The middle school where the author teaches is located in the urban-rural fringe. With the acceleration of urbanization, many surrounding villages have become rich one after another. Some parents have sent their children to key middle schools in the city. Our students' entrance scores are uneven and their scores have been greatly improved. Some of the better students have a score of 890, but only a few points. A class has become a mixture of gifted students, middle-aged students, underachievers and special underachievers.
In the past, in teaching, the author always predicted the possible problems of students according to teaching material analysis's key points and difficulties, determined the teaching requirements, adopted teaching measures and made a pot of cooking. In class, whether students like it or not, whether students understand it or not, they all hold a "word for word" attitude. As a result, top students are not "sharp", poor students are worse, middle students are depressed, and most of them are engaged in inefficient or even ineffective labor. The author deeply feels that there is no future in teaching with this method. Schools depend on quality, and teachers rely on students' grades to speak. To improve the teaching quality, we must reform the classroom teaching structure and improve the efficiency of 45-minute classroom teaching.
In mathematics teaching, imparting knowledge is only one aspect. What is more important is to teach students a mathematical thought, learn a method of thinking and solving problems, and cultivate mathematical literacy. Under the guidance of this concept, I reflected and made some improvement measures.
First, the transformation of underachievers
Underachievers restrict the overall improvement of teaching quality, so the transformation of underachievers is an urgent problem for every teacher. I think underachievers have the following reasons:
1, thinking ability lags behind. Primary school mathematics is mainly four operations, one-way thinking, only asking the results, not asking the reasons. As soon as students enter junior high school, their knowledge content has changed, but their thinking ability can't keep up, which leads to "hard work" in learning.
2. Underachievers "study hard" and "don't study". Students who study hard can be described as "diligent". They remember everything, even the examples in the book. This kind of students' math scores in grade one are ok, but they will be invalid when they enter grade two. Students who don't read books usually don't pay attention to reading except attending classes and doing homework. They don't remember what they need to remember in class.
3. Lack of confidence in learning mathematics well. These students can't get up to math for a long time, and they can't stand setbacks. They have an inferiority complex and a tendency to be interested. In view of the problems of underachievers, the author first cultivates their abstract generalization ability in teaching, and uses the combination of numbers and shapes to guide students to transition from image thinking to abstract thinking. Secondly, cultivate the ability of positive and negative thinking, use counterexamples to train reverse thinking, guide students to sum up, and find the relationship between some mathematical knowledge structures. Thirdly, emotional teaching should be carried out in teaching, with friendly language, equal treatment, emotion, reason, patient help and active encouragement. At the same time, the slope teaching is designed, which is slow first and then fast, and the content is easy first and then difficult, so as to stimulate teaching interest, ask novel questions and stimulate interest. Use intuition to arouse curiosity, and advocate multiple solutions to one question to arouse curiosity.
In short, non-intelligent underachievers are often isolated and discriminated against, and gradually develop inferiority and self-abandonment psychology over time. Therefore, we must give them love, overcome prejudice, and pour more love into them on the basis of facing everything, that is, "pamper" them, giving them more protection and water like farmers do to weak seedlings, so that they can thrive like other seedlings.
Preference for underachievers can better communicate the feelings between teachers and students, close the relationship between teachers and students, eliminate the emotional barriers between teachers and students, and help teachers transform underachievers; Teachers can better understand the inner world of underachievers, which is conducive to proceeding from reality and carrying out targeted education.
Second, pay attention to cultivating students' self-study ability.
At present, the traditional classroom teaching has been severely impacted, especially in recent years, the classroom teaching forms at home and abroad have made great breakthroughs. In the overall implementation of quality education, as a teacher, we should not only pay attention to the improvement of our own quality, but also pay attention to the study of students' "how to learn". Wald, a famous educator, once said: "A mediocre teacher is only a narrative, a good teacher gives lectures, an excellent teacher demonstrates, and a great teacher inspires." Therefore, in order to meet the requirements of the times, overcome the disadvantages of current classroom teaching and teach in the most economical and optimal way, teachers should change teaching methods, strengthen students' autonomous learning awareness and cultivate students' autonomous learning ability.
Guiding students' autonomous learning and cultivating students' autonomous learning ability, in order to let students consciously embark on the road, take the initiative to start, and cultivate students' awareness of autonomous learning from an early age, so as to achieve the purpose of self-development and self-realization, and at the same time understand the importance of autonomous learning, and lay a solid foundation for future independent learning.
For example, before self-study, the author asks questions according to the content of self-study to inspire students' thinking and guide students' interest. Students can combine the self-study syllabus with questions for self-study, discuss with classmates at the same table or at the front and back tables, ask questions from teachers, remember after understanding, do some exercises, check whether they really understand, proofread and correct exercises, correct mistakes in practice, and further understand and master self-study knowledge. And form a correct concept in your mind, so that the easier content in the textbook can be understood by self-study. Students who don't understand the problem can also actively think and discuss, and pay attention to listening to the teacher with questions.
Third, pay attention to asking questions around the teaching focus.
1, the depth of the questions should be oriented to the students' recent development areas.
The purpose of asking questions is to develop students' thinking, not to ask questions for the sake of asking questions, which requires that the questions raised are enlightening, and students must go through a thinking process before answering. Questions are too easy, students are not interested, or simply recall answers, which is not conducive to exercising thinking; The question is too difficult for the students to answer, which loses the meaning of asking questions. In the new teaching, cut to the chase, ask interesting questions, set a suspense or contradiction, so that students have the feeling that they can't get in and stop, and then fully mobilize their thinking to solve this problem under the guidance of step by step. After the problem is solved, students will naturally have a sense of pleasure, a happy experience, and cultivate interest from the heart.
2. Asking questions is easy, but difficult.
In teaching, we should arrange the questions reasonably according to the difficulty of the questions. When students make mistakes, they should ask more negative questions, so that students can realize the contradictions in the answers through comparison and seek correct conclusions. If necessary, they can also ask questions and conduct a series of questions to understand the students' knowledge.
3. Ask if you are prepared.
The problems in mathematics teaching are all thought out in advance, and even who to ask, whether it is the whole class, a single question or a comprehensive question, are all thought out in advance. Different attitudes should be adopted to evaluate or praise different students' answers in order to promote their study. Let the students feel "now I understand why my point of view is incorrect".
Fourth, accurately grasp the summary of each class.
Summary is an essential part of every class. Although it is only a few minutes, its role cannot be ignored. A class, no matter how fascinating its introduction is and how wonderful its theme is, is not a good class if it does not fully tap the function of summary.