First, what is taught in mathematics teaching?
Mathematics teaching is the teaching of teaching students to think. Some students mistakenly believe that learning math well means trying to solve problems. To learn math well, you must solve more problems, which is not a bad thing. But training must be scientific. That is, study the problem while solving the problem, and attach importance to the educational value of the process of obtaining the result.
In the process of teaching, we must reflect and review, attach importance to "algorithm", help students refine and find things that will never change, guide students to master methods, understand ideas, accumulate experience, and teach students the principles of solving problems.
Such as: the reverse addition of arithmetic progression sum, the dislocation subtraction of geometric progression sum, etc. Therefore, in teaching, we should always ask "What do you think?" Excavate the thinking process behind solving problems.
Thinking is the core of mathematics learning. Without thinking, there is no real mathematics learning. In order for students to learn to think, teachers should think deeply. In teaching, we should adopt variant teaching, open questions, give students the opportunity to ask questions, let students ask questions themselves, and truly develop students' thinking ability.
Second, some problems in mathematics teaching
Learning is the learner's own perception, experience and thinking. Perception is irreplaceable by anyone else. Let learners do it by themselves, with their own language and brain. Generalization without learners' experience and perception is invalid generalization, and such teaching is also invalid teaching.
Only by making efforts to involve students, strengthening personal experience, stimulating inner feelings and stimulating psychological voices can we truly transform it into understanding objective laws and improving the ability to solve practical problems.
In teaching, we should always think about what students should do if they leave their teachers. External factors can only work through internal factors, and teachers are always external factors in teaching and learning. The following teaching behaviors need to be improved:
(1) rob students, interrupt students, speak instead of students, write instead of students, and think instead of students, thus depriving students of the opportunity to exercise.
(2) Before students' observation and thinking have started (or just started), teachers begin to ask questions or "analyze" themselves, without giving students time to think.
(3) In class, teachers are both coaches and athletes, and students are spectators. Sometimes why not let students be coaches and athletes and let them perform by themselves? In other words, students should be allowed to express their opinions, and at key points, they should be given the opportunity to express their opinions.
Third, how to make students like math class?
In order to make students like math class, we should make math class interesting and challenging.
It is necessary to create a situation that is conducive to stimulating students' interest and change the presentation of teaching content. For example, some challenging questions often make people want to stop (the story of chess and wheat, let students think about how much wheat can there be? ), it is necessary to set suspense, let students guess and think first, and don't easily "pierce enough".
The students are interested in the course taught by the teacher. After class, they are willing to do extracurricular exercises, read extracurricular books, think about problems related to this course, and even embark on the road of studying this subject in the future. Some people say that a good math teacher does not teach math, but can motivate students to learn math well by themselves. The purpose of teaching is to guide students to learn.