For freshmen who have just graduated from primary school and entered the first grade, they are greeted by a completely unfamiliar environment. This new environment is different from their previous environment: the learning environment has changed, the variety of courses has suddenly increased, the knowledge structure has changed greatly, and the requirements for teaching content and thinking mode have improved. All these make most junior one students unprepared and difficult to adapt to the new learning environment. Therefore, I think that in junior high school mathematics teaching, the first day is the key stage to guide the introduction and lay a good foundation. Now I'll talk about how to do a good job in the introduction teaching of junior one mathematics based on my own teaching practice.

1. Have a good first class and gain the trust of students.

Senior one students are afraid of the new knowledge they will learn, and think that mathematics knowledge will become very complicated after entering junior high school. Teachers should help students overcome this kind of psychology in time. So I arranged "Mathematics in Life" in the first class, simulating life and combining life in teaching activities, giving practical significance to mathematics learning, turning boring mathematics learning into an experience and enjoyment, and paying attention to students' emotions.

"The universe is big, the particles are tiny, the speed of rockets, the cleverness of chemical engineering, the change of the earth, the mystery of biology and the complexity of daily use", and mathematics has made great contributions everywhere in all fields of society. It is necessary to guide students to combine mathematics knowledge in class with students' life practice and truly realize that life is the source of mathematics knowledge. Interest is the best teacher. Only when students have a strong interest in mathematics can they have the initiative and enthusiasm for learning. The interest of freshmen in senior high school is greatly influenced by teachers, so teachers should make full use of the opportunity of the first class, infect and conquer students with excellent teaching quality and keen mathematical wisdom, stimulate students' strong interest in learning, and lay a good foundation for future teaching work.

2. Applying analytical methods in the teaching of practical problems.

2. 1 graphic analysis method

This is actually an intuitive and targeted simulation method, which is widely used in mathematics teaching. Such as engineering problems, speed problems, deployment problems, etc. It is often analyzed by drawing, and students can understand the meaning of the problem through charts, so as to set unknowns and list equations to solve according to the content of the problem. (Example omitted)

2.2 Personal experience method

For example, swim against the current, swim against the current. Many students have never been on a boat, so it is difficult to understand the speed of sailing with the current, against the current and against the current. In order to make students understand, I take cycling as an example (because most students ride bicycles). The students all have personal experience. Riding with the wind is easy, but riding against the wind is difficult. This is because of the influence of wind speed. It is pointed out that sailing boat and bicycle are the same thing, and the different factors that affect it are current speed and wind speed. In this way, students can easily understand.

At the same time, it is also clear that the speed of a ship sailing along the river is equal to the speed of the ship in still water plus the speed of the current; The speed of sailing against the current is equal to the speed of the ship in still water MINUS the speed of the current.

2.3 intuitive analysis method

If it is a concentration problem, we should first explain the meaning of percentage concentration and explain the calculation method of percentage concentration. Before class, I will prepare several cups, weigh a certain amount of water and put several packets of salt into the classroom.

For example, a glass of salt water containing 15% is 200 grams. How much salt should I add to make the salt water contain 20%?

When analyzing this example, I first prepared 200 g 15% salt water in front of the students (the students know that there are 30 g of salt). Now I want to make 200 g 15% brine into 20% brine. The teacher wants to add salt. I don't know how much salt to add, but the weight of salt has changed. In this way, the equation can be formulated according to the change of salt weight. In salt water containing 20% salt, the total weight of salt minus 200 grams of salt originally containing 15% is equal to the weight of added salt.

That is, assuming that the salt to be added is x grams, then (200+x) × 20%-200×15% = X.

Solve this equation and get the weight of salt.

3. Correctly understand the differences between students and teach students in accordance with their aptitude.

According to the theory of multiple intelligences, many students with mathematics learning difficulties are only in a weak position in language intelligence and mathematical logic intelligence, but have relative advantages in one or more other intelligences. If these students find a suitable learning method, that is, they are good at using their extraordinary intelligence to study, then they can also get good grades like other students. This requires teachers to choose educational methods suitable for students' different characteristics in the teaching process and teach students in accordance with their aptitude.

4. Pay attention to cultivate interest in learning mathematics and arouse learning enthusiasm.

First of all, attract the attention of students with learning difficulties through intuitive teaching and let them understand the concept and essence. Secondly, strengthen the artistic application of teaching language to make teaching lively and interesting. In classroom teaching, teachers should pay special attention to observing the learning mood of students with learning difficulties, use lively teaching language and interesting examples appropriately, activate the classroom atmosphere and guide students into a positive thinking state. Finally, create a situation to stimulate interest. We can make full use of mathematics in our life, tap the beauty of mathematics, and create and educate beauty; You can skillfully set obstacles and create suspense; Teaching can be re-created, re-discovered, re-explored, etc., so that students with learning difficulties can stimulate their interest in mathematics under the guidance of pleasant teaching.

Teachers should also attach importance to emotional education. Students with learning difficulties especially need teachers' care and love. When they fail, teachers should give psychological comfort in time and take the initiative to help them analyze the reasons and overcome difficulties; When they make progress, they should be encouraged and affirmed in time so that they can experience the joy of success. For example, although I saw that the calculation of a certain question was wrong, I still encouraged students with kind words, so that students not only saw their own progress and hope, but also found their own mistakes and shortcomings.

5. Smile and let the students approach.

No matter in class or in life, students want to see the teacher's smile. The encouragement expressed in the teacher's eyes can make students feel the teacher's concern for themselves and feel psychologically satisfied. If the student answers correctly, the teacher's smile can make him feel satisfied; If the answer is wrong, the teacher's smile can encourage him and give him confidence. Even if students make a little progress, they all hope to be affirmed and appreciated by teachers. The teacher's smile is the most beautiful language and a timely return to the students.

6. Set an example for students to respect.

In front of students, I try to be a good teacher, set an example and win the respect of students. What students are asked to do must be done first, and what students are asked not to do must not be done. A teacher should try to put himself in a correct position and make himself a real role model for his students.