First, "abandon the heavy and seek the light" and cultivate interest.
The decline of girls' mathematical ability, environmental factors and psychological factors can not be ignored. At present, society, families and schools generally expect too much from students. However, girls are quiet and introverted, with poor psychological endurance and difficult math subjects, which leads to a decline in their interest and ability in math learning. Therefore, teachers should pay more attention to girls' thoughts and learning, often talk with them on an equal footing, understand the problems existing in their thoughts and learning, help them analyze the reasons, make study plans, relieve their nervousness, encourage them to "dare to ask" and "know how to ask" and stimulate their interest in learning. At the same time, parents are required to treat girls' math learning with a positive attitude, encourage them more and blame them less, and help them get rid of the heavy ideological burden and devote themselves to math learning easily and happily; We can also combine women's successful examples with real-life examples to help women build up their confidence in learning mathematics. In fact, girls' emotional stability is relatively high. As long as they are interested, they will overcome difficulties and strive to improve their math ability.
Second, "open the door to build a car", pay attention to methods
In terms of learning methods, girls pay more attention to basics, learn more solidly, and like to do basic problems, but their ability to solve comprehensive problems is poor, and they are even more unwilling to solve difficult problems; Girls take notes in class, like reading textbooks and notes when reviewing, but ignore classroom listening and ability training; Girls pay attention to organization and standardization, step by step, but their adaptability and innovation consciousness are poor. Therefore, teachers should guide girls to "open the door to build a car", let them expose the problems in their study, give targeted lectures, strengthen the training of "two basics", guide them to learn to use mathematical ideas such as equivalent transformation, analogy and reduction, turn problems into some basic problems, and organize them to learn from the successful experience of others, improve their learning methods and gradually improve their abilities.
Third, "stupid birds fly first", strengthen preview
Affected by physiological and psychological factors, girls' understanding and application of knowledge is relatively poor, and their response to problems is slow. Therefore, it is very important to preview before class in order to improve the mathematics ability in the classroom learning process. To guide girls to preview before class in teaching, you can prepare a preview outline. We need to know some abstract concepts, logical reasoning, spatial imagination and the ability to combine numbers and shapes through preview, so that we can have a clear aim in class and easily break through difficulties. Careful preview can also change the psychological state and change passive learning into active participation. Therefore, girls are required to strengthen their preparation before class. "Stupid birds fly first."
Fourth, "strengthen the foundation and support the yuan" and implement "double foundation"
The poor mathematical ability of female students is mainly manifested in the understanding, mastery and application of basic skills. Only by consolidating basic knowledge and mastering basic skills can the comprehensive ability of girls be improved. Therefore, teachers should strengthen the review of old knowledge and the training of basic skills, and organize the review in combination with teaching new courses; Through the training of basic knowledge, students can consolidate and improve the knowledge they have learned, so that they have the basic ability necessary to learn new knowledge, thus promoting the study and mastery of new knowledge.
Fifth, "complement each other" and increase self-confidence.
In the process of mathematics learning, girls have strong standardization and high accuracy in calculation ability, but their calculation speed is slow and their skills are not strong; In logical thinking ability, he is good at direct reasoning and strong in organization, but lacks indirect reasoning and has a single way of thinking; In terms of spatial imagination, intuitive thinking is fast and accurate, but the relationship between line and surface is vague and the drawing ability is poor; In terms of application ability, the ability of "solving model" is strong, but the ability of "modeling" is partial. Therefore, we should pay attention to give full play to girls' strengths, increase their self-confidence, and give them the courage to face up to setbacks and the determination to overcome difficulties. In particular, we should teach girls' weaknesses, pay more attention to common methods and skills, pay attention to speed training, analyze problems not only by "leading results" but also by "holding results", expose the process and activate thinking; Pay attention to the combination of numbers and shapes, appropriately increase intuitive teaching, train drawing ability and cultivate imagination; Reveal the spatial form and quantitative relationship of practical problems and cultivate the ability of "modeling"
Sixth, "draw inferences from others" to improve the ability.
"I can understand in class, and my homework can be completed, that is, my grades are not high." This is the "ambition" of high school girls. Because of the small amount of information and single knowledge in the classroom, under the guidance of the teacher, girls can generally understand; After-class exercises mostly directly apply the concept application algorithm. The process is simple and the skill requirements are low, so they can complete it. However, due to the influence of speed and time, they don't pay much attention to the understanding and ability improvement after class. Therefore, in teaching, it is necessary to compile "sets of questions" (knowledge and skills), "questions" (basics, synthesis and methods) and "variant questions" (changing conditions, conclusions, ideas and methods), and make a detailed analysis of representative problems, so as to play the role of "drawing inferences from others".