1, the teaching method needs to be further improved.
Problems in teachers' teaching methods;
(1) Adopt the teaching method of table tennis, that is, the teacher tells the students and the teacher asks the students to answer.
The teacher talks too much at will, and it seems that he is always talking in a class, so he is too busy.
(3) The questions raised are trivial and have no thinking value.
(4) the activity requirements are not clear
Problems in students' learning style;
(1) Group activities are a mere formality. I don't know the requirements, I don't have a sense of cooperation, and I don't have domestic demand for cooperation.
⑵ Students' language expression is half sentence or incomplete.
(3) Some people are not good at expressing themselves in class.
2. The time and space left for students is obviously insufficient.
As soon as the teacher throws a question, he asks the students to answer it immediately.
(2) The students' exploration process has not been completed, and the teacher ordered the report.
(3) The result of exploration is not summed up by students, but by teachers.
3. How to cultivate students' thinking ability?
Mathematics learning is the best way to cultivate students' logical thinking, but it is still common for teachers to rely too much on knowledge learning and ignore the cultivation of students' mathematical thinking, emphasizing students' learning results and ignoring the learning process. There are few opportunities for students to think independently in class, but there are many mechanical exercises, repetitive exercises, inefficient or even ineffective exercises, and there are few comprehensive exercises with changes, levels and thinking contents.
4. Classroom teaching lacks the support of mathematical thinking methods.
Our class is content-oriented, and teachers rarely consider mathematical ideas and methods, lacking the support of mathematical ideas and methods. If we are really familiar with mathematical ideas and methods, it will be very helpful for teachers to design teaching. A famous person once said: "The popularization of mathematical thinking method and its full performance in mathematics curriculum design will be the breakthrough of mathematics curriculum design in 2 1 century". It can be seen that mathematical thoughts and methods are the soul of mathematics and the source of creative ability; Good mathematical ideas and methods can benefit students for life. No wonder mathematics teaching is actually the teaching of mathematical thinking methods.
Second, the deviation of educational values
Over the past few years, our teachers have such a value, that is, my class, as long as my students get the exam results, my students are talents and I am the best. Because of this guiding ideology, some students work overtime in teaching and engage in sea tactics. Of course, it is very possible to improve your score by working overtime and engaging in sea tactics. But ask yourself, is this the value of education? This requires us and managers to think deeply.
Third, only pay attention to the imparting of knowledge, not to the cultivation of ability.
For example, Chinese teaching only pays attention to students' words, new words, explanations, paragraphs and central ideas, which makes a class fragmented and seriously downplays or even ignores the functions of Chinese education in the teaching process, such as cultural traditional education, emotional edification and aesthetic appreciation. Mathematics teaching is even more serious. We spent a lot of time talking about setting problems, helping to practice and talk about topics. We always think that as long as students solve problems, they will study and learn well. Students with application problems have done mechanical imitation of dozens of examples, and I don't know why.