Problems and countermeasures of junior high school mathematics classroom management I. Main problems existing in junior high school mathematics classroom management
In the practice of middle school mathematics classroom management, many mathematics teachers follow the traditional classroom management mode, that is, through the reward and punishment system to correct students' negative behavior, and pay too much attention to the management mode of mathematics classroom control. This kind of classroom management model ignores the guidance and stimulation of junior high school students' positive behavior, lacks creativity and vitality, and has great limitations on junior high school students' mathematics learning and development. This concept of classroom management unilaterally understands mathematics classroom management as classroom control and discipline management, ignoring the cultivation of students' interest in mathematics and paying attention to harmonious classroom atmosphere. There is no doubt that this single and one-sided management mode is easy to cause middle school students to be tired of learning and lead to low learning efficiency.
Second, the effective management of junior high school mathematics classroom countermeasures
(A) to strengthen communication and exchanges between teachers and students
Classroom is the main battlefield for teaching and educating people, and the relationship between teachers and students is the human factor in classroom management. Classroom communication between teachers and students is the premise of classroom interaction. Whether junior high school students gain knowledge and experience, broaden their thinking, develop their abilities or improve the level of classroom management, they all depend on the effective transmission and exchange of information in mathematics classroom activities. Only in this way can the mathematics classroom get out of the quagmire of Xinjiang and gain vitality. Traditional classroom teaching is a monologue of teachers. Without effective communication with junior high school students in class, no matter how good the teacher's knowledge is, it is useless. The new classroom seeks communication and dialogue with students so that students can evaluate themselves and check their goals in response. Apply some educational psychology theories of classroom management in the new classroom, grasp the rhythm of classroom teaching, properly handle emergencies, and pay attention to details and details. Teachers can communicate with students by using body language flexibly. ? Eyes are the windows to the soul? Eyes are the most important body language for teachers. Without giving students negative psychological hints, mathematics learning is a process that needs constant exploration, so in the process of mathematics learning, students will always encounter troubles, and a positive attitude is very important. An unconscious action and an unconscious sentence of a teacher may hinder effective classroom management.
(B) to create an effective mathematics classroom environment
Teachers, students and classroom environment are three elements of mathematics classroom management. Mathematics classroom environment has certain influence on the behavior of teachers and students, and the construction of environment is the main task of mathematics classroom management behavior. Psychology believes that people's psychology is restricted and influenced by the environment to a certain extent. It is very important to create a good math classroom environment. If junior high school students are in an environment that can meet their personal and psychological needs, they will have decent behavior and effective study, and they will feel safe, comfortable and valued. It is the responsibility of teachers and students to create and maintain a good classroom atmosphere. Constructing a healthy and positive mathematics classroom environment is an effective way to ensure mathematics classroom management.
(C) to improve the classroom management ability of math teachers
Mathematics classroom teaching is the central work of mathematics teacher education and teaching. All purposeful, planned and organized education and teaching influences need to be realized through the platform of mathematics classroom teaching. The effective organization and management of mathematics teachers in the classroom directly affects the effect of mathematics teaching. In mathematics classroom education and management, mathematics teachers should be kind to students. Enlighten without indulgence, guide without irrigation? Really improving the management ability of math teachers is an important basis for effective classroom management. Scholars and Shen believe that classroom management faced by teachers includes the management of students, the management of teaching environment, the management of teaching materials and the management of time.
(D) to stimulate junior high school students' interest in learning mathematics
Mathematics classroom should stimulate junior high school students' interest in learning mathematics and meet the needs of senior high school students' mathematics learning. ? Teaching is not easy even under the best teaching conditions. If the needs of students or teachers are not considered, it is almost impossible to complete the already difficult tasks. Any teaching that ignores the needs of teachers or students is doomed to failure. ? It is found that placing high hopes on junior high school students' mathematics learning, encouraging senior high school students to participate actively, adopting theme teaching and cooperative learning, comprehensively considering various factors of learning, stimulating senior high school students' interest in learning mathematics and stimulating students' learning motivation are all important contents of mathematics class management. In math class, teachers should not interfere with students' independent behavior and innovative ideas, but should be good at appreciating each student's unique personality and respecting students. Doyle said that. The efficiency of students' learning depends on the degree to which we expect them to complete these tasks and the degree to which students understand the purpose of learning at that time. What is important is to highlight the significance of teaching, not just to take participation as the ultimate goal? . Therefore, successful math teachers should have classroom management skills that can stimulate junior high school students' interest in learning math, enhance senior high school students' motivation to learn math, prevent problems, ensure students' consistent and active participation in teaching activities, and let students concentrate on learning math.
(E) to cultivate junior high school students' self-education ability
Effective math classroom management requires math teachers to focus on students' long-term behavior goals, so that high school students can constantly show appropriate behavior activities in different math classroom situations, and internalize this appropriate behavior into a conscious behavior. Through the realization of self-control, self-regulation and self-management of junior middle school students, the ability of self-education is fully cultivated. The most effective management is students' self-management in class. ? The only effective management method is students' self-control from the heart. The main task of teachers is to cultivate students' self-education ability, so that they can make appropriate decisions independently and restrain their behavior. ?