How can we improve our math scores?

If you want to learn math well, it is inevitable to do more problems, and you should be familiar with the problem-solving ideas of various questions. At the beginning, we should start with the basic questions, take the exercises in the textbook as the standard, practice repeatedly and lay a good foundation. Below, I sorted out how to improve your math scores for you, hoping to help you!

1 How to improve math scores?

Encourage more and criticize less, so that students can gain successful experience.

If a person is always reprimanded, laughed at and denied, he will easily become timid, feel inferior, lack enthusiasm and self-confidence, and easily form a negative attitude towards life, which will affect his life, especially for a student with learning difficulties. We are facing primary school students. We should pay attention to, respect and care for every student standing at the same starting line, and treat students with their eyes and appreciation.

Let every student have the opportunity to show himself in class, give more care to students with learning difficulties, let every student experience success, feel "my existence" and "I can do it", feel that teachers like me, and I am confident to learn this course well. Of course, I'm not talking about blind encouragement, but blind praise. For students, too much praise will not play an encouraging role, especially the random praise blurted out by teachers without thinking will not only lead to students' active guidance, but will lead to students' learning attitude of dabbling and coping at will. Encourage students to grasp the sense of proportion, motivate them, help them know themselves and build confidence, especially when the sparks of students' wisdom flash, teachers should fully affirm them.

Establish a good image in students' minds and make children like you.

Pupils mainly think in intuitive images. According to the characteristics of primary school students, if children want to like you at once, they must first have a good appearance, such as dressing up. Your dress must be neat and elegant under the purpose of being a teacher, and fully present students with a healthy aesthetic and mental outlook, so that you can become a "messenger of beauty" in students' minds.

Enhance their interest in the subjects you teach. Secondly, speak artistically and speak kindly and gently. In the eyes of children, a teacher with an amiable attitude is a good teacher. A strict teacher simply thinks that the child is a bad teacher, so he has a psychological distance from you and naturally loses interest in the subject you teach. As a teacher, we must handle the relationship between strictness and kindness, be strict but not strict, be strict without losing dignity, and be a good teacher in children's minds.

2 improve the quality of mathematics teaching

1, turn off your interest in mathematics.

Zhu, an ancient educator, said, "If you don't teach people anything, they won't be happy to learn." Therefore, in the process of mathematics classroom teaching, the key is to cultivate students' interest in learning in order to make students study easily, happily, actively and effectively. In mathematics classroom teaching, mathematics teachers pay attention to students' interest, create a good teaching situation and create a classroom atmosphere of positive thinking, thus stimulating students' interest in learning. Stable interest can make students' psychological activities active in the cognitive process, make their observation more acute, their memory more solid, their imagination more abundant, their will to overcome difficulties more firm, and the efficiency of intellectual activities greatly improved. If students' interest in learning is cultivated, they will have the desire and curiosity to learn mathematics, so that they can take the initiative to learn and enjoy learning. Taking math exercises as games, students will study extra hard, which will turn students from "tired of learning" to "happy to learn" and "want to learn" math.

2. Improve the teaching mode.

A good teaching model can not only effectively improve the quality of mathematics classroom teaching, but also reduce teachers' labor and students' learning burden. The quality of teaching mode directly affects the realization of teaching objectives and the improvement of teaching quality. Quality education emphasizes that students' dominant position in learning should be fully reflected, and students should be truly regarded as the masters of learning. Fully respect students' potential, creative teaching takes teachers' "guidance" as the premise and students' "performance" as the main body, leaving a lot of classroom time for students, so that they have the opportunity to think independently and discuss with each other, so as to achieve the goal of * * * improvement and provide students at different levels with opportunities to participate in learning.

3. Create dynamic mathematics classroom teaching.

No matter how good the preset is, if it is not implemented concretely, it is also a blank sheet of paper. A perfectly designed idea is also a "solidified" and a bunch of "dead" symbolic things. How to make this presupposition alive as a carrier is closely related to people's life and life, and it is our highest pursuit and ultimate goal to make it a medium for the dynamic generation of teachers and students' vitality. This requires teachers to give full play to their subjective initiative, so that they have a case in mind and no case in action, with tangible presupposition and dynamic teaching, and truly integrate into the dynamic classroom.

3. Cultivate students' autonomous learning ability in mathematics.

Hierarchical guidance and flexible training make students learn well.

On the basis of students' perceptual knowledge, teachers should also guide students to carry out their own thinking processing, so that students' understanding can rise from concrete simplicity to abstract complexity. To guide students at different levels; For secondary school students, after guiding them to consolidate the new knowledge they have learned, try to think about and solve the slightly deeper learning problems; For students with learning difficulties, guide them to further understand and consolidate the most basic part of the new knowledge they have learned; For top students, we should guide them to solve more comprehensive, complex and difficult learning problems and improve their self-development ability on the basis of mastering new knowledge. Under the guidance of teachers, students practice at different levels, and the whole class is balanced at different levels, which cultivates their creativity and produces a strong sense of pleasure, thus entering a new benign psychological cycle.

For example, when teaching "Fractional Division Application Problem", we can put forward the following two conditions: there are 11students in grade five, which is equivalent to 3/4 of the number of students in grade four, and give three questions: (1) How many students are there in grade four? (2) How many students are there in grades four and five? (3) The number of students in grade three is 3/2 times that in grade four. How many students are there in grade three? There are three problems in this problem, which can be practiced in layers: students with learning difficulties do 1 problem; Middle school students do the second question; Top students do the third question. According to the difficulty of the problem, such comprehensive questions are suitable for the actual level and learning requirements of students at different levels in the class. Effective exercises and clever exercises are designed to enable students at different levels to sum up knowledge at different levels, enhance their learning confidence and improve their quality.

Evaluate and analyze, internalize new knowledge, and let students change learning into learning.

Teaching evaluation is an important part of classroom teaching. Teachers should not monopolize teaching evaluation, but should allow students to evaluate themselves and express their opinions freely. After the above steps, teachers can begin to organize students to discuss and communicate in classes or groups, with students taking the lead and making students' thinking form an interactive situation. In this way, students not only release their psychological energy, but also deepen their thinking, and good learning quality will be further formed. Teachers should accurately and concisely guide and evaluate the quality of students' speeches according to their discussions and exchanges. When evaluating, we should emphasize affirmation, encouragement and guidance.

In this way, students will have a deeper understanding of knowledge, be able to successfully accept new knowledge and play the role of internalizing knowledge. For example, the teaching addition formula: 5+5+5+4 adds up, which requires rewriting the multiplication formula. Results Most students did (1) 5× 4+1(2) 5× 5-1.Unexpectedly, one student did 6×4. In this way, students unconsciously participated in the debate. At this time, the whole class was enthusiastic about learning and the classroom atmosphere was warm and active. I instruct students to evaluate these formulas in time. Which formula is correct? Which is the easiest? In this way, in a democratic and harmonious atmosphere, students' psychological pressure is relieved, their self-esteem is fully respected, their personal characteristics are effectively developed, and their creative thinking is fully developed, so that they can actively learn mathematics knowledge and be good at using what they have learned to solve problems, which is effective and creative.

4 mathematics interest teaching

Play games to stimulate students' interest in learning.

According to the characteristics of primary school students' strong curiosity, competitiveness, inattention, easy dispersion, poor understanding and good memory, the teaching methods are constantly updated in teaching. Using game teaching to stimulate students to learn and master the basic concepts and operation rules of mathematics in the game, so that boring mathematics knowledge can be learned and learned well in a happy and interesting atmosphere. However, we can't use game teaching indefinitely. Studies have shown that the role of game factors in children's interest in learning is gradually decreasing. Accordingly, we should put the game teaching in the lower grades. Under normal circumstances, juniors can only concentrate continuously for 15 minutes. In teaching, if students are organized to learn mathematics knowledge through flexible game activities, they will have a strong interest in learning and keep their attention on the learning object for a long time, so that teaching will receive good results.

For example, when teaching "the basic nature of fractions", teachers can create story situations, set suspense, and stimulate students' strong desire for knowledge to explore new knowledge urgently. For example, "Little monkey likes cakes made by the Monkey King best. One day, the Monkey King made three cakes of the same size, took out a cake and cut it into three pieces on average, and gave it to the little monkey 1 piece. The little monkey gets 1/3 of this cake. The monkey saw it and said,' It's too little. I want two pieces. The Monkey King cut the second cake into 6 pieces on average and gave the monkey 2 pieces. The monkey got 2/6 of this cake. When the monkey saw it, he said greedily, "I want 3 pieces." So the Monkey King cut the third cake into 9 pieces on average and gave the big monkey 3 pieces. The big monkey got nine-thirds of the cake. Think about it, which monkey gets the most? "After the student answered correctly, he asked," How did the clever monkey king meet the requirements of the little monkey and share it so fairly? "At this time, the teacher can reveal the topic, and it will be clear to the students after learning the Basic Properties of Fractions. In teaching, only by letting students discover and understand by themselves can students be interested in learning and help to stimulate their mathematical consciousness.

Use examples with emotional factors to stimulate students' interest in learning.

From a psychological point of view, people's cognitive style is easily influenced by others. Cognition is the foundation of emotion, and it can also stimulate people's interest psychology; Emotion is the concrete experience of cognition, which can affect people's cognitive activities and effectively promote people's cognitive process to develop in a richer and deeper direction, thus enriching people's cognitive content and forming a systematic cognitive system. Generally speaking, students' emotional experience in math class includes interest, achievement, boredom and anxiety.

Therefore, teachers should organize teaching on the basis of understanding students' emotional feelings, so as to effectively improve students' cognitive sense of knowledge. Because appeal is one of the main characteristics of emotion, to stimulate students' interest in learning, we must use vivid language to achieve the purpose of attracting interest with emotion. Generally speaking, metaphor helps to focus students' attention, stimulate their curiosity and play a powerful role in stimulating students' interest. For example, when teaching "function" knowledge, teachers can make full use of common examples in students' daily life, such as the corresponding relationship between people and seats when going to the cinema to see movies; When people surf the internet in internet cafes, the corresponding relationship between internet surfing fees and time; The relationship between husband and wife in ancient feudal society was many-to-one and that in modern civilized society was one-to-one. Through these easy-to-understand examples, students can deepen their understanding and grasp of the concept of function, so that students will no longer feel boring and boring in the learning process.