First, mathematics teaching should bring students' life experience into mathematics classroom, provide students with opportunities for personal experience and hands-on operation, and guide students to learn mathematics better. Students learn knowledge in order to use it. Therefore, in teaching, I combine teaching content with real life according to students' age and psychological characteristics, so that students can learn mathematics knowledge in real life and naturally infiltrate environmental education and ideological and moral education, thus teaching and educating people. Whether it is example teaching or consolidation exercise, it is based on the content of environmental protection education, so that the teaching content of boring application problems deepens with the knowledge of environmental protection. What I have done leads students into the story formed by the combination of environmental protection and application problems. For example, our students also attach great importance to environmental protection in their daily lives, recycling used cans, used batteries, old newspapers and so on. And then take the reusable waste to the waste recycling station for purchase, killing two birds with one stone. Let's do a similar exercise: Please buy school supplies for our paired primary school students with 200 yuan money collected from waste products. Design a shopping list of school supplies before buying, and then calculate whether the money is enough. What if it's not enough? Let the students use the money collected from 200 yuan to help the children in mountainous areas, and cultivate students' good quality of helping others.
Second, the integration of information technology and subject education has improved the intelligent level of education and students' dominant position in education. Give full play to the advantages of multimedia courseware and arrange classroom exercises reasonably. Many exercises and fast pace are also a feature of this course. There is no need to erase on the blackboard, which saves a lot of time and thus increases the number of exercises. After teaching examples and exercises, I designed five groups of exercises in different forms, from easy to difficult, step by step. In practice, I keep deepening my impression of new knowledge. With the deepening of practice, the difficulty also deepens, and students' enthusiasm for learning keeps rising, reaching the highest point in the final thinking the game, forming the climax of classroom teaching.
Third, give play to the spirit of group cooperation, cultivate students' sense of cooperation, let students explore and consolidate new knowledge in cooperation, which not only develops students' divergent thinking, but also cultivates students' ability. For example, the consolidation exercise, the last two topics I designed: 1, calculate the number of people in class 3 (5) participating in the holiday team? 2. Design a shopping plan? These two exercises require students to have a wide range of knowledge and quick thinking, and come up with two methods to solve problems, which not every student can do. Therefore, group cooperation is particularly important here. It can improve the frequency and efficiency of middle school students' study in unit time, learn from each other's strong points, complete learning tasks together, and cultivate students' ability to analyze and solve problems in learning.
Fourthly, through teaching, I fully affirmed that my handling of the teaching materials was correct, boldly put the teaching materials into the thinking questions, and mentioned that the new curriculum teaching ideas were correct. My well-organized teaching style and thinking process of attaching importance to students' knowledge acquisition have enabled 90% of students to master the second problem-solving method, which is worthy of my pride. Throughout the whole class, there is a teaching design that I am quite satisfied with: Example teaching: the number of teachers and students: 3 (5) classes are 1 time, 1 time. How many people are there? Class Three (3) is three times as many as Class Three (5), that is, three classes of 14. To have three (3) three (5)*** people is actually to have several 14 people. When the students wrote two ways to calculate 10 thousand, the teacher then questioned the second way: what does "3" mean? What does "1" mean? What does "4" mean? What does "14" mean?
Fifth, give full play to the leading role of teachers and the dominant position of students. In teaching, I can always ask myself to appear in front of the students as a participant, come to the middle of the students and have an equal dialogue with them, lead the students to swim in the ocean of knowledge, learn mathematics knowledge and experience, return the classroom to the students, and let the students become the masters of learning. Such as; Dialogue introduction: children, we are a provincial green school. Is our campus beautiful? Tell me how beautiful our campus is. Do you feel happy living in such a beautiful environment?
Through the teacher's kind words, the distance between students and teachers is shortened at once, and students are brought into the "environment-friendly world". Another example: Middle school students made a little mistake in practice, and I appeared as a participant: "So-and-so, let Mr. Huang have a try, ok?" Maybe I can help you. "It has changed the situation that teachers are above others in previous teaching, and really returned the classroom to students, making students the masters of learning.