First, preview guidance before class
Preview is a form of students' self-study, which should be their own business. However, many students do not realize the importance of preview, do not form good preview habits, and do not master the best methods and steps of preview, which leads to low learning efficiency. On the one hand, it can improve students' initiative in learning mathematics, stimulate and cultivate students' interest in learning and strong desire for knowledge, and make students "want to learn"; On the other hand, make students master scientific learning methods, acquire knowledge independently and let students "learn".
Second, classroom teaching and learning guidance
Learning comes from thinking, and thinking comes from doubt. Psychology shows that arousing students' questions can turn the brain from inhibition to excitement and make students regard knowledge learning as a kind of "self-need". In teaching, students with different ability levels should be encouraged to ask two kinds of questions: the questions they have learned can be asked to test their classmates; Bring up questions you don't understand for discussion. Asking questions to each other can make students draw inferences, strengthen the thinking density and enhance the thinking breadth.
The basic task of mathematics teaching is to cultivate students' ability to acquire knowledge independently. As a teacher, we should establish the concept of "walking into students without knowledge" and let students choose their own time and space in the garden of knowledge. In teaching practice, I give students two "learning methods": sudden relaxation method. In order to solve a difficult problem, students often think continuously for a long time, racking their brains, but get nothing, which affects the follow-up study and produces psychological obstacles in learning. Over time, they are afraid of doing homework and asking questions from teachers, and their weariness of learning will appear one after another. Faced with these student phenomena, or aiming at individual students' learning mentality, I guide them to play ball games, listen to music, relax as much as possible, and then devote themselves to their studies, sometimes with inspiration. It can not only solve the current problems, but also lay a good psychological foundation for the follow-up study. For the nuclear method, it is to use the list of problems to be solved to stimulate students' thinking and seek solutions to problems. Through the training of the above questions, students can have a deeper understanding of the essential relationship of this kind of application problems and improve their problem-solving ability.
Third, after-school counseling.
For homework, I often choose two "problem groups" when compiling exercises. One is the basic problem, which is based on simple data, simple calculation and simulation examples. As long as students master the knowledge points learned in class and the solutions of examples, they can complete them smoothly. This kind of problem is mainly aimed at middle and low grade students, so that these students can solve it through their own study. The second is to improve the types of questions, which are characterized by a large number, complicated calculation and strong comprehensiveness, so as to consolidate and deepen the knowledge learned and form skills. When the teacher assigns exercises, he gives students two sets of questions, and students can choose multiple-choice questions flexibly according to their understanding and mastery of the knowledge in class. They can also choose two sets of questions alternately, sometimes only one set, and ask questions at different levels, so that students can choose freely. In this way, the homework will be open to the whole class, so that students of different levels can be improved.