How to build an efficient classroom model of junior high school mathematics: 1. Create a situation
Mathematics situation is an important source for students to master knowledge, form ability and develop psychological quality, and it is a bridge between real life and mathematics learning, concrete problems and abstract concepts. Only by establishing a reasonable platform and paying attention to the operability of the problem can we stimulate students' interest in learning. We should also pay attention to strategy and flexibility in classroom teaching design. If you're talking? Location confirmed? At eight o'clock, there will be a parent-teacher meeting in our school. I will first inform the students in class that there will be a parent-teacher meeting at 4: 30 on Friday afternoon, and then ask: Is there any way for your parents to find our classroom accurately and sit in your seat? The students suddenly got excited, raised their hands and said their own methods, which led to the topic, and the effect was very good. Therefore, teachers should flexibly adjust teaching steps according to students' classroom performance and give full play to students' classroom wit. Only by reasonably creating problem situations in classroom teaching can the timeliness of classroom be improved.
Second, independent inquiry.
? Student-oriented development? It is the highest realm of the new curriculum concept. In order to develop students' intelligence and cultivate their ability, teachers should always take students as the main body in the teaching process. Teachers should proceed from students' reality in preparing lessons and attending classes, fully mobilize students' learning enthusiasm and initiative, develop good self-study habits, cultivate the spirit of hard study, and promote students' active participation, exploration, thinking and practice. In order for students to truly become the masters of learning, teachers only need to be the organizers, guides and collaborators of students' learning. Such as: seventh grade? What are the properties of parallel lines? In teaching, the review part is based on three methods, using the quantitative relationship of congruent angle, inner angle and inner angle on the same side to judge the parallelism of two straight lines, and then creating a problem situation: if you know two straight lines in advance, what quantitative relationship can you find among congruent angle, inner angle and inner angle on the same side? Encourage students to make bold guesses, actively explore and draw conclusions. In order to stimulate students' interest in learning. This not only effectively reviews the previous? Identification of parallel lines? Will students find out? Two straight lines parallel? As a condition, there are new problems, and under the urging of secret comparison, there is a desire to explore independently. Here, we can discuss in groups, ask each other questions and seek solutions to problems. In this way, the knowledge acquired by students through independent reconstruction is deeper and firmer than that acquired passively.
Third, cooperation and exchanges.
We often say: two heads are better than one, that's all? 1+ 1 & gt； 2? . One person's wisdom is unique, two people's wisdom is countless, and three people's wisdom is countless. Cooperative learning and communication can expand wisdom to infinity. This kind of learning emphasizes the experience, participation and cooperation of students' learning. Students are the main body of learning. If students want to turn knowledge into their own things, they must take the initiative to learn. It is necessary to improve students' internal motivation to participate in cooperative learning, let students devote themselves to cooperative learning with urgent desire, and organize group exchange learning in places with difficulties, key points, high students' learning mood and learning methods. Like teaching? Draw a straight line at any two of the four points on the plane. Draw a few lines for students to discuss in groups and see which group of students come up with the most correct method. The students are very enthusiastic. Through discussion, some groups can draw six, some groups can draw four and some groups can draw one. The children have a high sense of accomplishment and a strong interest in learning, and the effect is particularly good.
Fourth, the construction of knowledge.
On the basis of students' independent exploration, cooperation, exchange and experience, teachers guide students to discover and summarize in time and complete the construction of new knowledge. Students should be encouraged to think actively, understand and process with characteristics, incorporate new knowledge into the existing cognitive structure, find out the difficulties, doubts and key points of new knowledge and new methods, and actively construct complete, clear and correct new knowledge. For example. The center line of the triangle? In the first class, students are guided to draw a conclusion on the basis of cutting, spelling and explicit communication: the important line segment along which we cut paper is the center line of the triangle. Through the guidance, the teacher then asked: Who can tell what kind of line segment is the center line of the triangle? Judging from the cutting and splicing just now, what kind of properties do you think the midline of the triangle will have? what do you think? How to prove it? What do you think is the difference between the midline theorem of triangle and the theorem conclusion learned before? What function does it have? Guiding students to combine scattered knowledge into a whole is more conducive to a deeper understanding of knowledge and lays a good foundation for flexible use in the future.
V. Expanding use
The application and expansion of new knowledge is a higher level requirement for children. This requires teachers to design a reasonable level and order of questioning, so that students can understand and summarize the methods and laws of using knowledge to solve problems in the application and innovation of knowledge, thus developing students' innovative thinking ability. Students must experience success and feel the joy of innovation. Constantly guide students: How did you come up with it? What is your basis? Is there any other way? Which method is better?
Sixth, reflection and induction.
Only by reflection, reflection and reflection can we make progress. After learning new knowledge, students should be guided to summarize the knowledge and methods of this lesson, reflect on the basic ideas and key points of solving problems, and compare and summarize the personalities and personalities of different methods; Reflect on the reasons why others or their own ideas are blocked and the reasons for mistakes; Reflecting on one's own cognitive transformation and experience can effectively improve students' thinking ability, cognitive monitoring ability and further participation ability.
Every teacher should realize that there is no teaching model suitable for all situations, and there is no so-called best teaching model. For students with a certain teaching goal, a certain kind of teaching content and a certain class, there is not necessarily only one teaching mode, but a variety of modes to choose from. Under the guidance of the new curriculum standards, starting from reality and the goal of quality education, flexible selection and combination will surely achieve the best teaching process.