1 How to teach poor math in Chinese class in senior three?
1. Create a harmonious classroom atmosphere
The classroom atmosphere of liberal arts mathematics is rather dull, and they are not active enough to think and answer questions. In addition to teaching well, teachers must also think about how to fully mobilize the enthusiasm of students and create a harmonious classroom for teachers and students. There are many ways to create a harmonious classroom, such as facial expressions, voice changes, appropriate gestures, etc. As long as you are not bored, you can keep up with the classroom.
2. Take a concept class through discussion and re-creation.
Liberal arts students are slow to accept new mathematical knowledge, so when teaching each theorem, they should tell the ins and outs of the theorem and the influence of conditions on the conclusion, so that students can think for themselves whether the change of conditions in the theorem will cause the change of the conclusion and what conditions are needed to support the change of the conclusion, which can be carried out through debate. It's best to use some practical and vivid examples as metaphors to make students understand more clearly and accurately.
3. Carefully select topics, carefully prepare lessons, and do a good job of "three more"
In the teaching of liberal arts mathematics, we should do a good job of "three more", that is, ① writing on the blackboard. The thinking and steps of solving problems should be detailed, emphasizing students to take notes. In order to deepen students' memory and understanding, students can redo more mistakes and more difficult questions on the blackboard. (2) Do more research, especially before marking, investigate the wrong questions, students who made mistakes and the reasons for making mistakes, so that marking can be targeted and diagnostic. (3) More tutoring: liberal arts classes should give more tutoring to students. Liberal arts students have poor math scores and need more time to speak and practice, but the time arranged in the curriculum is limited.
4. Give students some time to digest their memories and take notes after speaking.
Give students room to think in class, remember to say at the end, encourage students to answer and ask questions boldly, dare to question the teacher's answers, and have time to explain their different ways of thinking and problem-solving methods. Teachers should affirm his every step, praise him correctly, enhance confidence, and inspire him to find out his mistakes if he is wrong. At this time, teachers should be loyal listeners and don't interrupt students' thoughts at will.
2. Cultivate high school students' autonomous learning ability
Construction of correspondence table between learning ability ladder and mathematics autonomous learning ability of senior high school students
The correspondence table between learning ability ladder and high school students' autonomous learning ability in mathematics divides the improvement of autonomous learning ability into five levels, namely, the first level: consolidating review ability (recalling what you have learned without reading is the basic task of review); The second level: pay attention to review ability (have the ability to master basic knowledge and skills; Good at asking questions, have the ability to ask questions); The third level: systematic review ability (find out the internal relationship between knowledge, master knowledge from the whole and system, and have the ability to summarize; Memory knowledge system. Can draw inferences from others and have the ability of natural expression); The fourth level: efficient autonomous learning ability (in-depth, systematic learning, good at generalization, can better systematize knowledge and draw a good knowledge tree; Have the ability to sum up their own good experience; Ability to solve problems.
Choose exercises to try to solve problems, cultivate the ability to solve problems comprehensively with knowledge, and accumulate experience. The fifth level: exploring the ability of autonomous learning (forming the ability of special study and special research; Good at discussing problems and cooperating with study groups for research. This is the highest state of review, and in this state of review, it can be liberated from heavy homework and practice. According to many years of teaching experience, the corresponding scores of test scores are 60-70, 70-80, 80-90, 90- 100, 100, which means to form an efficient autonomous learning ability (in-depth, systematic learning, good at generalization, better systematizing knowledge and drawing well. Have the ability to sum up their own good experience; Ability to solve problems. Choose exercises to try to solve problems, and cultivate the ability to solve problems comprehensively and accumulate experience with knowledge) and the ability of inquiry-based autonomous learning (the ability to form thematic learning and conduct thematic research; Good at discussing problems and cooperating with study groups for research. This is the highest state of review, in which students and teachers can be liberated from heavy homework and practice.
Using various teaching methods to stimulate students' interest in autonomous learning
For today's high school students, they should not only cope with the college entrance examination, but also fully develop themselves. In the process of learning, the enthusiasm of learning mainly depends on learning interest and overcoming learning difficulties. Learning activities are always associated with constantly overcoming learning difficulties. Compared with junior high school, the difficulty of senior high school mathematics is obviously deepened, the teaching methods have also changed, the time for teachers to help students is relatively reduced, and students' autonomy in learning is enhanced. Due to the different teaching conditions and individual differences of students, students' adaptability shows different differences in the process of connecting junior high school with senior high school. Some students are strong, others are poor, and poor students will show emotional fragility and weak will, and will shrink back or even lose their confidence in learning when encountering difficulties and setbacks, resulting in a decline in academic performance.
Educator Comenius once said: "Interest is one of the main ways to create a happy and bright teaching environment. Interest is the psychological tendency of students to actively participate in teaching activities, and interest is the internal motivation to promote students' learning. "If students can learn mathematics in their interest, they will naturally form a strong thirst for knowledge, so that they can take the initiative to learn by themselves. There are many ways to cultivate students' interest in learning. For example, when students study mathematical concept theorems, they can formulate formulas and exchange excellent results, or hold corresponding test questions competitions to let students actively participate in teaching activities. In an interactive learning environment, students will experience the happiness of success. Another example is the inequality property "a>b, then A+C >; When teachers explain "b+c", they should change the previous teaching mode. Instead of teaching nature at the beginning, they can start by asking questions: "I am older than you now. Who will be older in ten years?" "The student union will answer," Teacher, you are old. " Ask again: "Who was older ten years ago?" They will still answer: "Teacher, you are old. "After such situational questioning, when formally explaining the nature of inequality, students will naturally think of the question just now, have a more vivid understanding of the nature of inequality, and then easily grasp the concept of inequality.
3 high school mathematics interest cultivation
Teaching students in accordance with their aptitude and internalizing students' interest in learning
The new curriculum reform proposes teaching students in accordance with their aptitude to promote the all-round development of all students. Influenced by congenital factors and acquired environment, students' acceptance level and cognitive level are different. We should face up to the differences between students and firmly believe that every student has learning potential. As long as we are good at digging, be patient and teach carefully, every student can become a talent. There are no students who can't teach well, only teachers who can't teach well. We should pay attention to stimulating all students' interest in learning and promoting their full participation.
When I took over, I made a thorough investigation of the students, got a comprehensive understanding of their learning situation, and then divided them into three levels. When preparing lessons, I made different lesson plans for students of different levels, and put forward different questions according to the students' own situation, so that every student can accurately answer the teacher's questions on the basis of serious thinking and enjoy success. At the same time, we should pay attention to the changes of students' learning, adjust the level in time and promote greater progress. Teaching students in accordance with their aptitude allows them to enjoy the joy of success and the pleasure of learning, which will stimulate greater learning motivation and generate lasting interest in learning.
Enrich emotional experience and form a positive attitude.
In classroom learning, if you lack emotional participation, you will not feel emotional charm. Learning without emotional experience is incomplete learning, learning without soul and vitality. Mr. Cui Qi, winner of the Chinese Nobel Prize in Physics, said: "Like and curiosity are more important than anything else." If mathematics teaching makes students suffer setbacks and miss the joy of success, students will not like it, let alone "the desire of lifelong learning". Therefore, mathematics teaching activities should be the source of love and curiosity.
In mathematics teaching, the study of every mathematical concept, the analysis of formula, law and quantitative relationship, only when students consciously participate in the teaching process, can they cultivate their self-confidence in learning mathematics and form a positive attitude. In mathematics class, students should learn to form appropriate emotional states according to their own wishes, and make use of the accuracy of mathematical logic, the certainty of mathematical concepts and conclusions, and the rules of reasoning, so that students can consciously follow the laws of thinking, standardize their own ideological forms, adjust their emotional and emotional intensity, and protect healthy and appropriate emotional states to participate in mathematics class activities.
4. Create an efficient classroom atmosphere
Teachers are the main promoters of creating a good atmosphere.
As a high school math teacher, it is his bounden duty to create a good teaching atmosphere. Teachers should be responsible for students, themselves and the whole education, and should clearly realize the important role of environmental factors in teaching. Therefore, when designing teaching, math teachers must take how to create a teaching atmosphere as one of the items in the design, whether using straightforward narratives as the introduction of math classroom teaching or using math questions with problems that can attract students' desire for learning as the opening remarks. This is undoubtedly to make a good start in mathematics classroom teaching and make the teaching atmosphere successfully render students' learning psychology from the beginning.
For example, in the teaching of reasoning and proof, teachers show students the naming origins of some famous inequalities, so as to teach students the stories of famous mathematicians, let students know first and then recognize them, and create an atmosphere to improve students' problem-solving level and mathematical ability. Teachers should establish advanced teaching concepts, practice the keen grasp of keeping pace with the times, master the psychological demands of senior high school students, organize novel teaching processes, harmonize the relationship between teachers and students, narrow the distance between teaching content and real life, create some math examples closer to real life, guide students to study hard and speak freely in a democratic and harmonious classroom atmosphere, exchange experience in solving problems, expand mathematical thinking and improve their flexible mathematical application ability. In this way, the artistry of creating a teaching atmosphere will be more vivid.
Dare to explore and develop innovative thinking
Students' practical ability refers to the knowledge ability that students have before learning new knowledge. This ability is the basis of developing innovative thinking, which is often overlooked. Suhomlinski said: "There is a deep-rooted need in people's hearts, that is, to be a discoverer, researcher and explorer. This demand is particularly strong in children's spiritual world. " As we all know, when anyone learns new knowledge, the old knowledge must always participate in it. In the old thinking framework, students can use existing knowledge to learn new knowledge, broaden their horizons under the guidance of teachers, encourage students to explore ideas, find different problem-solving strategies and bold ideas in a democratic and harmonious atmosphere, and sprout creative motivation. Teachers should try their best to draw questions from reality and let students find problems and innovate. Realize the cultivation of innovative thinking, improve the scientific and technological content of classroom teaching, eliminate classroom invalid space and reduce students' learning obstacles. Therefore, teachers should be good at exploring and solving the diversity of problems. When explaining new mathematical concepts, we should encourage students to actively seek different ideas on the same problem, and provide students with more opportunities to think about methods that others have not thought of and find tips that others have not discovered.
The process of students' learning is the process of exploration. Through the guidance of teachers and their own exploration, they can discover new things and new ways to solve problems. Teachers should be good at constructing the situation on which students' thinking activities depend, asking questions to activate their thinking, prompting students to think positively, and trying their best to encourage students to think from multiple channels and angles. Use a harmonious, relaxed and pleasant environment to encourage them to put forward different new ideas, new ideas and new methods as much as possible.
How to teach poor mathematics well in high school Chinese class;
1. How do liberal arts students learn math well?
2. Teaching methods of liberal arts mathematics in senior high school
3. How do high school liberal arts students learn math well?
4. Six methods for liberal arts students in Grade Two to learn mathematics well
5. How to make up for the difference in mathematics in senior two, and how to make up for the difference in mathematics scores in senior two?
6. How do liberal arts students in Grade Two learn mathematics?
7. Mathematics learning methods of liberal arts in senior one.
8. How to improve the poor math in senior high school?
9. Learning methods for liberal arts students in senior two to learn mathematics well
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