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How to make junior high school mathematics learning tools?
Teachers can guide students to make their own teaching AIDS and use them to study, so that students can master mathematics knowledge vividly, intuitively and concretely.

Students' experience of making teaching AIDS and learning knowledge with teaching AIDS will leave a deep impression on them, and then master the mathematics knowledge in this section in a relaxed and pleasant atmosphere.

In addition, students can make full use of their sensory organs in the process of making mathematics teaching AIDS, experiment and verify their mathematics knowledge by using mathematics teaching AIDS, gradually digest these knowledge, master logic theory through superficial phenomena, and then clearly understand their cognitive structure. ?

1. For example, when learning the chapter "Three Views", junior high school students are exposed to this kind of knowledge for the first time, and they don't have a strong three-dimensional sense. Just letting students stay in their imagination will dampen the enthusiasm of some students with poor stereoscopic impression. In order to let students grasp the knowledge of "three views" intuitively and vividly, students can be guided to make square figures with equal size with plasticine after class.

When explaining in class, the math teacher can let the students spell out all kinds of three-dimensional figures they want, and then let the students spell out three-dimensional figures directly. From top to bottom, from the side, the plane figures they see are different from different angles. Finally, let the students tell the relationship and characteristics of these figures. By observing three-dimensional graphics in this way, students can fully grasp the knowledge of three views, and then improve the quality of mathematics teaching.

2. For example, when a junior high school math teacher explains the chapter "Similar Graphics", he can make two similar triangles when preparing lessons, or ask students to make a group of similar triangles after class. In class, teachers can take out their own similar triangles first and use this learning tool to explain similar conditions. By changing the position of two similar figures, the teacher allows students to get the conditions for forming similar figures, and then lets students group similar figures in different positions.

Through repeated operations of similar graphics by teachers and students, the characteristics and conditions of similar graphics can be obtained, which can not only enable students to understand and master the knowledge of similar graphics, but also cultivate their autonomous learning ability. ?

3. For example, when explaining the chapter "Polygons", teachers can first guide students to carefully observe the polygons drawn in textbooks, sum up the characteristics and definitions of polygons, then let students cut out polygons with any number of sides, classify all the polygons cut out by students according to the number of sides, then let students prepare rulers and pens, choose any vertex to draw all diagonals corresponding to the vertex, record the number n of diagonals, and summarize and sort out the numbers of polygons.

In a relaxed and pleasant learning atmosphere, teachers can guide students to find out the relationship between all diagonals contained in a polygon and the number n of sides. After students' practice, research and discussion, they can get the formula: n(n-3)/2. Under the guidance of the math teacher, students learned math knowledge in combination with practice.