Lead: In junior high school mathematics teaching, only by combining mathematical theoretical knowledge with practical problems can students' mathematical thinking be stimulated. The following is a model essay on junior high school mathematics teaching, I hope you will like it!

Abstracts of Junior High School Mathematics Teaching Papers 2:

Starting from junior high school mathematics, this paper discusses how to improve students' interest in mathematics classroom in view of the shortcomings in junior high school mathematics teaching in China. The junior high school mathematics system is very basic, the knowledge structure is very rigorous, and the combination is close, which requires students to maintain their persistent interest in mathematics. Only in this way can they keep up with the progress of teaching, thus enhancing students' initiative in learning.

Key words:

Junior high school mathematics; Teaching; Students; learning interest

1, using multimedia teaching methods to stimulate interest

At present, multimedia teaching, which is widely used in classroom, can show the abstract knowledge that is difficult to understand to students more vividly, and the display method is more direct and easy to understand. In addition to helping students observe the space more intuitively, it can also improve the auxiliary role of students' vision and hearing in learning, help students to deeply construct the classroom scene of mathematics knowledge, thus helping students to create a more lively classroom atmosphere, assisting students to gain more learning experiences, and greatly enhancing students' interest in mathematics. For example, a math teacher talks about a math problem about traveling in a junior high school class. If students can't accurately understand the concept of starting from two places at the same time, it will definitely hinder students from getting a correct solution. At this time, the math teacher can use multimedia to show the animated version of the problem-solving process, and the result is bound to be very significant. Using the advanced video technology of multimedia means, teachers can show all kinds of travel situations more vividly and deeply in math class. Solving mathematics knowledge through more novel entertainment methods can help students build a more lively teaching atmosphere, enhance students' interest in learning mathematical concepts and related knowledge points, greatly enhance students' curiosity, and thus highly enhance students' interest in mathematics learning.

2. Use language art to stimulate interest.

In junior high school math class, if math teachers have strong language art, using humorous teaching language can tempt students to seek knowledge, on the one hand, it can adjust students' mood for math learning, on the other hand, it can create a more harmonious math classroom atmosphere, thus improving students' efficiency in mastering math knowledge in class, which has become the charm of teachers' use of language art, and language art can help math knowledge to be realized more vividly and concretely. Helping teachers popularize more abstract and difficult-to-understand mathematics teaching content can also promote the difficult-to-understand mathematics theory in the classroom to be more popular and easy to understand, which can highly stimulate students' interest in mathematics knowledge in a great sense. Therefore, math teachers can make more use of some common cases in life in junior high school teaching classes, thus stimulating students' interest in mathematics. For example, in the teaching process of the sample plate, teachers can assist by teaching the case of buying grapes in life. Buyers often ask if grapes are sweet. At this time, sellers often let buyers taste, but this kind of tasting can only be one or several, and it is impossible to taste them all. At this time, the significance of the sample is explained-only by extracting the main part as the survey topic can the whole be estimated, which is helpful for students to understand and has high efficiency.

3. Show the daily application of mathematical knowledge and stimulate interest.

Learning is to be able to use knowledge effectively. Therefore, junior high school mathematics teachers must pay more attention to how to guide students to correctly use classroom mathematics knowledge, and then understand possible problems in daily life. They must help students understand how mathematical knowledge is used, so that they can absorb mathematical knowledge more actively, thus forming a virtuous circle, greatly enhancing students' curiosity and enhancing and cultivating students' interest in mathematical knowledge. For example, after learning the mathematical knowledge of "triangle", teachers can guide students into daily life, such as asking students to measure and calculate the width of river banks and other things that are difficult to measure directly. Teachers can also encourage students to take necessary discussion classes, and lead students to find the mathematics knowledge they can see in their lives for discussion. Moreover, teachers need to be able to add situations that may occur in life to mathematics teaching, so as to promote students to understand that mathematics can actually be seen everywhere in life, enhance students' awareness of using and creating mathematical knowledge, and thus stimulate students' interest in mathematical knowledge.

4. Use hierarchical teaching methods to stimulate interest.

Every student is independent and has his own unique personality. Of course, from the teaching point of view, each student accepts knowledge to a different degree. Therefore, as a junior high school mathematics teacher, we must be highly aware of this feature, pay more attention to the application of hierarchical teaching methods in mathematics teaching, and realize different teaching according to the actual situation and level of students. For students who have not mastered the basic knowledge of mathematics, teachers need to be relatively relaxed when asking questions and correcting homework in class. In this way, students' self-esteem and self-confidence in learning can be maintained, and students can experience their interest in learning more deeply. Teachers can appropriately increase the difficulty of students who accept mathematics knowledge quickly, and then stimulate such students to explore mathematics in a deeper level. In addition, teachers need to encourage students appropriately. When students encounter difficulties in the process of accepting mathematical knowledge, teachers must motivate students to overcome them actively; Students should be praised for their progress. Teachers must pay more attention to students' advantages, pay attention to the role of praise in the learning process, and help students to have a sense of happiness in learning results, thus highly encouraging students' enthusiasm for mathematics learning and stimulating their interest.

5. Conclusion

To sum up, in the process of junior high school mathematics teaching, students' interest in learning mathematics knowledge is the key condition for accepting curriculum knowledge faster. Therefore, in the process of mathematics teaching, mathematics teachers must use different methods and means to stimulate students' potential. Through the above methods, students' interest in learning mathematical knowledge can be stimulated. In this way, students can turn their learning interest into learning motivation, and more actively implement the practice of classroom knowledge, thus effectively improving the teaching effect of mathematics classroom.

References:

[1] Zhao Yuntao. Problems and Countermeasures in Junior High School Mathematics Teaching under the New Curriculum Reform [J]. Academic Weekly, 20 17(23).

[2] Li. Junior high school mathematics teaching should pay attention to the cultivation of students' comprehensive application ability [J]. China Education News, 20 17(06).

Abstracts of three junior high school mathematics teaching papers;

With the progress of the times and the reform of educational ideas, how to effectively improve the classroom efficiency of junior high school mathematics teaching has become a problem that everyone pays more and more attention to. Among them, one of the effective teaching methods to improve teachers' teaching classroom is the problem-based learning method. The application of learning guidance method can not only cultivate students' logical thinking ability, but also enhance students' ability to consciously find and solve problems. Therefore, we should make full use of the problem-oriented learning method in practical teaching to stimulate students' initiative in learning and effectively improve the efficiency of junior high school mathematics classroom.

Key words:

Mathematics teaching in junior high school; Problem-oriented learning method; Application strategy

In the process of applying problem-oriented learning method in classroom teaching, the questions raised by teachers should have a guiding role, to some extent, inspire students and help them improve the efficiency of learning mathematics knowledge. In addition, teachers should use this method reasonably to make the classroom atmosphere lively and interesting, stimulate students' interest, improve students' enthusiasm for learning mathematics knowledge, and let students analyze and solve problems better. In practical teaching, teachers should take students as the main part of the classroom and be good at using problem-oriented learning methods to help students improve their mathematics academic performance effectively.

First, the application of problem-based learning method in junior high school mathematics teaching.

With the continuous reform of quality education, teachers should abandon outdated teaching concepts, learn more and more effective teaching methods, and improve students' interest in junior high school mathematics knowledge with their unique classroom charm, which will not only help improve classroom efficiency, but also promote the full use of problem-based learning methods in classroom teaching. However, some teachers didn't give up the old-fashioned teaching methods. They just taught students theory in class, so that students felt that math class was boring and didn't want to learn math knowledge. Teachers still occupy the main body, control the classroom, let students learn passively, and can't give full play to students' subjective initiative, which is not only bad for students to learn mathematics knowledge, but also can't make the problem-based learning method be applied reasonably in the classroom. Therefore, teachers should seriously understand the application of mathematics guidance method in junior high school mathematics classroom at this stage, change the traditional teaching concept and use problem guidance method more in the classroom.

Second, the application strategy of problem-oriented learning method in junior high school mathematics teaching

1 to improve the quality of the lead-in questions. When teachers choose classroom lead-in questions, they should choose questions that are closely related to the teaching content, conform to students' physical and mental development, attract students' attention, further improve the difficulty of the questions, and let students learn the teaching content better. For example, in the teaching of the seventh grade book Intersecting Lines and Parallel Lines, teachers should ask questions at different levels, first ask simple questions, and then increase the difficulty on this basis to help students analyze problems. This can not only improve classroom efficiency, attract students' attention, but also be interested in teaching content and improve students' logical thinking ability.

2. Guide students to think. If teachers want to make better use of the problem-oriented learning method, they should put how to make students actively analyze and think about problems through guidance in an important position. Therefore, in specific teaching, teachers should first carefully analyze and study the problems. On the one hand, in order to make students understand the problem better, students can preview in advance and have a general understanding of what they want to learn. On the other hand, in the process of analyzing problems, teachers should combine the teaching content with the above-mentioned problems, guide students to think, and then further help students find answers.

3. Ask questions in class. When using the problem-oriented learning method, teachers should prepare the content of classroom questions in advance, so as to make students interested in the questions raised by teachers and enhance their initiative in learning. Teachers can carry out diversified teaching to improve students' enthusiasm for learning new mathematics knowledge. For example, in the teaching of "Plane Cartesian Coordinate System" in the seventh grade, we can use multimedia courseware to show concrete images for students to observe and ask some questions through observation, which will not only make students interested in the teaching content, but also cultivate their active learning ability. Teachers can also ask questions through games, so that students can learn math knowledge easily while playing games.

4. Consolidate what you have learned. In order to further deepen students' mastery of what they have learned, teachers should use the method of question introduction to consolidate training after classroom teaching, and generally assess students by letting them complete after-class exercises. Therefore, teachers should arrange some exercises related to teaching knowledge points, so that students can complete them independently and practice to consolidate what they have learned. In addition, through the analysis of students' answers, we can understand students' specific learning situation, and then explain in detail what students have not mastered well, thus improving the teaching quality of junior high school mathematics classroom.

5. Teach students in accordance with their aptitude and attach importance to every student. Each student's learning foundation is different, but this does not mean that students should be divided into several different levels, but that we should pay attention to every student in the usual learning process, not only those who study well, but also those who have poor learning foundation. Therefore, it is necessary to find a good starting point for the problem in class, and different students have different requirements. Teaching with a relatively low starting point can make every student participate, make students learn mathematics knowledge more easily and improve their self-confidence.

Three. Concluding remarks

After the above comprehensive analysis, the application of problem-oriented learning method in junior high school mathematics classroom can play a very important role. Therefore, teachers should seriously study and apply the problem-oriented learning method in teaching, which can not only change the old-fashioned teaching mode and make junior high school mathematics classroom more efficient, but also enhance students' interest in learning and improve their problem-solving ability and logical thinking ability.

refer to

[1] Wang Fuli. Analysis of the key points of implementing problem-oriented learning method in junior middle school mathematics teaching [J]. Knowledge Guide, 20 15, (23): 12-23.

[2] Tang Qian. On the implementation of quality education in junior high school mathematics teaching [J]. Journal of Ya 'an Vocational and Technical College, 20 12, (02):46-67.

[3] Wang Qihua. On the application of problem-oriented learning method in junior high school mathematics teaching [J]. Knowledge base, 20 15, (23):78-89.

Abstracts of 4 junior high school mathematics teaching papers;

Learning habits are not directly related to students' intelligence, but refer to a kind of personal conscious learning habit formed by students in order to make their study more efficient. Now everyone attaches great importance to developing good study habits, and strives to make students learn in a better and more efficient way, and make it a habit, consciously abide by it, and finally benefit students a lot. The teaching of solving mathematical equations plays an important role in junior high school mathematics. Combining the personality characteristics of middle school students and the characteristics of mathematics itself, this paper actively explores the influence of good study habits on the teaching of solving mathematical equations in junior high school.

Key words:

Junior high school mathematics; Study habits; solve an equation

In the teaching of solving equations in junior high school mathematics, I have mainly done the following aspects to cultivate students' good study habits:

First, cultivate students' good habit of previewing carefully.

Preview is a process that students explore, do, think and read the text by themselves, which can cultivate students' self-study ability. Before a new lesson, I delved into the teaching materials, designed a counseling program according to the teaching content and the actual situation of students, and sent the cases to each student the day before the new lesson, guided students to think and explore according to the content of the lesson plan combined with this teaching material, and marked the conclusion (with the idea of solving problems) in the relative position of the lesson plan, then summarized the main contents of a lesson and recorded the difficult problems. Students who have the ability can also finish the classroom exercises of the teaching materials by themselves first.

Second, cultivate students' habit of listening to lectures carefully.

As we all know, reading has three important points. Only when students have these three points can they be more serious and completely immersed in their studies. But these three points are difficult for students to possess themselves and must be guided by teachers. For example, it is very important to evaluate students' classroom performance, which will greatly promote students to form good habits. In addition, teachers should be more careful, pay attention to students' various performances, find their advantages, observe from all aspects, and praise students who have made progress and performed well. For example, if a student with poor grades raises his hand to answer a question, then I will let him stand up first and praise his brave performance. If a shy student answers questions, I will praise his performance and make him more courageous. Even if some students answer wrong or don't know what to answer, I won't complain about them, but be more patient and guide them. Generally speaking, many times they will be given a variety of praise and encouragement to make them more confident and brave when answering questions, and they will be full of interest and study more seriously in class.

Third, cultivate students' habit of independent inquiry and cooperative communication.

In teaching, I leave enough time and space for students to explore independently and let them experience observation, description, thinking, reasoning, communication and application. Let students experience how to do mathematics and how to create mathematics again, so that students can learn step by step and truly become the masters of learning. For example, when learning to solve the unary linear equation X-5 = 8, at first students will do the problem according to the basic properties of the equation and add 5 to the left and right sides of the equal sign at the same time. Later, after observation, thinking and communication, students can find that the constant term -5 changes from the left to the right of the equal sign to +5, thus summing up that this equation can be solved by shifting the term and changing the sign, and knowing that every step of solving the equation is obtained according to the basic properties of the equation.

Fourth, cultivate students' habit of carefully examining questions.

When doing a problem, students are first required to read the problem carefully and then understand its meaning. Seeing the problem clearly is the first and most important step to solve the problem. Therefore, the training in this area can help students to cultivate careful and rigorous habits, so that they can closely link what they have learned with problems, draw inferences from others, improve the calculation speed of students and greatly improve the accuracy. For example, solving equations, for some students who don't carefully examine and observe the questions, will be obtained by using the complete square formula first, then remove the brackets, and finally get the value of X by solving a quadratic equation. Students who carefully observe the problem can calculate the value of X by dividing both sides of the equation by 4 at the same time, which not only simplifies the operation, but also improves the quality of the problem.

Fifth, cultivate students' habit of checking.

"Check" is to check the problem again from the beginning, because it is impossible for everyone to do it right once, and everyone is sloppy sometimes, so check is essential. As long as students have a good look at the questions, they can generally find mistakes caused by carelessness and correct them, thus improving the correct rate. However, some students feel that it is too much trouble, never check it, or feel that they can't find it, so let parents check it, or wait for the teacher to check it, and then correct these mistakes. Some students' checking calculation is just a form. For example, when solving equations, it is wrong to get X = 0. Students substitute the equation to test that the right side is 4+0 = 4, and finally the left side of the equation is equal to the right side. The students didn't count the left at all, but looked at the right and wrote the left directly. In view of these bad habits of not checking, the teacher should assign less but better homework to give students time to check; After correcting the homework, if mistakes are found, send them to the students to check and find out where the mistakes are. After revising the draft, give it to the teacher for revision. After all the corrections are made, let the students register in the exercise book. This can not only encourage students to find out mistakes through their own inspection, but also cultivate the habit of serious and responsible introspection.

Sixth, cultivate students' habit of reviewing independently.

Most of our students come from villages and towns, with poor learning environment and low education level of their parents. They have neither the energy nor the ability to take care of their children's studies, so these children lack good study habits. Their study mainly depends on teachers' grasping, checking and urging, encouraging them to think more, do more problems and ask more questions, and helping children develop the habit of active learning and positive thinking about mathematics. In a word, good study habits are the most important thing for students to get excellent grades. As long as this is the case, mathematics will be more simple and interesting for students, and finally teachers will train students who are very good at mathematics. Of course, it takes some time to develop good study habits, and this process is long and complicated. Therefore, teachers should formulate practical policies at different stages according to students' different situations, and should not exceed students' ability, so that students can develop step by step in this process, so that these habits can gradually penetrate into all aspects of them and eventually benefit for life.

References:

[1] Mathematics Curriculum Standard [S]. Beijing: Beijing Normal University Press, 20 12.

[2] Gu Yunyan. Thinking and practice of "solving equations" teaching under the background of new curriculum [J]. Hebei Education, 2009.

[3] Zhao Chenhu. Cultivate students' good study habits in junior high school mathematics teaching [J]. Learning Weekly B, 20 13.

Abstracts of 5 teaching papers on junior high school mathematics;

This paper discusses junior high school mathematics teaching strategies under the background of new curriculum reform from four aspects, namely, creating teaching situation, cultivating students' interest and stimulating students' learning consciousness; Cultivate students' thinking habits and activate students' learning thinking; Carry out practical teaching, cultivate students' practical ability and master effective learning skills; The application of information technology in teaching can accelerate the formation of students' knowledge and develop students' way of thinking.

Key words:

New curriculum; Junior high school mathematics; Cultivate interest

Through the further research and study of the new curriculum standard theory, the author realizes that in order to stimulate students' enthusiasm, mathematics teaching must change ideas and truly implement students' dominant position. How to effectively implement students' dominant position, stimulate students' active participation and consciously study mathematics? The author talks about several strategies.

First, create a teaching situation, cultivate students' interest in learning and stimulate students' awareness of learning.

"Mathematics Curriculum Standard" puts forward the teaching suggestion of "situational teaching" for the majority of mathematics teachers. Therefore, in the process of mathematics classroom teaching, teachers should base themselves on the actual situation and stimulate students' enthusiasm for learning mathematics from their experiences. For example, when teaching the judgment theorem of surface verticality, the teacher introduced that "on the construction site, the master is building a wall." In order to ensure the verticality between the wall and the ground, use a rope with a hammer to see if the rope matches the wall ... "With the teacher's narrative, the students saw the pictures corresponding to the narrative. Then the teacher threw out the question, "The master may not know the secret, but can the students find a theoretical basis?" In the teaching process, teachers use discourse description and picture display to create teaching situations, concretize abstract knowledge and stimulate students' learning consciousness. Only in this way, students' cognitive process and emotional process will be unified, which will add impetus to the formation of creative thinking. Of course, to create a good teaching situation, we must start from students' interest in learning, from the process of knowledge formation, close to students' lives, and stimulate students' enthusiasm and challenge.

Second, cultivate students' thinking habits and stimulate students' learning thinking

The "new curriculum reform" requires teachers to fundamentally change their educational concepts and teaching methods, break the old model of traditional teacher-student relationship, put on airs, and reshape the equal and harmonious teacher-student relationship between teachers and students. Therefore, teachers should inspire students' thinking, stimulate their thinking initiative, encourage students to think, and strive to be students' consultants with an equal attitude. For example, after the students have learned the "essence of a circle", the teacher asks "why should a wheel become a circle", so that students can give full play to their free imagination and communicate freely. This can not only stimulate students' enthusiasm, but also cultivate students' thinking ability and encourage students to dare to think and express their views. Invisibly created a rigorous, active and energetic teaching atmosphere. In this harmonious relationship between teachers and students, the infiltration of mathematical thinking methods, the cultivation of good thinking quality and the cultivation of learning and thinking ability will come naturally and get twice the result with half the effort.

Third, carry out practical teaching, cultivate students' practical ability and guide students to master effective learning skills.

Students are the masters of mathematics learning. Effective mathematics teaching should provide students with sufficient opportunities to participate in mathematics activities, stimulate their learning potential and guide them to actively participate in autonomous learning. Specifically, when carrying out practical teaching activities, the following steps can be taken.

First, students observe objects or phenomena by themselves, or operate some learning equipment. In the process of observation, you should think independently and discuss and communicate with your peers in time [1] to make up for your lack of simple observation. Second, teachers recommend activities to students in a certain order, and it is best to combine the forms inside and outside the classroom to ensure the continuity and stability of activities in the whole learning process. Third, every student should record the process of activities, reflect and make up for the shortcomings. For example, in the teaching of "axisymmetric graphics", the teacher first folds a piece of grid paper, then randomly cuts out a graphic with scissors, and finally unfolds the grid paper. At this time, an axisymmetric figure appeared in front of the students. The teacher guided the students to pay attention to observation and encouraged similar operations. Through hands-on practice, the figures cut by students have the same symmetry although they are different in shape. On this basis, the knowledge of axisymmetric graphics is deduced, and students are deeply impressed by its abstract concepts and properties [2].

Fourth, the use of information technology teaching, accelerate the formation of students' knowledge, stimulate students' mathematical thinking.

Mathematics teaching under the new curriculum standard cannot be realized only by traditional chalk and blackboard. In teaching, teachers often encounter concepts, dynamic graphics, formulas and other knowledge points that need to be explained in more languages, which is often the focus and difficulty of teaching. Therefore, teachers must master modern teaching methods and use multimedia to provide students with rich knowledge and materials. For example, in the last fill-in-the-blank question of Jinjiang Quality Inspection 20 17 Mathematics Examination Paper, most students can correctly solve the minimum value in the process of finding the range of EF, but in the process of finding the maximum value, they need continuous drawing and reasonable reasoning to quickly find the special position of the maximum value. In the usual teaching, if teachers can properly use multimedia technology to show such topics and explain their changing process, they can increase students' inner understanding of such moving point problems, reduce their fear, form enough geometric dynamic consciousness, and achieve the purpose of "taking static by moving and braking by static".

In short, teachers should constantly improve their teaching strategies, rationally apply the characteristics of different classes and related theories, so that teachers' teaching can keep pace with the times and be more integrated into students' thinking, thus achieving effective teaching.

refer to

[1] loves the people. Math Teaching and Learning in Junior High School [J]. Reading and Writing (Education and Teaching News), 201,8 (1):104-105.

[2] Wu. Research on Effective Implementation of Innovative Education in Junior Middle School Mathematics Classroom Teaching [J]. Golden Age: Teaching Reference, 20 10(9):96.

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