First of all, as a math teacher, we should establish a correct view of students. Knowing that students grow up in different educational, social and cultural backgrounds, we can understand students with their knowledge of how to learn and develop, respect and recognize each student's personality and value, and believe that each student can get different development in mathematics, so as to provide all students with fair and complete opportunities to learn mathematics. Respect all students, admit that students have different knowledge, abilities and development levels, and carry out corresponding education according to their different experiences, specialties and needs. For example, in classroom teaching, we should see more students' bright spots, give positive praise and affirmation, and establish students' learning confidence. Recognize that every student can learn mathematics, provide all students with equal opportunities to learn knowledge and skills, find the most effective way for each student to learn mathematics, and constantly put forward higher expectations for each student. Know each student's specialty and know that students will use different methods in their study. When designing teaching, we should consider the different characteristics of students' ability, interest and thinking, and give targeted guidance accordingly, pay attention to hierarchical teaching and teach students in accordance with their aptitude. Try not to let students fall behind and ensure that every student makes progress. Know how to change teaching to adapt to students' existing skills and experience; Know how to build students' confidence and encourage students to learn to apply mathematical knowledge to solve practical problems; Let students understand that mathematics is helpful to intellectual development, and mathematics will play an important role in later life. He is good at understanding students' psychological characteristics and ideological changes in time through observation, conversation and home visits, adjusting courses and teaching strategies in time and improving teaching quality. Fully understand students' dominant position, guide students to try to observe and compare, conduct experiments, analyze and think, experience the formation process of mathematical knowledge personally, and master the basic framework system and development law of mathematical knowledge.
Secondly, attach importance to student-centered activities. "Doing mathematics" is an important viewpoint in current mathematics education, which emphasizes that students' learning mathematics is a process of experience, understanding and reflection, emphasizes the importance of student-centered learning activities for students to understand mathematics, and thinks that doing mathematics is an important condition for students to understand mathematics. The theoretical basis of doing mathematics is constructivism theory. Constructivism holds that although the mathematics that students want to learn is known knowledge, it is still unknown to students, and it needs everyone to reproduce the process of similar creation before it can be formed. The process of students learning mathematics is not that students passively absorb the ready-made conclusions in textbooks, but that students personally participate in rich and vivid thinking activities, which is a process of practice and innovation. Specifically, starting from "mathematical reality", with the help of teachers, students do mathematics by themselves, collect materials through observation, imitation, experiment and guess, gain experience, make analogy, analysis and induction, and gradually achieve mathematicization, rigorousness and formalization. For example, I used an example in the first lesson when I was studying binary linear equation: If I had 100 yuan with a classmate (the real classmate in the class), how much money did the teacher and that classmate have respectively? Such a simple question close to life and reality has aroused many conjectures of students and stimulated their interest in learning. By setting an unknown number, the equation X+Y= 100 is obtained, and through students' independent exploration, it is found that there are many possibilities for this problem, thus understanding the fact that the binary linear equation X+Y= 100 has infinite solutions; Since I can't determine the values of X and Y, I have to add another condition: Suppose my money is three times that of my classmate? This naturally leads to another equation, X=3Y, and makes students deeply realize that X and Y here must satisfy the above two equations at the same time before they can be combined to get binary linear equations. This not only naturally leads to the concepts of binary linear equation and binary linear equation, and understands the significance of their solutions, but also makes students realize that binary linear equation and equations are around us, overcomes the fear and improves their interest in learning mathematics. Paying attention to students' main activities is a hot issue in mathematics curriculum reform. Students' sense of happiness and accomplishment in learning should be related to the content of mathematics in essence. Mathematics curriculum reform should make more students like mathematics. Advocating to cultivate students' "rich feelings" about mathematics learning and gradually developing them into rich feelings through activity situations has become an important basis for mathematics understanding.
Third, teachers should have extensive knowledge of mathematics. Mastering mathematics knowledge far exceeds the needs of teaching. Know students' actual level very well, guide them to master key knowledge and understand the new progress of mathematics. Understand the central concepts and principles of mathematics (algebra, function, geometry, statistics and data analysis, mathematics and calculus, etc. ), know the basic steps of mathematical thinking-examining questions, assuming, modeling, reasoning, induction, explanation and analysis, and pay attention to cultivating students' systematic mathematical knowledge. Have a deep understanding of basic mathematical concepts, and understand that calculation, rules, steps and methods are not only rules, but also ways for students to understand problems. Be able to use all kinds of math problem-solving skills and skills flexibly. Mastering the internal relations between knowledge points and understanding the key points and difficulties of each part can grasp the key of knowledge in education and teaching, pay attention to the teaching of various mathematical thinking methods and application skills, and reveal the formation process and internal laws of knowledge in the form of inquiry. Mastering the relevant knowledge of educational psychology to guide their teaching practice, paying attention to the connection between mathematics and other disciplines, being able to model practical problems flexibly and abstractly, helping students to discover the concepts and laws implied in the topic and their important relationships, and applying various concepts and methods to problem solving. I remember that in the first class of Pythagorean Theorem, students were asked to draw a right triangle at first, so that its two right angles were equal to 3cm and 4cm respectively, and then they were asked to measure the length of the hypotenuse. Soon after the measurement, all the students answered 5cm in unison. Therefore, the teacher led to the ancient prophecy of "Gousan, Gusi and Wuxian". This not only leads to the topic of Pythagorean Theorem, but also introduces the splendid ancient civilization of China. Why not draw more right-angled triangles so that their two right-angled sides are equal to 6cm and 8cm respectively? What about 5cm and 12cm? Let students explore more. Then study the relationship between a square with two right angles and a square with hypotenuse. The introduction of feeling topics is natural and harmonious, and it also fully embodies the idea of feeling the beauty of mathematics, exploring interest and inspiring patriotic sentiment. Understand the rich knowledge of the history of mathematics, make use of the emotion of mathematics, make students full of curiosity and enthusiasm in the process of exploration, get fun from it and consolidate their learning confidence. Infect students with extensive mathematical knowledge and attract students.
Thirdly, teachers should have mature teaching art and create artistic and effective methods to complete teaching tasks and face teaching challenges. Teaching art is the embodiment of teachers' comprehensive quality, which shows that teachers are very mature in caring for students, teaching enthusiasm, grasping content, applying ability, enriching knowledge and innovating practice. Combine students' understanding, subject knowledge and pedagogy knowledge, and infiltrate into cohesive, excellent and wonderful classroom teaching. We can make use of students' familiar life background, design lively and interesting classroom lead-in, carry out teaching, and effectively stimulate students' interest and enthusiasm in learning. Grasp the classroom flexibly, carefully design the presentation mode and progressive links of teaching content, and gradually improve students' creativity and innovation consciousness. Appreciate the diversity of students, encourage students to explore independently, cooperate and communicate, dare to question and publicize their individuality. I remember my colleagues discussing with me: Is it better to be quiet or active in math class? Through thinking and groping, I think that motion is appropriate, not absolute. Students should calm down and think about problems. When writing calculus, the class must be quiet and not noisy. When you need cooperation and communication, dare to question and publicize your personality, don't care about what students say and do, and let students give full play to their intelligence; In this way, after a class, students not only master the basic skills, but also express their feelings. Therefore, I always take a pointer with me in every class. When I can't control the classroom atmosphere, I will knock on the table and blackboard to remind my classmates at any time that it's time to relax and be quiet when it's time to be quiet. Constantly monitor and adjust teaching, and flexibly adjust teaching plan and teaching mode according to specific teaching practice; Pay attention to listen to the rationalization opinions and suggestions of colleagues and classmates, and improve the shortcomings in the work in time. Pay attention to students' personality differences, fully consider students' foundation, ability and background, and strive to make each student's thinking ability and understanding ability reach a higher level. The teaching language is concise, accurate, humorous and inspiring, and it is good at sharing and exchanging knowledge with students. All the skills of students can be exercised and improved through multiple breakthrough points and ways. Clear thinking and skillful methods make students feel the inner beauty of mathematics all the time.
Finally, I want to say: dripping water wears away the stone, and accumulated water turns into ice. It wasn't built in a day. We often tell students that they should persevere in their studies. As a teacher, if you want to improve students' enthusiasm for learning mathematics, you must persevere and never give up every student. Many of our teachers (including myself) are full of ambitions at the beginning of each semester. After a period of time, when they encounter some difficulties and setbacks, they often shrink back and lose confidence, leading to the loss of their previous work. Three generations of gentlemen. Therefore, teachers' patience and perseverance are one of the important conditions to improve students' enthusiasm for learning mathematics.