First, create questions and situations to stimulate students' interest in learning.
Suhomlinski once said: "In people's hearts, there is always an inherent need to regard themselves as discoverers, researchers and explorers, which is particularly important in the spiritual world of primary and secondary school students." As a math teacher. In teaching, we should be good at discovering students' learning motivation and stimulating their thirst for knowledge. Let them participate in the process of learning new knowledge with great interest. In mathematics teaching, creating "problem situation" can make students have the psychology of solving problems urgently. My questions are mainly combined with students' real life or existing knowledge, which is full of interest. This can lead students into relevant situations and give full play to their independent exploration thinking activities.
In teaching, according to the characteristics of teaching content, I try my best to use various teaching methods to create a pleasant learning situation for students and make them feel that every class is fresh. For example, when I talk about ellipses, I ask every three people to form a group before class. Each group has a zipper and a big piece of white paper. In class, I asked three students to demonstrate in front. Two of them fixed a piece of chalk on the blackboard as two fixed points. The third student turned the zipper with a piece of chalk. The other students observed and finally drew an ellipse. Then the other students drew it below, and summarized the definition of ellipse according to the formation process of ellipse. In this lesson, I let the students go through the process of forming an ellipse, and the students naturally got the definition of an ellipse. For another example, when learning the probability of random events, in order to get a coin toss, the positive probability is that I take every two people as a group, one person throws a coin and the other records the number of times facing the mountain. Finally, I count the number of times the whole class tossed a coin and the number of times the face appeared, and calculate the frequency of the face-up appearance. I found that the more times you toss, the closer the frequency of positive appearance, and I can get a method to calculate the probability of random events. Seeing that the frequency swings around a constant, the "hands-on" learning method can attract students' multiple senses to participate in learning, thus greatly stimulating students' interest in learning mathematics. For another example, when it comes to linear programming, introduce an ant in the line 2x+y- 1=0? Crawl in the lower left to find food, the food is 2x+y-1>; 0 This way, ask the ants if they can eat. This can easily stimulate students' interest and set a good stage for introducing new courses. In the first inequality class, you can use the poem "When you look at one side of the ridge, it becomes a mountain peak with different distances". It shows that inequality is universal, inequality is absolute and equality is relative. When talking about geometric probability, give more examples from life. For example, someone tied a rope to two trees 6 meters apart in front of his house and hung a hanger on the rope to find the probability that the distance between the hook of the hanger and the two trees is more than 2 meters. In the long run, students' enthusiasm has been greatly stimulated in the classroom.
Second, we should respect the needs of students and build confidence for them.
Students in different classes have different characteristics, and students in the same class also have certain differences. A good classroom should pay attention to students' differences and respect the needs of different students in knowledge, ability and interest. It is necessary to design questions at different levels, types and levels in a targeted manner, so that students have the opportunity to participate in teaching activities and have the opportunity to learn? Learn something from it, so as to establish students' confidence in learning mathematics well. For example, when talking about the images and properties of functions, let students draw images first, and then observe the properties of functions according to the images. At this time, we can ask questions in layers. When displaying the image, students with weak foundation and strong hands-on ability can be displayed, which can not only exercise students, but also enhance their self-confidence. When summarizing the nature, anyone with strong observation ability can summarize it. In addition, students should be given enough time to think when asking questions. Don't ask questions as soon as you come out. Give students at least a few seconds to think, especially those problems that need deeper understanding and some creativity to solve. More importantly, students should be given some time to think. ? Instead of jumping to conclusions, judge whether the student union will or not. Especially in the process of asking questions, sometimes students can't answer immediately. Teachers should not worry about asking other students, but should protect students' self-esteem. When students answer questions, teachers should also wait for enough time to evaluate students' answers or ask other questions, so that students can have some time to explain, supplement or modify their answers, so that their answers can be more systematic and perfect without interrupting students' thinking. It is necessary to affirm students' correct answers in time, thus enhancing students' confidence. ?
Third, students should set their own questions to improve their learning enthusiasm.
Judging from several exams and college entrance examinations, students lose points not only because they can't answer difficult questions, but also because they lose points on basic questions, so we should pay attention to the implementation of basic knowledge in the usual teaching process. I divide students into the following four categories. First, they have a poor foundation and have no confidence in themselves. Second, the reaction is relatively fast, but there is no review and consolidation, no learning spirit, and the math scores are average. Third, kung fu and time cost a lot, but the efficiency is very low, and the brain can't react. Fourth, the classroom response is very good, the study is relatively solid, and the math is very good. In order to improve teaching efficiency, in addition to assigning homework on time every day, I also give students a classroom test at the end of each class or unit, which lasts no more than ten minutes at a time. Each test question is given by the first three types of students in turn. First, let the students choose topics according to their recent knowledge, and then the teacher can help them grasp the direction and delete the test questions, mainly to sort out the knowledge points. For example, in the study series, students can be arranged to give some general items and the top n items. Then the questioner will organize the correction and count the scores. After the student corrected the paper, I communicated with him and asked, "Did you get anything from correcting the paper after you finished writing the questions?" The student replied, "I have gained a lot." I must grasp the important and difficult points in the process of writing questions. When correcting papers, I know which mistakes should not appear. In the future study, I know how to learn mathematics, how to sort out knowledge points and try to avoid mistakes. I am very confident in my math, and I have a special sense of accomplishment every time I finish writing the questions. " After a year of trying, these students are more positive and confident about mathematics in class than before, and some students have won more opportunities to ask questions. In the mid-term and final exams, their math scores are above 1 10 (full mark 150), and the number of students with learning difficulties in the class is obviously reduced. For students who have advantages in mathematics, arrange them to choose a topic to explain to the classmates every day. The topic must be novel and it is the key knowledge of the college entrance examination. Students play the role of teachers every day. While exercising their language expression ability, they also cultivate top students and make them full of high enthusiasm for mathematics. In the mid-term exam of the second semester of senior one, 30 students in the class achieved excellent results. Therefore, in the process of teaching, teachers should fully trust students, give students space for independent development, provide opportunities for display, and fully mobilize students' learning enthusiasm.
Fourth, use homework and wrong questions to accumulate books and arouse students' learning enthusiasm.
Correcting students' homework should not only judge right or wrong, understand students' cognitive level, but also pay attention to the evaluation of students' non-intellectual factors. Evaluate a student's basic quality and learning potential. The perfect score of homework only means "correct answer", and students' problem-solving ideas, methods, processes, habits, abilities and qualities cannot be reflected in the scores, but these things are exactly where students' learning potential lies. In addition, simply using "√" and "×" to evaluate learning thinking and academic performance will affect the ideological and emotional communication between teachers and students and directly affect students' learning mood. The use of comments can make up for these shortcomings. Comments: I strictly control the writing, format and reasoning of students' homework, which is the external standard to reflect good study habits. Pointing out the shortcomings in homework with appropriate comments in time can make students correct them quickly. For example, "You are smart. It would be better if you wrote more neatly! " "Write a comment for the correct result but incorrect format" Pay attention to the rigor of knowledge and the neat and beautiful steps of solving problems. "For the comment that the method is troublesome, write" You are smart and you will find a simple method! "and so on. For students who make mistakes because of carelessness, we should first affirm their advantages, enhance their self-confidence, and then put forward hope and correct their shortcomings. For example, "move your stumbling block-carelessness, go forward!" """Make friends with your heart!" "Your handwriting is really beautiful. It would be best if the accuracy can be improved! " Or "Be careful, be sure!" In this way, on the one hand, it will not dampen their self-confidence, on the other hand, it will help them correct their bad tendencies and cultivate a rigorous attitude towards learning. It is convenient for students to understand the advantages and disadvantages of their homework more clearly, at the same time, it can strengthen the communication between teachers and students and promote the harmonious and unified development of students in all aspects. The method of doing homework better is novel and is displayed in the whole class. Over the past year, I also insisted that students develop the study habit of sorting out and reflecting (sorting out the wrong problem set), and collect the wrong problem accumulation book once a week, not only to write comments, but also to remind students to sort out the wrong problems with different colors of pens and design formats. For students who have made a good summary, in addition to browsing, they will also make pictures of accumulated books and post them on the wall as class culture for everyone to learn and set an example for students. The introduction of comments in the correction of math homework and the accumulation of wrong questions shows the accumulation of wrong questions in homework, which arouses students' enthusiasm for learning and achieves good results.
It is the wish of every math teacher to make math not boring and interest students, and to look forward to math classes and homework every day. I think that as long as we think hard, grasp students' psychology, design problem situations, design classroom questions, provide students with a good stage to show their talents, and communicate with each other well, students' learning enthusiasm will be improved and their wishes will be realized.