1 How to improve the quality of mathematics teaching in graduating classes
Infiltrating Mathematics Thought to Improve Teaching Efficiency
It is one of the main ways to improve teaching efficiency to infiltrate the teaching of mathematical ideas in mathematics classroom. (1) Infiltrate the idea of combining numbers and shapes, so that students can learn to build mathematical models and get out of the misunderstanding of knowing the sea; (2) Infiltrate symbols to express ideas, so that students can learn inductive reasoning and get out of difficulties and misunderstandings; (3) Infiltrate materialist dialectical thought, let students learn to question and generalize, and get out of the closed misunderstanding; (4) Infiltrate the idea of classification ratio, so that students can creatively find new problems and draw new conclusions in the process of knowledge reproduction and get out of the misunderstanding of confusing right and wrong.
Controlling classroom capacity and improving teaching efficiency
In the process of reviewing the senior high school entrance examination, every math class has its focus and center, and the teacher's leading role is to reveal these focus and center, and then let the students guess and associate themselves, and pay attention to other related issues from the teacher's review of the focus and center. To this end, the following tricks can be adopted: (1) understanding with points, mostly used for some problems of seeking laws; (2) Less is more, which can be applied to the discussion of tangent proof; (3) teachers always "lose" some minor and non-essential things in their lectures, so as to find more important and essential things from the outside to the inside and from the complex to the simple. This is the practice of grasping the key points and seeking the essence in the art of lectures, that is, highlighting the key points and giving consideration to the general ones.
Strive to promote and scientifically evaluate students at different levels.
In actual teaching, we should properly grasp the teaching progress, focus on exploring the laws of mathematics, combine the knowledge structure of analytical textbooks with students' cognitive development, and combine the proposition direction of senior high school entrance examination with students' actual level, so as to determine the teaching starting point, which will be acceptable to both good students and poor students and attract the whole class to teaching activities; The teaching content and objectives, classroom exercises and assignments, peacetime tests and teaching evaluation are all decomposed into several small objectives, and the teaching and training levels are increased, and corresponding heuristic questions, examples, exercises and examination questions are designed or matched, so as to guide poor students to acquire different levels of mathematical knowledge from low to high, from easy to difficult, and in small steps and at multiple levels, and gradually realize the basic teaching objectives.
2 Mathematics teaching
Infiltrating the idea of combining numbers and shapes, students can learn to build mathematical models and get out of the misunderstanding of the sea of questions.
In recent years, because the senior high school entrance examination has increased the examination of students' comprehensive mathematical ability, some people mistakenly believe that the review of senior high school entrance examination should focus on doing off-topic questions, which is extremely wrong. The idea of combining numbers with shapes can organically combine numbers in algebra with graphs in geometry, thus solving complex mathematical problems. The application of this idea is one of the most reflected thinking methods in almost every chapter of junior high school mathematics.
For example, in the unary quadratic equation, we can easily find out the relationship between the known quantity and the unknown quantity by drawing a straight line diagram, and then list the equations; The research on functions and their images almost runs through this idea; Drawing the histogram of frequency distribution in the preliminary statistics is the embodiment of this idea; By solving the application problems in right triangle, using the vertical diameter theorem to calculate the radius, chord length, chord center distance and the calculation of regular polygon and circle, the model of right triangle can be constructed.
Infiltrating the idea of symbolic expression, students can learn inductive reasoning and get out of complicated misunderstandings.
In fact, there are many symbols in junior high school mathematics, and all kinds of symbols have their specific meanings and meanings. If teachers consciously teach students to express profound and complex mathematical truths with concise symbols, they can often get twice the result with half the effort For example, when explaining the section of a plane rectangular coordinate system, the symbolic law of six positions of a point on the rectangular plane can be summarized as: "Same positive one, negative positive two, same negative three, plus or minus four, the first zero is vertical and the last zero is horizontal". Here, "positive" and "negative" refer to the symbols of abscissa and ordinate of a point, quadrant one, two, three and four, and vertical and horizontal points refer to Y axis and X axis.
When explaining the extreme properties of images of quadratic function y=ax2+bx+c(a≠0), students can be guided to sum up the following laws by drawing several images of different quadratic functions: A is positive at the mouth and A is negative at the mouth; The symbol of c looks at the y axis, above the origin, c is positive, below the origin, c is negative; The signs of symmetry axis A and B on the left side of Y axis are the same, but the signs of symmetry axis A and B on the right side of Y axis are different. When the number of common points of the X axis is 2, the image intersects with the X axis; When the number of common points of the X axis is 1, the image is tangent to the X axis; When the number of common points on the X axis is zero, the image is separated from the X axis.
3 Mathematics teaching
Master the teaching content, test sites and choose examples and exercises.
There are many contents in junior high school mathematics, and the review time is tight. Therefore, teachers should first learn the curriculum standards, be familiar with the contents of textbooks, make clear the key points and difficulties, master various teaching methods and technical means skillfully, and use them flexibly. They must make clear the basic knowledge in the content of the textbook so that students can master it. As a math teacher in the graduating class, we must study the examination questions of the senior high school entrance examination in recent years, grasp the direction of the proposition of the senior high school entrance examination, make clear which ones are required and which ones are difficult, and even grasp the score ratio of each chapter in the examination questions, so as to be targeted in teaching. Teachers should also know students' mastery of basic knowledge and skills through students' homework and tests, select review materials, determine review contents and methods, and improve review efficiency.
Secondly, teachers should sort out and summarize junior high school mathematics knowledge, and through the practice of typical comprehensive examples, make students' knowledge form a system, from perceptual to rational, from knowledge to ability. Three-dimensional should be targeted and representative, and a number of knowledge points should be concentrated together, so as to systematize the knowledge you usually learn and save time. For example, review inequalities, such as polynomial addition, subtraction, multiplication and division, the difference between inequality linear equations, the images and properties of quadratic functions, and the knowledge of roots and discriminant of linear equations.
Cultivate students' interest in learning and enhance their self-confidence in learning mathematics.
1. Start with simple and basic questions, use students' favorite game forms, remind them more, encourage them more, use their hands and brains, and let students actively participate in the teaching process and taste the joy of success. Teachers should use the method of reduction to draw every mathematical conclusion, carefully design the teaching process, and guide students to think positively and draw conclusions. Let students create their own opportunities for success, make them feel that they can learn mathematics well, have a sense of accomplishment and enhance their confidence in learning mathematics.
2. Create a good classroom atmosphere, form a class spirit of learning mathematics, and establish a harmonious relationship between teachers and students. When students answer wrong questions, the math teacher should not criticize them, let them speak freely, and then patiently and carefully help them analyze the reasons for this mistake and correct it. This can cultivate students' courage to answer questions, and is more conducive to forming a good learning atmosphere to express their views. Teachers must set corresponding questions at different levels according to students' mathematical foundation to avoid being too difficult and complicated.
4 Mathematics teaching
1. Improve the self-confidence of students with learning difficulties. "Students with learning difficulties" attribute their failure to their own abilities after learning setbacks, so they complain about themselves and even lack self-confidence. Therefore, teachers should guide them to calmly and objectively analyze the causes of failure, help them overcome difficulties, strive for success and enhance their self-confidence. Talk to them more and tell them that it is not realistic to become top students in mathematics in a short time, but it is always good to improve their grades through hard work. Guide them to get rid of negative thoughts and learn mathematics with a positive attitude.
We should try our best to teach law. Of course, it is important to attend class for 45 minutes, but classroom teaching is facing the whole class, so it is impossible to take special care of "students with learning difficulties", so it will also have a good effect to open "small stoves" according to their own characteristics after class. For students with poor foundation, we can take the method of consolidating the foundation and train the basic questions repeatedly to ensure the scores of the basic questions in the exam. You know, the basic questions account for more than 60% in a test paper, as long as you can guarantee the basic questions, you can get a passing score; For students who like to recite formulas, they can adopt "variant" training, that is, change the same topic into several ways and teach them to learn to draw inferences; For students with confused thinking and unclear thinking, teach them to grasp the main points, prioritize, study the causal relationship between various conditions and solve problems one by one. In short, as long as the method is proper, it will get twice the result with half the effort.
3. Actively create a good learning environment. At home, parents should provide their children with quiet and comfortable rooms and harmonious family relations. Some parents' behaviors (such as frequent family gatherings, playing mahjong, playing poker, etc. ) can't affect students' study. Those who really can't take care of their children's studies for objective reasons can choose to live on campus and be managed by the school in a unified way, and often get help from teachers. In school, teachers should influence students through their own behaviors. First of all, teachers should have a profound knowledge of mathematics, be able to answer students' mathematical questions, have concise language, clear thinking and meticulous thinking, and set an example for students; Secondly, teachers should love their profession and their major, and their teaching enthusiasm will infect students to a great extent.