First, use the beauty of graphics in mathematics to cultivate students' enthusiasm.
A large number of figures in life are geometric figures themselves, some are based on important theories in mathematics, and some are geometric figure combinations, which have strong aesthetic value. For example, paper-cutting in life actually contains the knowledge of axial symmetry and central symmetry, and we can appreciate the beauty brought by mathematical graphics to life. Another example is: after learning the fifth chapter "Intersecting Lines and Parallel Lines", students have a certain understanding of translation, and the teacher organizes students to have a pattern design competition in the class, as well as the "I am an architectural designer" activity to design my favorite apartment and so on. Spread the wings of imagination, give full play to their different specialties, and fully display themselves in the activities. They not only review what they have learned, but also find the combination of life and mathematics, feel their own victory psychology, experience the success opportunities and happiness brought by mathematics, and cultivate students' interest in learning mathematics. In teaching, we should try our best to link the beautiful graphics in real life with classroom teaching, so as to make them have the desire to create the beauty of graphics and drive them to learn mathematics.
Second, explore creative mathematical practice
Real life and natural phenomena endow life with energy, and also endow math problems. In order to make mathematics close to life and let students free their minds, the experimental group reached a * * * understanding, guided students to apply book knowledge to daily life practice, deepened their understanding of mathematical concepts, exercised their ability to solve specific problems, and cultivated an "analogy" thinking method. "So mathematics is so interesting!" Students enjoy it and their enthusiasm for learning mathematics is fully mobilized. I changed the traditional passive learning mode of teachers' speaking and students' listening, and carried out various forms of lively learning by letting students actively participate, practice in person, explore independently and cooperate and communicate. In teaching activities, students are not passive educatees, but conscious and active participants, who are the main body of learning activities. According to students' age characteristics, psychological characteristics and level, I create a situation that conforms to and adapts to students' learning, so that students can actively participate, actively acquire knowledge and consciously train skills to achieve the purpose of teaching. Let students discover the truth and master the law through the thinking process of perception-generalization-application.
Third, contact with reality and cultivate enthusiasm for learning.
Mathematics comes from practice and returns to practice. Students like to learn some math knowledge related to real life. If you are a familiar and amiable role model around you, it is easy to arouse the enthusiasm of students. So as to broaden our horizons, really improve students' quality and focus on the future. Through the practical problems that students are familiar with, mathematical concepts are abstracted and new knowledge is realized. For example, when learning the concept of point to straight line, you can use the familiar example of standing long jump to understand it; On the question of interest and interest tax in savings, I designed several problems in real life on the basis of teaching materials for students to ask and investigate in the bank before class. In the classroom, students show their own survey results, stimulate students' desire to learn with examples, and stimulate their enthusiasm for learning. Secondly, in teaching, we should make good use of the charm of mathematics itself to stimulate students' enthusiasm for learning, and then enhance students' emotion in learning mathematics. For example, when each student goes to the store and buys 100 at 20% or 30%, he can learn to use his own brains, and how to buy it will be more economical. For another example, the school sports meeting is coming. Let the students choose a player to participate in the high jump competition of the school sports meeting according to the training records of high jumpers with similar performance in A and B in recent ten times, so as to arouse the students' enthusiasm and they will focus on solving problems. Learn new knowledge from students' familiar life experience, on the other hand, cultivate their awareness of applying mathematical knowledge to practice.
Fourth, let students experience success.
Everyone wants to be praised and encouraged by others, and junior high school students are no exception. Praise is a teacher's affirmation of students and a sign of students' success. "Like" is a psychological characteristic of every student. I grasp this characteristic of students in education and teaching, and cultivate their enthusiasm for learning. Praise can be affirmed and praised by nodding; Encourage with words of encouragement; It can also be in the form of clapping and giving prizes to small red flowers. I am good at discovering students' bright spots, affirming them, increasing students' courage to overcome difficulties, mobilizing students' enthusiasm and improving students' thirst for knowledge of mathematics. For example, before teaching the new textbook "Surface Unfolding of Three-dimensional Graphics", I arranged a preview homework according to the teaching needs in the textbook: making a prism teaching aid (each group makes as many different prisms as possible). After careful observation, careful preparation, careful design, mutual help and consultation, the students made a beautiful model. In the production process, the students tried again and again by selecting paper, folding and cutting ... In class, the students held up the model enthusiastically, and every student made the sound of "I created this" from the heart. In the process of making, all the students realized the number of prisms. Many excellent students have come to wonderful conclusions through careful analysis and mutual cooperation. There are two key steps in the manufacturing sequence to make the manufacturing method simple and easy: 1. First, make the upper and lower bottom surfaces of two identical regular polygons. 2. Then, according to the side lengths of the upper and lower polygons, the corresponding lengths are cut in turn as the side lengths of each side. Under the guidance of this method, students have completed one wonderful work after another. After the production is completed, it can be found that the positions of the upper and lower bottom surfaces can