1 What if junior high school students are not good at math?
First of all, we must strengthen the teaching of basic knowledge in teaching.
The basic knowledge of mathematics includes basic concepts, laws, rules and formulas. These are the basis of learning mathematics and an important symbol of students' mathematical literacy. Only by establishing solid basic knowledge can students further learn new knowledge, and it also provides the possibility for students to develop various abilities and learn mathematical concepts. We should be good at grasping its essential attributes and distinguish it from this concept and other concepts; To learn theorem formulas, we should firmly grasp the internal relationship of theorem directions, grasp the applicable scope and types of theorem formulas, and skillfully use these theorem formulas. Solving mathematical problems is actually solving contradictions on the basis of mastering concepts and theorems. To complete the transformation from "unknown" to "known", we should pay attention to learning various transformation methods and cultivate transformation ability. In short, we should pay attention to grasp the overall essence of knowledge, understand the law and essence, and form a closely related overall understanding system. In order to promote the mutual migration and transformation between various forms, we should also pay attention to the ways, means and strategies that people solve problems in their daily activities in the process of knowledge formation. Our daily life is guided by mathematical ideas and methods, which is what we want to learn most when learning knowledge.
Second, pay attention to the cultivation of students' mathematical consciousness and attitude and improve their interest in learning.
On the one hand, mathematics teaching should let students understand the cultural background of human beings about mathematics, and another important task is to let students establish correct attitudes and methods to treat things around them. Learn to understand things around you with mathematical viewpoints and methods, and cultivate the ability to see quantitative relations from real life. Both of them should not be neglected, which is an important symbol of whether students have mathematical literacy. Our teaching often pays more attention to ready-made mathematical problems. By solving problems in the learning process, students mean solving ready-made problems in books. They should consciously let students find problems by themselves. For example, when explaining new mathematical concepts, ask questions as far as possible from reality, so that students can understand the role of these mathematical principles in real life. For example, when it comes to the golden section, it embodies a harmonious beauty. The piano, erhu and other musical instruments used by artists all contain the golden section principle, which provides students with more opportunities to write their own questions and let them talk about the mathematical problems they encounter in daily life. For example, when studying the vertical section, we can ask questions: Why did physical education class measure the vertical distance between his classmate's heel and the high jumper when he was in the long jump? Later learning tells us that it is because the vertical segment is the shortest. This is the fairest way, and so on, to extract mathematical problems from concrete things.
Third, pay attention to leave more room for students to think.
The learning process of mathematics is a process of continuous exploration and thinking. In the process of mathematics teaching, simply giving students ready-made knowledge or creating certain problem situations so that students have more opportunities to explore and think is an important factor in mathematics teaching reform. Generally speaking, the example in the textbook is an example of learning, and students should learn through examples. Understanding the law of knowledge and the method of solving problems represented by examples does not mean that students can naturally solve similar problems by learning examples from books. In order to draw inferences from others, students need to have a deep thinking process in their minds, even after several mistakes and imperfect thinking, before they can reach a certain level of proficiency. Only by asking students to integrate the knowledge in books with the knowledge structure in their own minds and truly become their own things can this goal be achieved. We should combine specific teaching contents in teaching. Provide students with the opportunity to think independently and leave enough room for thinking.
2 to stimulate students' interest in learning mathematics
1. Develop reading habits.
? The specific method is to show the reading questions before reading. For example, when teaching "Measurement and Representation of Angle", we can show reading questions: We used to measure the length of a line segment with a scale, so what should we use to measure the angle? How many ways can an angle be expressed? What problems should be paid attention to in the process of representation? After reading, check the reading effect by asking questions or evaluating; Or organize a study group in a planned way to discuss the reading content in the form of discussion. At the same time, encourage students to find problems in reading, praise students who have made progress and lost no time in reading, and let students have the joy of success, thus generating interest and forming the habit of reading.
2. Cultivate the habit of discussion.
? Through targeted and reasonable questions, teachers arouse students to enter the teaching situation created by teaching, arouse their active exploration of mathematics knowledge, and gradually cultivate their thinking ability and discussion habits. In particular, there are many topics that need to be classified and discussed, such as the teaching of "absolute value" and "solving application problems with equations". In addition, students can also discuss in groups in the teaching of exploring laws. Therefore, guide students to discuss in groups of three or five and sum up the corresponding methods and laws.
3. Cultivate observation ability.
? Students are particularly interested in graphics and observation experiments, but their shortcomings are passive thinking and unclear purpose, which requires teachers to have clear purpose and initiative to guide them to observe. You can observe and ask questions to guide students to discuss the reasons, conditions and results of changes; You can also create a teaching situation to bring students into a familiar environment for observation. For example, before teaching "parallelism", students are required to carefully observe the real objects about parallelism, and focus on asking several students in the new class. According to their observation and analysis, parallelism and its properties are gradually deduced. In this way, students can realize the harvest and excitement brought by observation and consciously form the habit of observation.
4. Cultivate the habit of summarizing.
? According to the requirements of the new textbook, in actual teaching, students can go to the podium to make a summary evaluation, or they can post several students' summaries in the form of blackboard newspaper, or use their spare time to evaluate the summaries of both sides of the mutual aid group, and gradually transition from chapter to class summary. Because students often emphasize their own induction and summary, this makes students have obvious memory effect, clear cognitive structure and difficult to forget what they have learned. Teaching practice shows that only under the guidance of correct learning methods can students stand in the main position of teaching, learn things, develop good study habits and maintain their interest in mathematics.
Three Skills of Guiding Middle School Students to Learn Maths Well
Attach importance to the study of teaching art and stimulate interest in learning.
"Students' psychological activities are positive and proactive, and they can master knowledge more effectively in a relaxed and happy atmosphere. "Guiding students to actively participate in exploring the mysteries of knowledge is one of the ways to stimulate students' interest in learning. Because of this, teachers must be clear about students' dominant position, use their brains in teaching, and cannot stick to their own inherent teaching style and be bound by outdated concepts and methods, thus falling into a rigid teaching model. We should know that there is no fixed teaching method and unchangeable style, although it can reduce students' adaptability, but it also reduces students' freshness and persistence, which will reduce the attractiveness of the classroom.
Smart teachers will adopt different teaching methods at different times according to their own needs and constantly change their teaching methods. At the same time, we will continue to explore research and design new teaching methods for students. What kind of students we have determines what kind of teaching methods we must have. In view of the lack of students' study habits and thinking, I often use problem-based teaching method, heuristic analysis teaching method and combination of teaching and practice in class, and use them flexibly according to the actual situation. After years of teaching exploration and research, I have summed up my own teaching principles: low starting point, high requirements, facing all and highlighting individuals. It has laid a teaching idea of "fully exposing the thinking track of students and teachers, and making their thinking collide with the spark of wisdom through bilateral relations". Under my unconscious teaching demonstration, flexible teaching methods have a subtle influence on students' way of thinking and learning. Focus on guidance, beauty lies in enlightenment, and teaching lies in practice, so that students can gradually understand the essentials of learning mathematics and expressing knowledge and skills. Let students feel the fun of learning mathematics from your class.
Experience the beauty of mathematics and cultivate students' interest.
In teaching, let students feel the beauty of mathematics in the process of learning mathematics, the rigor of logic in theoretical teaching, the fun of inquiry and the practical beauty of mathematics in practical activities. The "golden section" ratio of line segments in elementary mathematics is 0.6 18: 1. In the process of exploring natural beauty and artistic beauty, people find that the "golden section" ratio has a pleasing and harmonious beauty. In plane geometry, the center line of the triangle is 2: 1, and the height of the regular tetrahedron in solid geometry is 3: 1, which is also a kind of harmonious beauty. The mathematical formula is so concise, neat, harmonious, and so on, which makes people feel beautiful.
A large number of figures in life are geometric figures themselves, some are based on important theories in mathematics, and some are combinations of geometric figures, which also have strong aesthetic value. In teaching, we should make full use of the beauty of lines and colors of graphics to give students the greatest perception and fully appreciate the beauty brought by mathematical graphics to life. In teaching, we should try to link real American graphics with classroom teaching, and then apply graphics to artistic creation and the design of living space, so as to create the desire of graphic beauty, drive them to innovate and maintain their long-term interest in innovation.
4 junior high school mathematics classroom teaching methods
1. Create situations and activate thinking.
At the beginning, a wonderful class can often bring students a brand-new and intimate feeling, which can not only make students quickly change from inhibition to excitement, but also make students regard learning as a self-need and naturally enter the situation of learning new knowledge. Therefore, creating students' learning situation can not only stimulate students' interest in learning, arouse students' curiosity, and urge students to change from "curiosity" to a strong thirst for knowledge, but also activate students' thinking, so as to enter the best learning state as soon as possible. For example, when I was talking about the seventh grade book "divisor and effective number (1)", my question was introduced as follows: "Apples have 10 kg, which is distributed to three students on average. How would you divide it? " In this way, it creates a situation to explore problems, stimulates students' interest in learning this lesson, activates students' thinking, and enables students to quickly enter the best learning state, actively participate in classroom learning, and conduct practical inquiry activities on problems. The learning effect of this class is very obvious, and the expected teaching goal has been achieved. 、
2. Let students think independently and explore independently.
Teaching should provide students with the opportunity to explore independently and let them discover knowledge on the basis of discussion. For example, when teaching "Axisymmetric Graphics", show some graphics such as pine trees, clothes, butterflies and double happiness, and let students discuss the nature of these graphics. After discussion, the students come to the conclusion that these figures are all folded in half along a straight line; Symmetrical left and right, the two sides of these figures can just overlap. "The students themselves came up with the concept of' axisymmetric graphics'. In order to deepen students' understanding, after learning "axisymmetric graphics", students can ask each other "axisymmetric graphics" in life (such as numbers, letters, Chinese characters, human bodies, objects in the classroom, etc.). In the process of independent exploration, students have experienced thinking processes such as observation, experiment, induction, analogy intuition and data processing.
3. Encourage students to cooperate and communicate.
In order to promote students' cooperation and communication, we should change the teaching organization form and teaching method, from the original single class teaching system to a diversified teaching organization form with rich connotation and conducive to students' active participation. Teachers can guide students to engage in learning activities in groups, effectively promote students' learning with the help of interaction among students, and take the group's achievements as the evaluation standard to achieve teaching objectives. In teaching, we should pay attention to the following aspects: ① Reasonable grouping. In order to promote students' cooperative learning in groups, the whole class should be divided into groups. Students' ability, interest, gender, background and other factors should be considered when grouping. Generally speaking, we should follow the principle of "heterogeneity within groups and homogeneity among groups" to ensure that each group carries out cooperative learning at a similar level; (2) Clear the goal of group cooperation. Cooperative learning is initiated by teachers, and teachers are not one of the parties in cooperation. This "external initiative" determines that students' understanding of goals is particularly important. Only by understanding the significance of the cooperation goal can the cooperation proceed smoothly. Therefore, every cooperative learning, teachers should clearly put forward the goals and requirements of cooperation.
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