In teaching, we should respect the teaching rules and innovate in education and teaching. We should not only inherit the traditional teaching methods that are beneficial to students' physical and mental development and conform to the laws of education and teaching, but also adhere to the teaching routine, innovate teaching methods according to the spirit of the new curriculum and change students' learning methods.
In teaching, we should change the role of teachers and establish a new democratic and equal relationship between teachers and students. Teachers should be promoters of students' knowledge construction, enlighteners of creative thinking, organizers, guides and collaborators of learning activities. In teaching, we should promote equal communication and dialogue between teachers and students and stimulate students to actively participate in the teaching process.
In teaching, we should change teaching methods and constantly improve teaching efficiency. We should seriously study the organization and implementation strategies and methods of independent, cooperative and inquiry learning, and pay attention to cultivating students' independent thinking ability, innovation ability and practical ability.
In teaching, we should improve teaching means and gradually realize the diversification and modernization of teaching forms, teaching methods and teaching means. According to the specific teaching tasks, we should choose the appropriate teaching organization form and teaching media to improve the teaching quality.
2. Flowchart of effective classroom teaching mode of high school mathematics:
(1) Knowledge links put forward topics.
The introduction of mathematical concepts usually paves the way for the review or preview of related knowledge, and puts forward questions and introduces topics in combination with learning practice.
According to the internal relationship between old and new knowledge, reviewing existing knowledge, grasping new problems and contradictions in mathematics research, and skillfully setting questions to stimulate students' enthusiasm for further study can arouse students' great attention.
⑵ Create the concept of situational feeling.
In the formation of mathematical concepts, it is necessary to create situations from reality so that students can feel the concepts initially. Teachers should design a series of questions or prepare specific examples for students to generate concepts, guide students to analyze and answer them, make students perceive concepts and form perceptual knowledge in the experience of specific questions, and extract the essential attributes of perceptual materials through observation and analysis of a certain number of perceptual materials, and then transform them into mathematical models.
(3) Self-study to understand concepts
On the basis of perceptual knowledge of the concept, students can conduct autonomous learning in a guided and planned way. Discuss the existing doubts with other students in the group first, and then express your understanding and understanding of the concept in class. The teacher will give necessary guidance and supplement sublimation according to the situation. Finally, students write a definition of the concept to be studied by themselves, and constantly revise and improve it. Teachers lead other students to further revise and improve it, and finally form the concept.
(4) Demonstrate the application concept with examples.
Students use concepts to complete typical examples of this lesson independently, show, communicate and discuss in groups, correct mistakes, optimize problem-solving methods, improve problem-solving steps and sort them out separately. The teacher explains the problems that should be paid attention to, and standardizes the steps of solving problems and the writing format.
5] variant training strengthens the concept.
Extend and expand the variant training of typical examples, so that students can further consolidate their understanding of concepts.
Generally speaking, exercises can be divided into three categories: ① arranging exercises around "understanding" to help students understand concepts through exercises; (2) Arrange exercises around "knowledge", through repeated training, enable students to form basic skills and realize the transformation from "knowledge" to "knowledge"; ③ Arrange exercises around "familiarity", guide students to use comparative method, find the connection and difference between exercises and examples, and optimize problem-solving methods.
[6] the concept of self-induction and sublimation
Students independently summarize this lesson, sort out the knowledge they have learned and the problems they should pay attention to, and summarize the methods and laws of solving problems. Teachers emphasize key points in time, guide students to summarize concepts and their occurrence and development process, and guide problem-solving strategies and thinking methods.
Once self-diagnosis realizes this concept.
Finally, use a set of exercises to self-diagnose the concepts learned in this lesson, complete them within a limited time, and review and revise them in the group to strengthen the understanding and application of the concepts.