Studying and understanding students is one of the prerequisites for effective mathematics classroom teaching. Therefore, in order to make mathematics classroom teaching effective, we should make a more in-depth and concrete analysis of students so that teachers can prepare lessons and implement them. Good teaching design, stratification of teaching content, core issues and key points of discussion are all based on students' understanding. Good ideas and creativity are highly targeted, and both need to have a real understanding of students. The clearer you know about students, the more confident you will be in teaching. By adjusting the focus and process of teaching through timely feedback, we can question and deepen the problems in time and improve the effectiveness of mathematics classroom teaching.
At the same time, every math teacher should fully realize that students are individuals with great development potential and individual differences, and they all have the right to develop and win respect. Teachers must respect each student's personality and communication, care about each student's study and life, and teach students in accordance with their aptitude. Then, every student with normal intelligence can develop healthily and succeed. 2.
Study the textbook carefully and grasp it.
Mathematics textbooks are no longer the goal of students' mathematics learning, and it is the most important task for students to understand or master the contents presented in the textbooks. Mathematics textbooks should be the basic starting point for students to learn mathematics, so that students can learn mathematics on the mathematics activity platform built by textbooks. Through the gradual infiltration of important mathematical thinking methods from the shallow to the deep, step by step, spiral upward, students are given full opportunities for exploration and communication, the main position of students in the process of mathematics learning is strengthened, and exploratory learning methods are highlighted, that is, students are given enough time and space to think and communicate in the process of knowledge learning, so that students can experience activities such as observation, experiment, guessing, reasoning, communication and reflection.
In addition, teachers should also be aware of:
Textbooks are only a support for teachers' teaching, and often present some phenomena and facts of life and study, which is not conducive to students' exploration and innovation. Teachers need to process and transform teaching materials reasonably according to students' specific conditions, and reorganize mathematics activities with fluidity, thinking and regeneration. Therefore, it is necessary to establish the concept of "teaching with textbooks, not teaching textbooks" to improve the effectiveness of classroom teaching. 3.
Create problem situations to stimulate students' interest in learning.
"Mathematics Curriculum Standard" points out: "Mathematics teaching should be closely linked with students' living environment, and based on students' experience and existing knowledge, create a situation conducive to students' independent learning and cooperative communication". One of the biggest characteristics and advantages of the new textbook is that the introduction of a lot of knowledge and the raising and solving of problems are carried out in a certain situation. A German scholar once had an incisive metaphor: If you put15g salt in front of you, you can't swallow it anyway. But if you put 15g salt into a bowl of delicious soup, you will have absorbed all the 15g salt while enjoying the delicious food. Teaching situation is as important to knowledge as soup is to salt. Salt needs to be dissolved in soup to be absorbed; Knowledge needs to be dissolved in the situation to show vitality and beauty. Therefore,
In teaching, teachers should introduce new mathematics knowledge from life or specific situations as much as possible, so that students can have interest in learning and exploring in effective situations.
Interest is the best teacher in learning, plays a directional and dynamic role in learning activities, and is an important factor to stimulate students' enthusiasm for learning and enhance their thirst for knowledge. The exploration spirit and innovation consciousness of middle school students are triggered when they are interested in the characteristics and contents of mathematics. Classroom lead-in is the key to arouse students' interest in learning, thirst for new knowledge and improve teaching effect. In teaching, teachers should be good at understanding students' learning characteristics, constantly improve teaching methods, tap the positive and innovative factors of teaching materials according to students' psychological characteristics and teaching contents, and strive to create various vivid teaching situations to stimulate students' interest in learning and guide students to actively participate in learning. There are two situations for middle school students to learn mathematics: the first is the real life situation; The second is the contradiction of the problem. By creating situations and setting cognitive conflicts, teachers stimulate interest with emotion and guide thinking with interest. Let students pay attention to new knowledge, generate motivation to learn new knowledge, and actively participate in activities to explore new knowledge. The introduction of mathematics class not only plays a role in reviewing old knowledge, but also helps to stimulate students' sense of participation. It is necessary to select the growth points of new knowledge, provide incentives, promote the transfer of knowledge, and make students have a strong thirst for knowledge and interest in active exploration. 4.
Choose the appropriate teaching method according to the teaching content and students' characteristics.
In teaching practice, we find that there are some good teaching methods in teaching, but there are no definite teaching methods. In teaching, we should choose appropriate teaching methods according to different teaching contents and different students. Only by flexibly choosing the most suitable teaching method for students can the effectiveness of mathematics teaching be best improved. (1) Choose different methods according to different contents. Different teaching contents such as algebra knowledge, geometry knowledge and statistics knowledge have different characteristics, so I choose different methods according to different teaching contents in teaching. For example, when I teach geometry knowledge, I use the method from intuition to abstraction to gradually cultivate students' spatial imagination ability; When teaching statistical knowledge, let every child go through the statistical process and let them realize the wide application of mathematical knowledge in real life. (2) Choose the appropriate method according to the students' reality. Student-oriented teaching is the foundation of teaching. Teachers should take students as the starting point when choosing teaching methods, and students' age characteristics, learning foundation and personality differences are all factors that teachers should consider. Students in junior high school have been able to think in abstract logic, but some topics with strong spatial concepts still need physical display or multimedia assistance to deepen their understanding. For another example, different classes in senior one have different teaching methods because the learning foundation is not at the same level: classes with strong self-learning ability can adopt self-learning method and trial and error method; Classes with relatively low foundation can use practical exercises and questioning methods. And students with different personalities in the same class should use different methods. For example, active and talkative students should adopt discussion method; If students are not good at expression, it is appropriate for them to use discovery method and self-study method. Only by paying attention to students and "preparing" students can we find effective teaching methods and improve teaching efficiency. 5.
Using multimedia technology to assist teaching and improve the efficiency of mathematics classroom teaching.
According to psychology, interest is an attitude of people's choice of objective things and a psychological tendency to actively know something or participate in some activities. Interest is the internal motive force that directly promotes learning, the beginning of acquiring intelligence and the forerunner of pursuing knowledge. Multimedia technology is a modern educational technology, and the courseware made by this technology is illustrated with pictures and texts, which has the advantages of large amount of information and strong sense of movement that traditional teaching technology cannot have, and is especially suitable for the teaching of geometric figures and functional images. In conventional teaching, due to the limitation of objective conditions and the understanding of some concepts, it is difficult to achieve certain results with conventional teaching methods. Courseware made with multimedia technology can leave a deep impression on students, so that they can get intuitive feelings, thus stimulating students' interest and enthusiasm in learning and improving the learning effect. 6.
Optimize classroom evaluation and stimulate students' learning enthusiasm.
In classroom teaching, teachers should affirm and praise students in time, so that students can feel the joy of success and set up a sail of confidence. Especially when the sparks of students' wisdom flash, teachers should spare no effort to express their words and praise, so as to shock students' hearts and make them study hard. But we should objectively evaluate students' classroom performance and correct it in time.
When communicating with students, it is also essential to let them know the direction of their efforts. Success is more dazzling and brilliant only under the background of failure, praise is more valuable and tense only under objective evaluation and correction, and only on an objective basis, adhering to the principle of encouragement is attractive and valuable evaluation. Teachers should try their best to have positive personal communication with each student in class, and listen carefully and accept each student's correct ideas about teaching. 7.
Targeted design of classroom exercises
Practice is the main way for students to master knowledge, consolidate knowledge, form skills, develop thinking and improve problem-solving ability. It is an indispensable part of mathematics classroom teaching. Therefore, teachers attach great importance to the selection and design of classroom exercises.
To make classroom exercises really work, we must first get rid of some bad tendencies that have already appeared. Some teachers tend to rely too much on books to save trouble. All exercises come from books, no choice. The practice in the book is not bad, but the practice in the book is the most basic. It will be more time-saving and effective if we can devote ourselves to designing some local and copyrighted exercises for the students in this class. In addition, some teachers leave students too short thinking time, too simple requirements for practice, or the actual work is a mere formality, and students do not really participate. These practices have greatly affected the teaching effect.
Therefore, it is necessary to optimize classroom exercises, let students practice to the point, practice in places that are easy to be confused and wrong, make the exercises targeted, and pay attention to the transmission of content, which is conducive to deepening understanding and activating thinking. This requires that the design of exercises should be hierarchical, which can reflect the comparison and synthesis of old and new knowledge and the extension, development and thinking of new knowledge, from shallow to deep, from easy to difficult, step by step and slowly gradient. Of course, we should also design an appropriate amount of comprehensive exercises to keep students from doing difficult problems without leaving the textbook. Strengthen teaching, do more exercises, should not be based on time, should be taught, should not be taught. The most important thing is to strengthen practical practice. Of course, we should control the number of exercises, be few and precise, and remember not to increase the burden on students.
In a word, classroom teaching is a bilateral activity between students and teachers. Teachers should combine their own actual situation to teach, try to use efficient methods, so that every minute of the classroom reflects value.
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Education Research, No.6, 2007