Strategies to improve the quality of junior high school mathematics teaching: 1. Strengthen teachers' self-cultivation and establish teachers' prestige.
1, strong sense of responsibility. The object of teachers' education is students, and teachers play a leading role in their work. Teachers' words and deeds directly affect the development of students in all aspects. It is hard to imagine that a teacher who has no love for students and no sense of responsibility for teaching can do his best for education and teaching. Therefore, teachers' teaching attitude directly affects the improvement of teaching quality.
2. Knowledgeable and versatile. Teachers must have extensive cultural knowledge, besides solid mathematical professional knowledge, they should also master physical and chemical knowledge and other humanistic knowledge, have a wide range of interests and hobbies, and have good psychological, moral, sentiment, aesthetic and self-cultivation qualities. Practice has proved that teachers with wide knowledge and versatility are easily welcomed by students and have strong attraction and educational influence on students.
3. Have a dignified and natural teaching attitude. On the podium, teachers should be neat in appearance, natural in teaching, kind but not too casual in expression, serious but not too nervous; Teachers' language should be clear, clear and concise, classroom language should be vivid, vivid and interesting, with a sense of rhythm, and the speed and level of speech should be appropriate. In practice, teachers should constantly educate themselves, enrich themselves, improve themselves, do a good job in every class and every teaching link, satisfy students and establish prestige in students' minds, thus promoting students' enthusiasm for learning and promoting their all-round development. Therefore, having high cultural literacy and strong professional ability is the basis of improving teaching quality.
Second, establish a correct view of students and adhere to the principles of subjectivity and comprehensiveness.
Facing all students is a teaching principle that classroom teaching must follow. First of all, students are the main body and teachers are the leaders in the teaching process, so teachers should create a relaxed and harmonious classroom environment in the teaching process, so that students can boldly and actively participate in mathematics teaching activities in a relaxed and happy atmosphere. At the same time, teachers should proceed from students' reality, on the basis of in-depth understanding of students' real thinking activities, combine the contents of teaching materials to create problem situations, provide appropriate examples, urge students to reflect, urge students to generate new knowledge on the original cognitive structure, and let students actively participate in exploring problems and find ways and means to solve them. Secondly, teachers should fully understand and respect students, face up to their individual differences, pay attention to teaching students in accordance with their aptitude and give guidance at different levels. Teachers should have a lofty sense of responsibility and a strong sense of professionalism to love each student, pay close attention to them enthusiastically and help them patiently.
To treat gifted students, we should create conditions for them to be "top notch"; To treat students with learning difficulties, we should be considerate and caring in life, give guidance in class, give serious guidance after class, affirm and encourage their progress in time, and guide them to improve their learning methods and help them solve their learning difficulties, so as to improve their learning interest and establish their learning confidence. In this way, the grades of students with learning difficulties will be improved, and the quality of teaching will naturally be improved in an all-round way. Therefore, renewing ideas and adhering to the correct view of students are the premise of improving teaching quality.
Third, cultivate students' interest in learning mathematics.
Interest is the best teacher. Therefore, whether students are interested in mathematics and whether they can study mathematics consciously is the key to improve the quality of mathematics teaching. In the teaching process, teachers should create a harmonious, vivid and natural learning situation to attract students' attention and stimulate their interest in learning.
Mathematical knowledge comes from actual production and life, so we should consciously infiltrate real-life mathematical materials into teaching, so that students can avoid boredom and have a close feeling and strong interest in learning. Intuitive interest and practical knowledge can not only enable students to enter a good learning environment in a relaxed, happy and excited state, but also help them to develop good habits of diligent observation and courage to practice.
Fourth, improve the teaching methods and optimize the teaching process.
Teaching has the law, but teaching cannot. The important thing is to get the law. It is necessary to completely abolish the injection teaching and fully implement the heuristic and inquiry teaching, so that students can actively participate in the whole process of mathematics teaching and let them study easily and happily. Specifically: First, fully grasp the teaching objectives, pay equal attention to knowledge teaching and ability training, pay equal attention to mathematical knowledge and skills and process teaching, and pay attention to overcoming the phenomenon of attaching importance to conclusions and neglecting processes, fully reveal the formation and development process of mathematical knowledge and the exploration and generalization process of problem-solving ideas and methods, and effectively cultivate students' mathematical ability in these processes; Second, give full play to students' main role, ensure their main position, provide students with time and opportunities for reading, practicing, thinking and communication as much as possible in class, let students participate in the whole process of the emergence, development and solution of mathematical problems, and fully mobilize their enthusiasm; Third, we should pay attention to the use of heuristic and inquiry teaching, combining teaching with practice, creating problem situations, inspiring students to think positively, so that students can experience the pleasure of their own discovery and the satisfaction of success, thus stimulating their strong thirst for knowledge and creativity. Only in this way can we truly reflect the leading role of teachers, give play to the main role of students, and achieve the goal of improving teaching quality.
Fifth, establish a good teacher-student relationship.
Harmonious teacher-student relationship is the key to improve teaching quality. To have a teacher-student relationship of mutual trust, only by mutual trust and recognition can all kinds of information output by teachers have an "acceptable" psychological advantage in students' minds, thus achieving the best teaching effect. Teachers are full of trust and expectation for every student, which will give students a potential inspiration and strength. Practice has proved that students like enthusiastic, kind, respectful, patient and tireless teachers. Although some teachers have profound professional knowledge and strong ability to analyze and teach textbooks, they are not good at establishing a sincere and cooperative relationship with students. There is an emotional gap between teachers and students, and teaching and learning cannot be coordinated, which leads to half the effort in teaching. Therefore, a good teacher-student relationship is the guarantee to improve the quality of education.
Strategies to improve the quality of junior high school mathematics teaching: 1. Optimize classroom teaching and make teaching plans that meet the learning conditions.
1. Change ideas and design lesson plans with students as the main body.
Under the strong advocacy of the new curriculum reform concept, the evaluation of a class needs to be comprehensively examined from many aspects and angles. In the past, the single teaching method that only focused on imparting knowledge and accepting knowledge has been denied by the new concept. Teachers can't monopolize the selfless performance of the protagonist. Therefore, teachers must renew their ideas, give full play to their leading role in teaching and always put students first in teaching activities. According to the requirements of the new curriculum reform concept, teachers should accomplish many goals in a teaching project, such as imparting knowledge, teaching methods, seriousness and liveliness. Of course, these things are integrated and carried out simultaneously, but I think it is very important to prepare lessons for the smooth completion. Preparing lessons is the premise of a good class. When studying textbooks and preparing lessons according to the requirements of the new curriculum standard, teachers should design teaching plans according to students' learning conditions, highlight key points, grasp key points, solve difficulties and overcome subjective blindness in teaching work.
2. The design of lesson plans should set questions skillfully to inspire thinking.
The design of teaching plan pays attention to the setting of classroom questioning, which is an important means to organize classroom teaching and an important link to implement heuristic teaching. A good question can not only stimulate students' interest in learning, but also quickly concentrate students' attention, inspire students' thinking and develop their intelligence. Famous mathematician g? Paulia pointed out that he tried to stimulate the reader through the choice, formulation and arrangement of questions and arouse him to deal with various research objects. ? It is difficult for seven-year students to solve practical problems by solving equations. Students enhance their confidence in learning by thinking about a series of small problems and solving them one by one. Therefore, skillfully setting questions can give full play to the leading role of teachers and the main role of students, mobilize the enthusiasm of students to participate in classroom teaching and improve teaching effect.
3. Classroom teaching should give full play to students' subjectivity.
Mathematics teaching should face all students, reveal the thinking process of acquiring mathematics knowledge and cultivate people who can think and have ideas. Teachers should guide students to learn to think, dare to be different and dare to explore, so that students can grow up happily in their studies. We believe that creating a democratic teaching atmosphere, raising effective questions, carefully selecting examples and setting up teaching links in mathematics classroom teaching are the ways to stimulate students' interest in learning and give full play to their main role.
Second, intensive speaking and more practice, timely feedback, breaking through important and difficult points, and improving classroom teaching effect.
The combination of lectures and exercises will help students to think and study with their mouths, hands and brains, and make full use of the 45 minutes in class, which will not only reduce the burden on students, but also arouse their enthusiasm for learning. Psychologists' experiments show that teenagers, especially junior high school students, have a psychological characteristic that can not be ignored, that is, teenagers' concentration can not be sustained and has intermittent characteristics. The first concentration can only last for more than ten minutes before it begins to diverge. The second time is about ten minutes, decreasing in turn. In view of this characteristic of students, teachers should grasp the lecture time well.
Feedback is an important part of classroom teaching. Feedback is to strengthen the correct cognitive process and conclusion of students' classroom learning in time and correct incorrect cognition and conclusion in time. The design of feedback will directly affect students' mastery of knowledge. There are many exercises in the textbook. How to choose them properly so that the content taught can be well mastered by students? I think the key is to handle these three relationships well. (1) the relationship between quantity and quality. There must be a certain amount of practice, but the quality must be guaranteed; ② The relationship between quantity and difficulty. Design exercises, according to the requirements of the syllabus, must proceed from students' reality, from shallow to deep, from easy to difficult, and the difficulty is moderate. (3) the relationship between the old and the new, that is, the relationship between the new curriculum content and the original knowledge. The timely feedback of formative test information can enable teachers to adjust teaching requirements in time according to students' knowledge defects and formulate remedial plans and measures, thus improving teaching effect and fully developing and improving the quality of teaching and learning.
Third, grasp the direction, based on reality, and review steadily and solidly in stages.
Stick to the syllabus and exam syllabus, make clear the review objectives and make reasonable arrangements? Three rounds? Review regularly.
(1) The first round of review mainly focuses on inductive review, comprehensively consolidates knowledge points, summarizes them properly and systematically, and compiles the basic questions in the research paper by the county. Speaking, practicing and commenting? , appropriately strengthen? Double base? Training. Strive for underachievers? Get rid of poverty? .
(2) In the second round of review, systematically sort out the knowledge of each unit and conduct comprehensive training, so as to focus on key points, practice difficult problems layer by layer, contrast easily confused problems, overcome stereotypes and practice flexibly. Pay attention to multiple solutions to a problem to cultivate divergent thinking and multiple solutions to cultivate thinking.
(3) the third round of fastening? What is the point? Strive for a breakthrough. How to solve the latter two problems is the key to the success of undergraduate course. Therefore, it is necessary to master the anatomy of problem-solving methods and laws, as well as the training of thinking methods of association and number-shape transformation.
Fourth, explore basic knowledge and cultivate basic skills.
Exploring basic knowledge and cultivating basic skills are the core tasks of mathematics teaching and the needs of modern production and life. For a long time, mathematics teaching has paid more attention to theory than practice, and textbook knowledge is out of touch with practice, which has seriously affected the effect of mathematics teaching. To change this situation, we should pay attention to cultivating students' ability to use basic knowledge and skills to solve practical problems in real life. Connecting with real life, broadening students' horizons, developing students' intelligence and cultivating students' good personality and healthy psychological quality are also the basic requirements of mathematics teaching. Therefore, applying theoretical knowledge to life practice is an indispensable link in mathematics teaching.
In short, as long as we follow students' cognitive rules, grasp the basic requirements of teaching, scientifically guide students' learning methods, flexibly use teaching methods, teach students in accordance with their aptitude, create a relaxed and happy learning environment for students, and do a good job in every link of teaching, we can make outstanding students look forward, catch up with the intermediate goals, and successfully meet poor students, so that students can constantly have confidence, learn knowledge with a proactive attitude, and at the same time achieve the goal of cultivating students.