So what is effective teaching? In classroom teaching, there should be clear teaching ideas and various teaching methods, among which the teaching task orientation should be clear, and students should also have active participation and efficient classroom success rate.
Only by satisfying the above five characteristics can a class be regarded as effective classroom teaching. Next, this paper will discuss how to carry out effective teaching in junior high school mathematics classroom.
1. Create a relaxed learning atmosphere
In junior high school math class, if students want to be enthusiastic about active learning, teachers should first create a relaxed and harmonious teaching environment, so that students can psychologically agree that teachers really care about every student. Especially for students who have difficulties in mathematics learning, teachers should pay more attention and care to them. They should not only take care of them when asking questions in class, but also set some simple questions for them to answer and improve their confidence in learning. More importantly, they should pay attention to students' mastery of knowledge after class.
At the same time, students should be praised in class, and junior high school students need the teacher's approval psychologically. In talking with students, we should strengthen emotional communication with students, encourage students to observe mathematical knowledge from multiple angles, find out the rules, and explore mathematical principles under the guidance of teachers. In this way, students can realize emotional communication in a harmonious relationship between teachers and students, and gradually like mathematics under the guidance of benevolent teachers, thus stimulating students' inherent learning potential.
2. Create teaching situations and encourage students to explore independently.
Many students are not interested in mathematics because they think it is difficult and profound. Compared with other subjects, they feel less close and more distant. Therefore, teachers should create various interesting teaching situations related to daily life, so as to close the distance between students and mathematics knowledge and let students learn mathematics knowledge unconsciously in the created teaching situations.
For example, when studying the fourth chapter of mathematics in the seventh grade of junior high school in Zhejiang Education Publishing House, students should be taught "what do letters stand for". This lesson should teach students to understand the meaning of using letters to represent numbers. Letters and algebraic expressions can be used to represent previously learned operation rules and formulas. The focus of teaching is to let students understand the meaning of using letters to represent numbers and algebraic expressions to represent laws. In this teaching process, students should explore general laws and express them with algebraic expressions. Therefore, teachers should actively create situations in classroom teaching.
Grade seven students have just graduated from primary school. If the teacher starts teaching algebra directly, the students' thinking may not be reversed in time. Therefore, in this class, the teacher can first introduce a children's song: "A frog with a mouth, two eyes and four legs jumped into the water with a splash."
On the basis of students' interest, let the students start playing matchstick in groups. Q: It takes four matches to build a square, so how many matches does it take to build such a figure?
Students will know that if you build a square in this way, two people need seven matches and three people need ten matches. Then, the teacher will assign tasks. If you make ten, how many matches do you need? With enough matches at hand, students can still draw the conclusion that 10 squares need 31.
The teacher continued to assign tasks. What about one hundred? At this time, the students began to talk about it, and there were not enough matches at hand. How can we get how many matches we need? At this time, the teacher can start to guide the students, and can start to find the rules on the basis of hands-on practice. In the previous experiment, 2 squares have 7 matches, 3 squares have 10 matches, and 10 squares have 3 1 times matches. So can students find out the rules between them? Everyone began to discuss. At this time, the teaching focus of this lesson is guided by the hands-on and discussion of such students, that is, if the number of squares to be built is X, how many matches are needed to build X such squares? Through this experiment, it can be proved that letters can represent algorithms, formulas and laws, that is, letters can represent any number.
Through this lively and interesting classroom teaching, students can have an intuitive and profound feeling about the numbers represented by letters, which is of great help to the future study of algebra. Moreover, in the classroom, students can not only verify the laws of mathematics, but also exercise their ability of independent exploration and cooperation with others, and develop a variety of comprehensive abilities while learning mathematics knowledge. It can be said that this is an effective classroom teaching case.
3. Guide students to use their brains to teach mathematics in the interaction between teachers and students.
Learning is inseparable from thinking. Teachers should not only create a relaxed learning atmosphere in the classroom, create interesting and vivid teaching situations, but also actively guide students to think, realize teaching in teacher-student questions and answers, and help students improve their mathematical thinking ability.
For example, in the fourth chapter of the first volume of the ninth grade, when we want to learn the hanging string theorem, the focus of this lesson is to let students understand the symmetry of the circle and use the hanging string theorem to solve related proof and calculation problems.
At the beginning of new class teaching, a problem situation can be created to arouse students' interest in learning: "In real life, the cylindrical water pipes on campus are damaged, which affects everyone's draught problem. Then the hydraulic master knew that the water in the pipeline was 3 cm deep and the width of the water surface was 6 cm. Excuse me, how big a water pipe does the hydraulic master have to change? " As soon as this question closely related to life came out, the students began to think. At this time, the teacher can introduce new lessons. To solve this problem and take a new lesson, you can help the hydraulic master repair the water pipe.
Then let the students draw a circle and a string by themselves, and draw a diameter perpendicular to the string, cut out the drawn figure and fold it in half along the drawn diameter.
At this point, the teacher raised the question: How many symmetry axes does a circle have? Does the folded circle have equal segments and arcs? Students begin to think deeply and explore, and can draw the conclusion that a circle is an axisymmetric figure, and every straight line passing through the center of the circle is its axis of symmetry.
In the exploration of * * * by teachers and students, the theorem of vertical chord is obtained: perpendicular to the diameter of chord, bisecting chord and bisecting two arcs opposite chord.
With the students' thinking and the teacher's supplement, * * * completed the study of hanging string theorem.
The process of learning is also the process of thinking. Students not only experience the application of this theorem in real life in independent analysis, but also realize the sense of accomplishment in solving practical problems with mathematical knowledge.
Teachers and students have achieved effective teaching in this relaxed and pleasant interaction.
In a word, as long as every teacher pays attention to the growth of every student, uses a variety of different teaching methods flexibly, gives students more opportunities to think and explore, and comprehensively improves students' practical ability, thinking ability and innovation ability, effective teaching can be realized.