problems, thinking that they can improve their ability by strengthening the training of difficult problems, while those basic knowledge and skills are ignored. In practical teaching, math teachers often tell students mathematical formulas and theorems directly, or simply explain an example and start to engage in sea tactics. In fact, the derivation of mathematical formulas and theorems contains many methods and laws to solve problems, but the teacher does not dig the inherent laws, but hopes that students can understand these truths through their own practice. Because of students' different abilities, many students can't "understand" the method, can't use it flexibly, can only imitate the ladle, and even complicate simple problems. Students' grasp of basic knowledge is weak and their understanding is superficial, so they are prone to make mistakes in the exam. Some students think that there are too many questions to complete these tasks, and the speed of solving problems has a great relationship with students' mastery of basic knowledge and skills. Therefore, in mathematics teaching, teachers should implement the training and cultivation of students' double basics.
Eight, solve homework, feedback information, and guide learning methods.
In the past teaching, teachers would leave students a lot of math homework, which on the one hand brought great learning burden to students, on the other hand brought pressure to teachers' work, and could not get real information feedback better. Therefore, teachers should reform the arrangement of homework forms and let students practice in class. In this way, teachers can find problems in students' learning in time, then give guidance and help, avoid students from mechanically repeating what they have mastered, and correct mistakes in classroom teaching, thus achieving good teaching results. The design of exercises should reflect the characteristics of purpose, hierarchy, diversity and pertinence. Teachers should start with knowledge points, design rich questions for students according to their actual situation, build a pleasant practice situation, so that every student can get a successful experience, realize the efficiency of learning and achieve the purpose of doing problems.
In short, as a senior high school math teacher, if you want to improve students' learning efficiency in class for 45 minutes, you must process the teaching materials, constantly reflect on your teaching behavior and students' learning effect, make full use of the teaching materials, prepare lessons, improve your teaching level, guide students to learn to summarize, guide students to learn how to learn math, master correct math ideas, and tap potential knowledge points, so that students can learn math knowledge happily and easily.
References:
Wang Shangzhi, Zhang Siming. Thinking and discussion on the teaching of compulsory modules in different order in the new curriculum [J]. Middle School Mathematics Teaching Reference: Senior High School, 2008(3).
[2] Mathematics Curriculum Standard Development Group. Interpretation of senior high school mathematics curriculum standard (experiment) [M]. Jiangsu Education Press, March 2004.
[3] Chen Peiliang. Reflections on improving the quality of high school mathematics teaching under the background of new curriculum standards [J]. New curriculum research: basic education, 20 10(9).
[4] Yuan Chunjuan. Self-expression in reflective evaluation —— On the cultivation of students' reflective ability in high school mathematics teaching [J]. Navigation of Arts and Sciences: Mid-term, 201(7).