First, contact with real life, so that students can establish a correct concept of learning.
I am a math teacher in an ordinary middle school in Shijiazhuang. Some students are migrant workers at home. Students have weak foundation, limited knowledge, small knowledge and low reaction ability. All they learn is book knowledge, and they know nothing about some common phenomena in life. Therefore, they think that what they have learned has no influence on their future. In addition, most parents are illiterate, do not understand the importance of knowledge, and do not know how to educate their children. Some parents even teach their children to "learn so much, just write". In view of this series of objective conditions that hinder students' learning, I think it is the responsibility and obligation to help students establish a correct view of learning. At this point, I actively communicate with students, understand their inner world, tell them the importance of knowledge, and often take them to do some activities that are conducive to learning and tell them the application problems related to life. Let students discover that knowledge exists in society and life, which is closely related to our production and life, not what they and their parents think is useless. So as to make students curious and turn "I want to learn" into a correct learning concept of "I want to learn".
Second, grasp the psychological characteristics to stimulate students' interest in learning
1. Love students, increase emotional input, and create a harmonious psychological environment.
Teachers' investment in students and the establishment of a harmonious relationship between teachers and students are the prerequisites for mobilizing students' enthusiasm. Teachers should infect students with the noblest human emotions such as respect, equality and love, and make the classroom full of "love" atmosphere. To create such a psychological environment, teachers must maintain a good teaching mood. Teachers' natural teaching attitude, concerned eyes and clever handling of accidental events will all promote students to form good emotional psychology. In teaching, I can love my students, educate them with love, shorten the distance between teachers and students, and make students feel that I am their friend. In this good emotional atmosphere, students are in high spirits, have a strong interest in mathematics, think more quickly, and give full play to their initiative in learning.
2. Turn boring into fun and let students learn in happiness.
Mathematics is mostly abstract and boring, which makes students feel uninteresting and affects their interest in learning. In my teaching, I try my best to learn the knowledge in books and turn it into lively and interesting questions. For example, in rational number addition, I play games with poker instead of positive and negative numbers. Red is positive and black is negative. Let two students draw two cards in a group and miss them. Whoever gets the most wins. In this way, I turned abstract and boring knowledge into a game, and students learned to add rational numbers in the game.
Third, pay attention to cultivating students' methods of learning mathematics.
1. In the teaching process, I guide students to learn reading methods, so as to achieve eye-to-eye, mouth-to-mouth, and mind opponents. To learn a new chapter, first read it roughly, that is, browse the branches of what you have learned in this chapter, then tick while reading, get a general understanding of the content of the textbook and its key points and difficulties, and mark the places you don't understand. Then read carefully, that is, according to the learning requirements of each chapter after the festival, read the content of the textbook carefully, understand the essence of mathematical concepts, formulas, laws and thinking methods and their causal relationship, grasp the key points and break through the difficulties. Thirdly, read as a researcher, that is, explore the context, structural relationship and arrangement intention of knowledge from a developmental perspective, and summarize the main points, so as to "understand" the book, form a knowledge network and improve the cognitive structure. When students master these three reading methods and form habits, they can essentially change their learning methods and improve their learning efficiency.
2. Instruct students to listen. The most important link in teaching is listening. Most students don't know the method when listening, and the learning effect is not obvious. How to listen to a good lesson? First of all, in the process of listening to the class, we must concentrate on it, and don't be "outside the classroom". Second, grasp the key points and take notes. I tell students that in class, the teacher will emphasize some problems (or problems mentioned many times) as the focus of this section. Students only remember and understand temporarily when listening, so they should write down the knowledge points for review and consolidation. Third, when marking and knowledge points in the preview, we should "listen carefully and ask more questions" to ensure that we can understand the knowledge points marked by ourselves. Fourth, actively answer the teacher's questions in class, think before you answer, and don't answer without thinking. Fifth, finish the classroom exercises carefully, consolidate what you have learned in class, find your own shortcomings in this section, think more and ask more questions.
3. Guide students to write. Students often have problems such as disorganization and logical confusion in problem-solving writing, mainly because we don't pay much attention to guiding students' writing in teaching. In teaching, I correct students' mistakes in time. For example: ① teaching students to convert written language into mathematical symbol language, and paying attention to the preconditions of mathematical calculus in mathematical symbols; ② Students should learn to write and express while reasoning, and master common writing formats in repeated training; (3) Train students to analyze and draw according to known conditions, and correctly transform written language into intuitive graphics, so as to better combine numbers and shapes to solve problems. In this way, through multi-form and multi-level intensive training, students can form correct writing habits by analyzing writing and paying attention to rigor and logic.
Fourth, do more math experiments so that students can learn through hands-on practice.
In the past, mathematics classroom teaching put too much emphasis on learning, rote learning and mechanical training, but rarely let students do and practice. Practice has proved that many problems in mathematics can be solved well if students actively participate in and practice diligently. Students generally report that what they hear is easy to forget, but what they see is hard to remember. You can only learn it by yourself. Therefore, I ask students to explore some properties and theorems in time during the teaching process. For example, when talking about "the sum of any two sides of a triangle is greater than the third side", I asked students to prepare several groups of three iron wires with different lengths. Through the students' own hands, I asked which groups of wires can form a triangle, and what is the relationship between the three wires that can form a triangle. Leading to the above properties.
5. Understand students' reality and create practical background suitable for them.
I think some backgrounds created in the course of lectures may not be suitable for students' reality. Therefore, when I created the teaching background, I didn't rigidly apply the teaching materials, but learned the actual situation of students and created the teaching background according to the actual situation of students. For example, a question about playing football put forward at the beginning of rational number addition, because of the problem of school space, students have never played football, but often play basketball. This background is of little help to students' interest in learning. So in the process of preparing lessons, I changed this background in time and changed the above question to: The problem of playing basketball (students are much more interested in basketball than football) is more suitable for students' actual situation and will be of great help to teaching. After the reform, most students can understand and add rational numbers and the effect is very obvious.
In short, the guidance of junior high school students' mathematics learning methods must be synchronized, coordinated and sustained with the teaching reform. Efforts should be made to combine changing ideas with teaching methods, in-class and out-of-class, learning methods with teaching methods, teachers guiding students to explore, unified guidance with individual guidance, and establish a crisscross network of learning methods to promote students to master correct learning methods. At the same time, we should integrate theory with practice, teach students in accordance with their aptitude, and fully mobilize students' learning enthusiasm. Only in this way can students like mathematics and learn it well.