Keywords: new curriculum; Junior high school mathematics; tactics
In teaching, teachers should be good at providing students with sufficient opportunities for mathematical practice and communication according to their life experience and existing knowledge background, and strive to change the traditional single learning mode, so that they can truly understand and master basic mathematical knowledge and skills and corresponding thinking methods in the process of independent exploration, and at the same time gain rich experience in mathematical activities. Below, the author talks about some ideas on how to carry out effective classroom teaching of junior high school mathematics under the new curriculum concept.
First, create problem situations to stimulate divergent thinking.
1. Show the beauty of mathematics. Mathematics is interesting, beautiful and exciting. However, due to the influence of exam-oriented education.
Loud voice, teachers often have no time to show the beauty of mathematics to students in teaching, so that students can appreciate it, so mathematics gradually loses its beautiful essence and becomes boring.
The experimental textbooks published by Beijing Normal University provide students with realistic, interesting and innovative learning materials. If we can fully tap the potential of teaching materials in teaching, we should try to design beautiful problem scenarios (such as showing the harmonious beauty of symmetrical graphics, refining the concise beauty of mathematical concepts, experiencing the strange and sudden beauty of mathematical problems, etc.). ), students who naturally love beauty will not be infected. Strong psychological activities will not only bring them beautiful pleasure and enjoyment, but also effectively stimulate their desire to explore, which is exactly what our teachers are pursuing under the new curriculum concept.
2. Create a living situation. Mathematics teaching under the new curriculum concept advocates "problem situation-establishing model"
Solving problems, explaining, applying and expanding teaching mode. In teaching, teachers should actively create lively, interesting and challenging problem situations close to life, stimulate students' interest in learning and thirst for knowledge, and create the best psychological environment for discovering new knowledge and the ideal ladder for understanding new knowledge.
Second, the ability to develop and create the potential of applied mathematics.
For example, in the lesson of "Fractional Multiplication and Division", I introduce new knowledge according to the following process:
Do problems in class. Calculation: (1)
After the students answered, I asked: How did you do it (let the students review the method of fractional multiplication and division)? I continued to ask: What do you think the teacher should do if some numbers here are changed into letters? (3)
(4)
Students can easily get the results of the last two questions from the multiplication and division of scores. At this time, praise the students and lead to the topic: this is the fractional multiplication and division method (blackboard writing topic) that we will learn in this class. How to operate the multiplication and division of fractions? Guide students to summarize the law of multiplication and division of scores by analogy. The next step is to solve the example according to the law: Example 1. Calculation:
Gradually increase the difficulty, so that students can solve problems in thinking and have a sense of accomplishment. In fact, this lead-in method is applicable in many classes.
Teaching practice shows that classroom teaching shows the process of knowledge formation, establishes the connection relationship of knowledge through comparison or analogy, and makes the teaching content naturally transition from shallow to deep. It plays a positive role in cultivating students' creative thinking.
Third, the main strategies of effective classroom teaching of mathematics under the background of new curriculum 1. Effective classroom teaching should create real and effective teaching situations.
"Mathematics Curriculum Standard" puts forward that mathematics learning should not only consider the characteristics of mathematics itself, but also follow students' mathematical psychological laws, emphasizing starting from students' existing life experience, which fully illustrates the importance of creating mathematics teaching situations.
Situational cognitive theory holds that knowledge needs to be learned in the background. Real situations are conducive to the construction of meaning and promote the connection of knowledge, skills and experience. We believe that the teaching mode of situational learning needs to provide students with real activities and tasks.
2. Effective classroom teaching should guide students to actively explore the formation process of knowledge. The purpose of teaching is not only to enable students to draw conclusions, but more importantly, to enable students to cultivate their sentiments, develop their intelligence, tap their potential, cultivate their abilities and improve their quality at the same time, which teachers cannot do for students. Guiding students to actively explore the formation process of knowledge can not only stimulate students' interest in exploring knowledge, but also enable them to learn to learn.
3. Effective classroom teaching should have an incentive mechanism for learning evaluation. The diversification of learning evaluation is mainly manifested in: first, process evaluation, in the form of questioning, testing, oral answer, blackboard performance and so on. Understand the progress and gains and losses of students in the process of trying activities in time, see their own abilities and discover their own potential. Second, because of people's evaluation, we adopt the practice of "the same test paper, hierarchical requirements, different scores, and natural rise and fall". The test questions are divided into a, a refers to basic knowledge, medium difficulty knowledge, and c refers to higher difficulty knowledge. For 20% of outstanding students, the test score = A × 0.2+B × 0.4+C × 0.4; For 30% underachievers, the test score is = A × 0.6+B × 0.2+C × 0.2; For 50% of intermediate students, the test score = A × 0.4+B × 0.4+C.
× 0.2, in this way, students at different levels can see their progress, feel happiness, gain confidence and success only by comparing with themselves. Third, self-evaluation, in which students evaluate their own thinking methods, problem-solving methods, problem-solving mentality and the gap with their learning goals during their attempts. Practice has proved that when teachers' evaluation is transformed into students' self-evaluation, teachers' guidance is transformed into students' internal learning motivation. Through the incentive mechanism of learning evaluation, we can fully mobilize students' emotions, wills, interests, hobbies and other positive factors in learning mathematics, stimulate the spirit of being diligent and eager to learn, and promote the coordinated development of intellectual factors and non-intellectual factors, so as to effectively improve the quality of mathematics teaching.
In a word, mathematics teaching should be based on students' life experience and existing knowledge background, and provide them with sufficient opportunities to engage in mathematics activities and exchanges, so that students can truly become the masters of learning. Cultivating students' creative thinking in mathematics teaching is the requirement of educational development, the embodiment of the inherent law of mathematics and the conscious behavior of every teacher.
To provide students with a broad thinking space, so that students can fully feel the joy of successful exploration in the process of appreciating mathematics, thus generating infinitely beautiful primary school feelings. ;