Creating an efficient classroom is an important content of current curriculum reform. Every educator, who wants to achieve good teaching results in teaching, is seriously studying various laws of junior high school mathematics and exploring effective teaching methods. How is the classroom efficient? The following is my personal opinion:
First of all, teachers should change their ideas and strive to improve their own quality.
Only by constantly improving their own quality, studying teaching methods and carefully designing all aspects of students' participation can teachers optimize the teaching process, constantly explore and apply new ideas and new teaching methods in teaching practice, so that students can develop and truly realize the teaching concept of "let every student learn well".
Second, to build an efficient classroom teaching model
As mentioned above, there is neither a ready-made answer nor a fixed model to improve the effectiveness of mathematics classroom teaching. However, the "problem-oriented learning method" and "35 10 circular large class" implemented in some places are worth learning and learning from.
The basic process of "problem-oriented learning method" is: "setting questions, developing learning, autonomous learning, exploring and expanding, teacher's guidance, training and upgrading, reaching the standard", problem-oriented, students' autonomous learning, student-student interaction, teacher-student interaction, avoiding students' aimlessness in autonomous learning, making students' autonomous learning targeted, and students can solve most problems by their own abilities, and the problems that cannot be solved will be solved again. Most of the time is reserved for students, so that students can solve problems and train, so that every student can gain something in every class and improve in different degrees, which greatly enhances the effect of classroom teaching.
"35 10 cycle class", that is, a class is divided into two sections, with 35 minutes of presentation and+10 minutes of preview, which is called "35 10", and three steps are one class; Before class, during class and after class are called three steps; It forms a circular structure-class after class-class, which is the so-called cycle. In the first 35 minutes, the learning objectives of this lesson must be achieved through demonstration, communication and error correction. During these 35 minutes, the tutorial plan of the previous lesson must be withdrawn, and the new tutorial plan will be issued in the next 10 minute, and the tasks must be assigned in the last 1 minute. The whole learning plan is divided into eight links: learning objectives, key and difficult points, knowledge links, learning method guidance, problem logic, learning reflection, homework assignment and induction. There are six links in class: reaffirming the goal, investigating the learning situation, paying attention to the problem, giving intensive lectures, classroom testing and summarizing the homework. The basic process of classroom teaching mode is: creating situation-independent inquiry-cooperation and exchange-constructing knowledge-expanding application-reflection and induction.
Several links of the above two models are not mechanical and rigid, and can be flexibly adjusted and changed according to the characteristics of several links. Independent inquiry, cooperation and exchange, reflection and induction are the organic transmission whole that runs through the whole teaching process.
Third, carefully design teaching and build a platform to make students "move" and make the classroom "live".
1. Students should be fully aware of the application value of mathematics.
Mathematics is the gymnastics of thinking, and learning mathematics can cultivate and exercise people's logical thinking ability. According to the spirit of the new curriculum standards, students should not only learn the necessary knowledge, but more importantly, master certain skills to lay a certain foundation for their future life. This is enough to show that mathematics is not as useless as some students say. Teachers should try their best to improve the charm and interest of mathematics and strengthen the temptation to learn math well. Help students fully realize the importance of mathematics and explain it thoroughly. Only when students fully realize the importance and necessity of mastering mathematics knowledge can students study hard and maintain lasting motivation.
2. Students' interest in learning mathematics should be stimulated.
Interest is the best teacher. In mathematics classroom teaching, because of its particularity, many students find it abstract and difficult to understand. It is not enough to give students the motivation to learn. The key is to find ways to make students interested in math learning. Psychology tells us that learning interest is a psychological factor that directly promotes students' learning activities. It is a necessary prerequisite to stimulate students' thirst for knowledge and exploration, and it is the leading power of active learning. Most students' poor grades in mathematics are due to their lack of interest in mathematics. Teachers can use some vivid, intuitive and interesting teaching methods according to the teaching content to create an environment for students to use mathematics; Guide students to participate and encourage students to actively explore. Let every link of classroom learning feel the sureness of step-by-step learning, experience better and better joy, and establish confidence in learning. All aspects of lesson preparation, such as the creation of situations, should adapt to students' existing knowledge and experience, which will cause students' cognitive conflicts, stimulate students' desire to participate, and make students quickly immerse themselves in the situation of independent inquiry. Standard testing pays attention to basic exercises, so that every student can feel better and better joy through training, and topic design pays attention to difficulty gradient, so that every student can truly experience the realm of happy learning through training and establish learning confidence.
3. Students should go through a cycle of "learning-thinking-practice".
What students learn in textbooks is indirect experience summed up by predecessors. We must turn indirect experience into our own direct experience, which is irreplaceable. How to turn indirect experience into direct experience requires an iterative process of "learning-thinking-practice". The process of thinking is a process of absorbing and internalizing other people's knowledge and a process of "ruminating". For students, the most effective way to learn is to do problems, and to test their mastery and understanding of knowledge and ability by doing problems. After doing the problem, store the knowledge and ability you have learned, and re-learn and ponder the knowledge you can't or haven't fully mastered through the textbook. Then, after thinking, we should practice. Why do some students make mistakes when they fall in love at first sight? The main reason is that I am too lazy to do problems and lack of practice. Learning is a question of knowing, while practice is a question of doing or not.
4. A new relationship between teachers and students should be established.
As a teaching activity of two-way information exchange between teachers and students, this kind of communication is based on trust and carried by emotion. A harmonious relationship between teachers and students will make students feel relaxed in the classroom. Not only teachers are willing to "teach", but students are also willing to "learn", thus greatly improving the effectiveness of classroom teaching. Teachers should put down their airs, not only be friends who care about students, but also be double guides of students' hearts and wisdom. Therefore, teachers should spend more time in emotional communication with students and enter their study life, so that students can "respect" you, "fear" you, "respect" can achieve love me, love my dog, and "fear" can complete the learning tasks assigned by you as required.
We should take advantage of the situation and grasp the characteristics of teenagers.
Middle school students are energetic, quick to accept new things, curious and have a strong "curiosity" mentality. Some students don't observe the graphics properly, and the language summary is not comprehensive. Therefore, teachers should give appropriate guidance in teaching. Junior high school students are active, distracted, curious and eager to express themselves. In teaching, we should grasp this physiological characteristic of students, create conditions and opportunities for students to express their opinions, and give full play to their initiative in learning. At the same time, let students explore independently as much as possible in teaching. Make full use of some good opportunities, make proper use of the characteristics of teenagers' pursuit of fashion and novelty, vigorously publicize and carry forward the spirit of brave struggle and glory for the country, and help them abandon their narrow and autistic thoughts. Grasping the characteristics of these teenagers, students are more willing to learn mathematics knowledge and are easier to accept and master.
In short, the reform of mathematics teaching is gradually accumulated, and it is impossible to improve the effectiveness of junior high school mathematics classroom teaching overnight. But as long as every math teacher actively participates in the classroom teaching reform, finds problems with his own eyes, analyzes problems with his own thinking, solves problems with his own wisdom, and works together in a multi-pronged manner, I believe that the math classroom will be full of vitality and the effect of math classroom teaching will be greatly improved!