1 How to improve the quality of mathematics teaching
Optimize the teaching process and cultivate interest in learning
At present, in mathematics teaching, the phenomenon of "separation from teaching" is more serious. The so-called "separation from teaching" means that students deviate from and violate the correct teaching activities and requirements of teachers in the teaching process, resulting in disharmony between teaching and learning, which directly affects the improvement of teaching quality in a large area. The phenomenon of "leaving teaching" is mainly manifested in not attending classes, not doing homework after class, and not reviewing and consolidating. The direct consequence of this phenomenon is that many students change from "not listening and not doing" to "not understanding and not doing", thus forming a difficult situation.
How to eliminate the "separation phenomenon" of students in the whole teaching process? My experience is that we must adopt various teaching methods to stimulate and cultivate students' interest in learning according to the different contents of teaching materials. For example, when explaining the summary of the chapter "Rational Numbers", students always think that it is a review class, and they feel a sense of contempt psychologically. In view of this, I divide the contents of this chapter into three categories: concept, law and operation, and find out the knowledge points of each pass and the points that should be paid attention to in a limited time through discussion. Through this activity, we can not only consolidate old knowledge, but also make students in a state of "knowing how to do". For example, when I finished writing the chapter "quadratic roots", I arranged a game. I arrange for students to collect all kinds of mistakes that may occur in this chapter in advance and write them on a big piece of paper. During the class, the group leader called all the students to discuss the mistakes they found within 5 minutes before the start, and arranged the order of "participating in the war". At the beginning of the game, each team took turns to send "challengers" to post the wrong questions on the blackboard, and the other teams answered first. If no one can correctly point out the mistake within one minute after asking the question, the challenger will answer it himself and get extra points. If the students of a certain team correctly confront and point out the mistakes, the team should give extra points, and the team with the highest total score will win. This game enlivens the classroom atmosphere. Challengers should actively prepare, think hard and expose the mistakes in the chapter on "quadratic roots", which is much better than simple teacher guidance.
Guide students to cultivate self-study ability
The cultivation of self-study ability is the key to improve teaching quality. The cultivation of self-study ability should start from reading. Junior one students have poor reading ability and no good reading habits. Teachers must start with demonstration, read and explain the text sentence by sentence and paragraph by paragraph, repeat important teaching nouns, terms, key sentences and important words, point out the memory methods, and mark their own agreed symbols. For the example, let the students read the problem and guide them to check the problem and determine the best solution. After the initial formation of reading habits, teachers can list reading topics in key, difficult and error-prone places according to students' acceptance, set thinking questions, and let students read mathematics extracurricular materials with questions. They can also use extracurricular activity groups to organize exchanges and inspire each other, so as to urge students to read again, find answers and make up for previous omissions, so as to further adapt and assimilate knowledge, improve reading level and level, and form reading-discussion.
2 How to improve the quality of mathematics teaching
From a psychological point of view, it is not that the more homework you do, the better. In fact, because of too much homework, students are overwhelmed and forced to copy, even students with good grades are not immune. No matter how much homework you do, it is difficult to achieve the expected results. Instead, it forms a vicious circle, dragging teachers and students to exhaustion. The number of homework must be well controlled, which requires careful selection of exercises. The choice of exercises should be broad in knowledge, comprehensive in questions, focused, typical and gradient. Classroom exercises, homework, stage exercises and unit exercises should be a gradual process. On the basis of implementing the "double basics", develop students' ability, so as to achieve "precision". The selected exercises should be implemented. Homework is required to be completed independently and cannot be delayed. The so-called independent completion is not impossible to discuss, but impossible to copy. If you are in arrears, you must make up in time, and there is no room for practice. Errors in homework should be corrected in time. Generally speaking, common mistakes should be corrected in class, individual simple mistakes only need to be corrected, fundamental mistakes should be corrected face to face, and supplementary exercises should be done when necessary.
Problem group training, strengthening skills For some key and important skills, problem group training can be carried out, which is very effective for improving students' problem-solving ability and speed. For example, addition and subtraction of rational numbers, multiplication and division of algebraic expressions, simplification of fractions, solution of linear equations, solution of application problems of column equations, proof of congruence, proof of similarity, proof of tangency and so on. , we must arrange special time to strengthen training in the form of problem groups. A class is arranged in 3~4 groups, each group has 2~3 questions, and the topics range from simple to complex. The form of problem group training is that each group is performed by 2~3 students, and the rest students practice independently, giving necessary hints according to the situation, and then explaining and correcting according to the performance board. Correcting should point out the causes of mistakes and encourage students to put forward their own different solutions. For more difficult topics, you can also explain them first and then do them. After summing up our efforts, we found that there are some internal relations between some topics. String them into a string of beads for problem group training, which can make students suddenly enlightened.
Unit test, timely remedy unit test questions must be carefully designed, and you can't just find a set of existing test papers and do it right away. At most, it can only play the role of a comprehensive exercise. Unit test questions should be carefully selected and arranged on the basis of comprehensively combing knowledge points, skills points and ability points, referring to existing test papers and exercises. Each test is required to be completed independently. After marking, we should conduct a comprehensive quality analysis, find out the main problems, find out the students with problems, make records and take corresponding remedial measures for the problems. After correcting common problems, arrange exercises and strengthen them in time. Arrange targeted single homework for individual problems, ensure clear chapters and let everyone pass.
3 ways to improve the quality of mathematics teaching
Grasping conventional teaching and improving classroom teaching quality
The key to improve the quality of teaching is to improve the quality of classroom teaching. Teachers should set reasonable teaching objectives according to students' psychological characteristics and age characteristics, follow the cognitive rules, truly implement the slogan of "quality for forty minutes" in each class, and give full play to the role of the main channel of the classroom. First, fully prepare lessons before class. If teachers want to have a good and efficient math class, they should study the textbooks carefully and prepare lessons carefully. When necessary, discuss and prepare lessons collectively. Prepare detailed teaching plans, teaching objectives, teaching links, possible accidents in teaching, teaching methods and learning methods, blackboard design. Second, we must seriously organize and implement classroom teaching, and teachers must make clear the teaching objectives of this class before class; Students must actively participate in teaching activities during lectures; At the same time, we must check, feedback and consolidate in class.
Guide students to cultivate their thinking ability
The core problem of quality education is the cultivation of ability, in which the cultivation of thinking ability is the main aspect of teaching. The internal essence of thinking ability is the ability to analyze, synthesize, reason and apply, and the external performance is the speed and quality of thinking. The first is the training of thinking speed. As far as junior high school students are concerned, the training of thinking speed mainly depends on the classroom. Reasonable arrangement of classroom teaching content and training students' thinking speed by using lively teaching forms are the fundamental ways to improve teaching quality. For example, after explaining the new lesson, arrange the exercises in the textbook into quick calculation questions; You can also make up some clever, conceptual, wide-ranging and flexible judgment questions, multiple-choice questions and short-answer questions for special training to improve your ability to answer questions quickly. The second is the training of thinking quality. The cultivation of thinking quality can not only use classroom teaching, but also use spare time to organize students to discuss problem-solving ideas, analyze the characteristics of various problem-solving methods, and choose simple and creative problem-solving ideas to improve students' ability to analyze and solve problems. When expanding students' thinking, we should consider multiple solutions to one question or multiple solutions to one question. The third is the training of reverse thinking. It is also a way to cultivate students' thinking ability to inspire students to think about the process opposite to the known process, cultivate students' habit of thinking about problems in reverse, consider the situation opposite to the known conditions, and conceive the result of things' reaction, so as to broaden their thinking and find out the ways to solve problems.
Guide students to learn independently.
The cultivation of self-study ability is the key to improve teaching quality. The cultivation of self-study ability should start from reading. Junior one students have poor reading ability and no good reading habits. Teachers must start with demonstration, read and explain the text sentence by sentence and paragraph by paragraph, repeat important teaching nouns, terms, key sentences and important words, point out the memory methods, and mark their own agreed symbols. For the example, let the students read the problem and guide them to check the problem and determine the best solution. After the initial formation of reading habits, teachers can list reading topics in key, difficult and error-prone places according to students' acceptance, set thinking questions, and let students read mathematics extracurricular materials with questions. They can also use extracurricular activity groups to organize exchanges and inspire each other, so as to urge students to read again, find answers and make up for previous omissions, so as to further adapt and assimilate knowledge, improve reading level and level, and form reading-discussion.
How to improve the quality of mathematics teaching
Let the students operate by hand.
Piaget, a famous psychologist, said: "Children's thinking begins with action. If the connection between action and thinking is cut off, thinking cannot develop. " It can be seen that students should learn mathematics through hands-on operation. Especially the first-year students are young, active and curious. Hands-on operation can easily stimulate students' interest in learning and attract them to actively participate in classroom learning. For example, when I was studying the division of 6, I asked the students to prepare six sticks and let them divide a point by themselves. Soon the students would have different divisions. At this time, I inspired the students: "We can divide them in a certain order, such as 12345 on one side, so what is on the other side?" Students, let's try it. "Students soon found that one side is 12345, and the other side is 5432 1. At this time, I continued to let the students operate: "So, how can you divide by 7 if you try like this?" "Students quickly came to the conclusion that 7 can be divided into (123456) and (65432 1). At this time, I inspired students: how can I remember it the fastest? At this time, many students said excitedly, "Teacher, I have found a pattern. The order of the left group number and the right group number is opposite, I still remember. "In the process of hands-on operation, students not only learned knowledge easily, but also summed up the rules, which improved the effect of classroom teaching and stimulated students' enthusiasm for learning.
Establish a competitive mechanism
First-grade pupils are competitive and have a strong sense of honor. Therefore, I use deskmate competition, group competition, boys and girls competition, class competition and other forms to mobilize the enthusiasm of students to participate. For example, I learned to add and subtract in 10 minutes. I designed 50 calculation questions for the whole class to answer first, and gave a small red flower for each correct answer. Finally, according to the number of red flowers, I judged the "star of calculation" in my class. After learning addition and subtraction in 20 minutes, I held a group competition and divided fifty students in my class into five groups. It is divided into two parts: compulsory question and scramble question. Finally, the winning group is judged by the score, and the students are also asked to choose the best student. In classroom teaching, I also pay attention to different forms, so that students can participate in the competition, and they all participate in the competition with great enthusiasm. The competition has a great incentive effect, which makes students feel the fun of learning, taste the joy of success and participate in mathematics learning with great enthusiasm. The teaching effect is self-evident.
Set the problem situation
Simple math problems are often boring and monotonous. In order to stimulate students' enthusiasm for participation, we can set vivid problem situations for students and attract them to actively participate in mathematics learning. For example, after learning addition and subtraction in 20 minutes, show the courseware to the students: Spring is coming. In the beautiful forest, animals will hold a Spring Festival party. At this time, there are three larks singing in the trees and five rabbits grazing under the tree. The teacher asked: How many animals are there now? The students quickly wrote the formula: 3+5=8. The courseware continues to show five monkeys running. Question: How many animals are there now? 8+5= 13。 Then continue to show: three frogs jumped out of the pond. Question: How many animals are there at this time? 13+3= 16。 After a while, the lark that just sang flew away. Question: How many animals are left? 16-3= 13 At this time, four turtles slowly climbed over. Question: How many animals are left in the end? 13+4= 17。 Because the courseware is intuitive and vivid, it is very attractive to students. Under the guidance of courseware, students actively engaged in learning, and soon worked out the answer to the question, eliminating many students' fear of seeing more complicated application problems.