Experience sharing in establishing efficient junior high school mathematics classroom 1. Stimulate interest and create a good learning atmosphere.
Interest is the best teacher. Learning interest is a psychological factor that directly promotes students' learning activities, and it is the leading force to stimulate middle school students' thirst for knowledge and active learning. If students have a strong interest in mathematics, they will have a strong thirst for knowledge. In mathematics teaching, creating a good interpersonal relationship and learning atmosphere can stimulate the release of students' learning potential and comprehensively improve the quality of students' participation. Teachers should sincerely love students, win their trust and create a democratic, equal and harmonious classroom atmosphere. We should understand and respect students and treat all students with an objective, fair and realistic scientific attitude. In the classroom, teachers can use some vivid, intuitive and interesting teaching methods according to the teaching content, create a situation for students to learn and explore mathematics, guide students to participate and encourage students to actively explore. We can improve junior high school students' interest in mathematics learning by carefully designing problem situations, so that their thinking becomes active and they will take the initiative to learn, thus achieving the purpose of improving classroom efficiency. There are many ways to design problem situations. We can improve students' interest in learning through experiments, make use of the phenomena in experiments, or list common examples in life, and use multimedia and other teaching methods to make students feel the fun of learning better and better and establish their confidence in learning.
Second, establish a new teacher-student relationship.
The new curriculum standard actively advocates the change of the roles of teachers and students, changes the central role of teachers and changes the orientation of students' knowledge storage. Keep the classroom teaching atmosphere democratic and relaxed, prepare environmental factors for the two-way information exchange between teachers and students, respect and trust each other, and establish a new relationship between teachers and students. Keep the classroom teaching happy, students love learning and teachers love teaching. Students' study is completed with certain emotional color, because they love this teacher and like this course. Therefore, harmonious teacher-student relationship is the objective basis of efficient classroom and the lubricant for students to learn mathematics. To this end, the author believes that the establishment of a new teacher-student relationship should pay attention to: first, we must understand and respect students, and the secret of successful education lies in respecting students; Second, we should treat all students with an objective, fair and realistic scientific attitude; Third, under the premise of ensuring the normal progress of education and teaching, we should put down our posture and mingle with students, so that students can play and show themselves freely in class.
Third, use a variety of teaching methods.
In order to make the teaching content acceptable to students and promote the development of students' thinking, teachers must choose and use teaching methods tactfully and flexibly in class. In the classroom, teachers should use teaching methods as much as possible to make students feel innovative in the learning process. For example, reading, discussion, explanation and hands-on practice are carried out alternately. Teachers must take appropriate measures to attract the attention of the whole class when explaining key or difficult problems, so that every student can actively think about the main problems; When presupposing the knowledge that students are not easy to understand, we should adopt intuitive and vivid teaching methods to make students master the knowledge in a simple way. In short, different teaching methods should be adopted for different contents; In order to make the classroom more effective, a class often needs to adopt a variety of teaching methods.
Fourth, hierarchical teaching can meet the learning needs of students at different levels.
Students are different, so should teaching. According to the differences, junior high school students can be divided into different levels, and students at different levels can also be taught in different levels, so that students at all levels can get the greatest development on the original basis. Take the teaching of unary linear inequality as an example: at the first level, students are required to understand and master the concept of unary linear inequality and know how to solve simple unary linear inequality; The second level, while being familiar with the steps of solving problems, deepen and consolidate the previous knowledge (the number axis represents numbers, integer solutions, etc. ); The third level, on the basis of full understanding, carries on the comprehensive application. During the trial training, students should do a good job in class patrol, give timely feedback, strengthen counseling for middle and low-level students, give face-to-face counseling to high-level students as much as possible after class, and actively organize high-level junior high school students to carry out second-class activities to broaden their horizons. Usually, high-level students can coach low-level students to do less difficult exercises, and promote the progress and improvement of students of different levels through the interaction between students.
Fifth, improve the evaluation method and attach importance to students' mathematics learning process.
The art of education lies not in imparting skills, but in inspiring, awakening and encouraging. In the process of mathematics learning, junior high school students will encounter all kinds of setbacks and frustrations. At this time, as a teacher, it is not only a kind of strength for him, but also the courage and confidence to overcome all difficulties, and it also increases the students' feelings and trust in the teacher. In class, teachers should pay attention to evaluating the significance and value of students' understanding, answering and speaking to problem solving. Teachers' evaluation of students should not only run through mathematical knowledge, pay attention to the development of guiding ability, give correct value orientation, stimulate students' enthusiasm for further thinking and exploration, but also pay attention to students' ability performance and emotional attitude. , so that evaluation activities and classroom teaching can be organically integrated and synchronized, so that students can actively participate in the classroom and improve the effectiveness of mathematics classroom teaching. Suhomlinski thinks:? Emotion is like fertile soil. When the seeds of knowledge are sown on this land, the seeds will sprout. ? By improving the evaluation method and attaching importance to junior high school students' mathematics learning process, we can strengthen junior high school students' internal dynamic mechanism, improve their cognitive level, induce them to reflect in failure, improve in exploration, and coordinate intellectual factors and non-intellectual factors, thus improving junior high school students' mathematics learning ability.
Experience sharing in the creation of efficient mathematics classroom in junior high school 1. Introduce questions to stimulate students' thirst for knowledge.
Students need a certain situation to learn, and the real problem situation is the soil where learning takes place. Good teacher-student relationship is the inevitable condition for students to learn smoothly. Teachers use effective knowledge presentation methods to stimulate students' desire for learning and have great interest in learning content.
Only when knowledge is integrated into the situation can it show vitality and beauty. Knowledge is vivid when it is produced, while the symbols representing knowledge are abstract and boring. When students learn knowledge, teachers need to guide students to vividly reproduce the connotation of knowledge through abstract text symbols. Let knowledge return to the scene where it came into being, and knowledge will live. Only by combining concrete things with abstract symbols can students truly understand the meaning of knowledge. This kind of learning is really meaningful. In the teaching process, with the start of students' thinking, the classroom atmosphere will continue to be active. At this time, teachers should be good at grasping the problems encountered by students in the learning process for inspiration.
For example, when I recall the congruence of triangles, I come to the conclusion that three sides correspond to the congruence of two triangles. At this time, some students asked, are the three angles corresponding to the congruence of two triangles congruent? I first praised the student's positive thinking performance, and then took out a pair of teaching triangles, and asked the students to take out a pair of small triangles they used and compare them with each other. The results show that the angles corresponding to the two triangular plates are indeed equal, but obviously not equal. Solve the students' problems, and I also tell you that these two triangles are mathematically called similar triangles, which is what we are going to learn today.
Second, knowledge into life, with problems to carry out activities
? Interest is the best teacher? . In our daily life, mathematics is everywhere, and teachers should be good at abstracting mathematical problems from students' lives in teaching. Therefore, in the usual teaching activities, I attach great importance to introducing mathematics knowledge from real life, making mathematics knowledge alive, making students walk into the classroom with life problems, and making them feel that what they have learned is closely related to real life, which is an urgent problem in life. Therefore, in teaching, teachers should contact the reality of life, absorb and introduce contemporary and local mathematical information materials closely related to modern life and science and technology to deal with teaching materials, sort out teaching materials and reorganize teaching materials.
For example, when talking about merging similar items, some teachers only know how to combine teaching materials to judge which items are similar and which items are not after class, and then how to merge similar items. In fact, when we finish the knowledge of similar items, we can ask: Where do you see similar items in your life? The teacher asked this question again: Why can't 50 people and 30 yuan add up? Why can 50 yuan and 30 yuan add up? Through this series of discussions and exchanges, students can understand the knowledge of similar items more intuitively and gradually become interested in mathematics. In this way, the subjects that lack the flavor of life in the teaching materials are adapted into lively topics that students are interested in, so that students can actively participate in their own study and life, let students find that mathematics is around, and thus improve their ability to look at practical problems with mathematical ideas.
Third, diversify problems and cultivate the ability to solve problems.
Under the background of improving the efficiency of classroom teaching by curriculum reform, the tactics of asking questions about the sea have been abandoned by teachers, so the role of variant training is very prominent. Variant training is to change the application situation of basic concepts, principles and laws from different angles and ideas, so that students can understand their most essential things. It is based on students' familiarity with problems, is the extension and expansion of the phenomenon and essence of problems, and is an important method and way for teachers and students to explore and implement research-based learning, which can make problem-solving hierarchical, flexible, ingenious and diverse. Therefore, variant training is conducive to optimizing students' thinking quality, promoting the development of divergent thinking, improving students' quality of finding and solving problems, and cultivating students' innovative consciousness and adaptability of flexible transformation and analogy.
Fourth, apply mathematics and enjoy the fun of exploring problems.
Mathematics education for all should be what students need in the future, with realistic background, interesting and challenging. The content of mathematics teaching should come from students' life, adapt to the needs of future society and students' further development, and abandon those content that is divorced from reality and boring, so as to strengthen students' understanding and application of mathematics and effectively improve their ability to analyze and solve problems. Mathematics is applied to other disciplines, and the important role of learning mathematics is recognized.
Art class participation in teaching makes math class more exciting. Famous painter da? Finch's famous painting Mona Lisa is associated with the golden section and the golden ratio. Let students admire the beauty of Mona Lisa and deeply feel that this beauty comes from mathematics, thus stimulating students' interest in learning mathematics. Close contact variance and other knowledge to decide who will participate in the competition. The problems of electric power, pressure, pressure, speed, density and lever in physics are combined with inverse proportional function. Solution preparation in chemistry is also a mathematical problem. It can really be said that science is everywhere in mathematics. It can be seen from the above that subject synthesis not only opens up a new space for mathematics, stimulates students' interest in learning, but also narrows the distance between mathematics and life. The integration of mathematics with other disciplines is the general trend and the requirement of junior high school mathematics curriculum standards.
In a word, the design process of a class is inseparable from problems, and the deepening of the classroom plot is always accompanied by the presentation of wonderful questions. To create an efficient classroom, it is very important to pay attention to teachers' problem design. Only when teachers create vivid and interesting situations in the classroom to inspire and induce students, and after class, let students actively use mathematical knowledge to solve practical problems and stimulate students' strong thirst for knowledge, will students explore, discover and solve problems themselves and become? Independent and active thinker? Enjoy the fun of creation, get the joy of success, and truly become the master of learning.