How to teach math 1 effectively and prepare lessons effectively?
At present, the quality of collective lesson preparation in our town is not high. When preparing lessons alone, read and understand the teaching materials by yourself, prepare a lesson plan suitable for you according to your own understanding and teaching style, then read and understand the reference books, prepare lessons collectively or discuss with teachers on the same track to supplement the teaching points that you have missed or are not sure about. In this way, it is handy to use your own teaching plan in class and the effect is better. I have a deep understanding of the knowledge points in each class. A generation? If you use it skillfully, the exercises in books and materials will be well explained. In the long run, how can the teaching quality not be improved?
It should be pointed out that preparing lessons requires more and more of yourself, and we should constantly infiltrate the new curriculum concept. Such as: to implement? Heuristic, discussion? Teaching philosophy, highlighting students? Theme? Status or something.
2. Effective classes
(1) Effectively create situations and arouse students' enthusiasm in class. For example, a teacher in Shangzhuang's "Representing Numbers with Letters".
(2) Effectively change the teaching form and stimulate students' interest in class. Suitable for class? High five? Encouragement not only changes the evaluation method, but also enlivens the classroom atmosphere. For example, when teaching, write 1, 2, 3 and 4 groups on the blackboard, and then add one to the group that performs well. ★? Let the four groups of competitions enliven the classroom atmosphere and improve the learning enthusiasm. Or let the students use gestures? Or? Students are interested in the judgment results, and teachers can also see the feedback results of all students, so that students who make mistakes can talk about their reasons and make collective corrections, which greatly improves the classroom effect.
(3) Effective use of teaching media, teaching AIDS or learning tools.
Using courseware in some classes can greatly improve the efficiency of classroom teaching. For example, the perimeter and area of teaching plane graphics can be seen at a glance with courseware. Using teaching AIDS and learning tools in some classes can improve the efficiency of classroom teaching. For example, teach the volume of cylinders and cones.
3. Do a good job effectively? Teaching and research?
(1) Reflection on Writing Teaching
Some teaching reflections written by the math teacher in our town are not like reflections, but like teaching objectives. Some of them are too general, too simple and perfunctory, which can't play a role in reflection and teaching.
Teaching reflection is to study how to teach and learn by yourself. Teach middle school and learn to teach.
(1), writing succeeded.
The practice of achieving the pre-designed teaching purpose and causing teaching shock effect in the teaching process; Appropriate temporary measures in classroom teaching; The infiltration and application process of some teaching ideas and methods; The feeling of applying some basic principles in pedagogy and psychology; Reform and innovation of teaching methods. , have made a detailed record for future teaching reference.
(2), write shortcomings.
Even successful classroom teaching will inevitably have omissions and mistakes. We should systematically review and sort them out, and make a profound reflection, exploration and analysis on them, so as to draw lessons for future re-teaching.
(3) the wit of writing teaching
In classroom teaching, with the development of teaching content, the harmonious thinking development and emotional communication between teachers and students often generate instant inspiration because of some accidental events. These "sparks of wisdom" often suddenly appear involuntarily. If we don't catch them through after-class reflection in time, they will disappear with time, which is regrettable.
④ Writing about students' innovation.
In the process of classroom teaching, students are the main body of learning, and there is always a "spark of innovation" flashing on students. Teachers should fully affirm some unique opinions put forward by students in class, which not only promotes students' good methods and ideas, but also appreciates and encourages them. At the same time, these valuable insights are also a supplement and improvement to classroom teaching, which can broaden teachers' teaching ideas and improve teaching level. So recording it can supplement rich materials and nutrients for future teaching.
(2) Listening to lectures and evaluating classes.
Teachers in our town are usually very busy at work, and sometimes it is difficult to listen and evaluate each other normally. However, I think we should seize the opportunity to listen to some observation classes, demonstration classes, excellent classes, or search on the Internet to carefully study the classroom structure, teachers' language, forms, teaching methods, evaluation methods and so on.
(3) Research topic.
Project research should be based on solving practical problems in teaching, and should be based on? Questions and topics? In view of the common problems in teaching practice, we should collectively study and tackle key problems, deepen and promote teaching research in the process of constantly solving problems, so that the achievements of teaching research can be quickly transformed into the reality of improving teaching quality? Productivity? .
How to carry out effective mathematics teaching? Set up a reasonable teaching situation to stimulate students' interest in learning.
We know that a good beginning is half the battle. At the beginning of each class, if teachers can skillfully set suspense questions in combination with reality and put students in special situations, they can stimulate students' curiosity and use their brains to think, thus stimulating students' interest in learning. For example, when explaining the right triangle, we can have doubts: how to measure the height of trees, flagpoles and iron towers? When talking about practical problems, we can set up doubts: the application problems in the market economy. Introducing real life problems into the classroom, igniting the sparks of students' thinking, and letting students know the value of mathematics knowledge will naturally generate interest in learning. In teaching, you can also choose application topics such as commodity discount, bank interest and environmental protection. These novel application problems combine mathematical knowledge with real life and improve students' interest and enthusiasm in learning mathematics. Another example: in the process of exploring practical problems and linear equations, to sell goods close to people's lives? Discount? Design a series of life-oriented problem situations for the situation.
Second, teachers should ask effective questions to students in class.
We should seize the opportunity to ask questions in class, analyze the characteristics of students according to the specific conditions of classroom content and teaching environment, and set up doubts and questions in time. Teachers can ask questions skillfully at the beginning of new teaching, so that students can have interest and curiosity in new knowledge and actively participate in the exploration of new knowledge. Moderate, if the question is too simple, students blurt it out, or it is invalid, and students blindly use yes or no answers, which will reduce students' interest in learning and weaken their enthusiasm for learning under the lively appearance. Even after forming a habit, people will follow suit and don't know what to say. If the question is too difficult and students are confused because of the lack of corresponding bedding, it will dampen students' enthusiasm for learning and make them afraid to answer the question and flinch. Therefore, classroom questioning must be moderate and difficult, so that students at all levels can enter the problem situation and gain learning experience. Applicable, students have different learning abilities. To truly face the whole, we should pay attention to the hierarchy of the problem. Teachers should design questions at different levels, guide students to improve their thinking ability at different levels, and give questions at the application level and analysis level to middle and upper-middle level students to answer; Give the questions of comprehensive level and evaluation level to the students with higher level to answer. The object of this question is not only for everyone, but also for different answers, so that students at all levels can get a chance to think.
Third, students should be guided to carry out effective cooperative learning in class.
According to the different learning time, learning content and requirements, we can divide cooperative learning into three forms: cooperation before class, cooperation in class and cooperation after class. Pre-class cooperation refers to a cooperative way in which students cooperate to complete their learning tasks before class according to their learning needs. For example, in order to learn something, it is necessary to conduct a social survey to collect relevant data. At this time, the content of the survey can be divided into several projects, which are undertaken by each group, and then the survey results of each group can be summarized. In-class cooperation refers to a cooperative way for students to complete their learning tasks through group discussion according to their learning needs. Team members have both division of labor and cooperation. They can freely express their views on issues, listen carefully to other students' speeches, and sometimes argue. Cultivate students through in-class cooperation? Will you listen, think carefully, dare to say and ask? The habit of. After-class cooperation refers to a learning method in which students cooperate after class according to their learning needs. (1) refers to the students around the unresolved or extendable problems in class, and further discussion in groups after class; (2) refers to students helping each other in order to complete their learning tasks, so as to achieve the goal of improving students in the same group; (3) It means that students need to carry out mathematical experiments or research to solve a problem, and complete their learning tasks through division of labor and cooperation.
Fourth, timely feedback, teachers should implement effective exercises and homework.
Students' homework is an important part of learning behavior, a form for students to apply what they have learned, and a continuation of preview and review. It covers a wide range, such as classroom assignments, extracurricular assignments, chapter tests and final exams. At the same time, it also shoulders the important mission of giving feedback to the teaching process. In the case of similar intelligence factors, students' academic performance is far from each other; Even with the same score, the hidden defects are very different. In real teaching, students' homework sometimes doesn't give full play to its role, and may even become the chief culprit to increase students' burden. The effectiveness of students' homework puzzles the teaching work. If we can find the internal relationship between students' homework and learning behavior, we will find the reason to solve students' learning differences.
Fifth, cultivate students' autonomous learning ability through problem situations.
At the beginning of a new class, whether teachers can create interesting problem situations and stimulate students' meaningful intentions is very important for the teaching of the whole class. Therefore, according to the students' cognitive rules, according to the requirements of the middle school mathematics syllabus, around the key and difficult points of the teaching content and the internal relationship between mathematics knowledge, I skillfully designed self-study thinking questions before class, trying to make the design questions clear and specific. Shallow? Goodbye? Deep? Very enlightening. For example: in the introduction? After three o'clock? In the new round of teaching, I created such a problem situation: first draw a picture on the blackboard, and then ask questions: Question: ① A round mirror was broken, and now I want to make a new round mirror with the same size. Do you want to take all the pieces and this piece with you? ② If we observe and analyze this practical problem from a mathematical point of view, what problems do students think can be transformed into? Student A: Draw a round mirror equal to the original mirror. Student B: Fill the broken glass into a circle. ③ What do you need to know when redrawing a circle equal to the original one? This illustrated mathematical situation can make students feel the desire to explore and urge them to concentrate, use their brains and try to explore all kinds of positive solutions. Creative inspiration and epiphany are likely to arise from this.
Sixth, through more help, improve? Students with learning difficulties? Learning ability.
What should we pay attention to in order to realize effective classroom teaching? Students with learning difficulties? This is an extremely necessary and arduous educational task. In teaching practice, we have to admit that there are differences among students, and there are always some students in the classroom who can't fully accept the new knowledge they have learned. Using spare time to help these students make up lessons has become an indispensable part of teachers' work. It is inappropriate to accuse students of not working hard for no reason. Only through classroom quizzes and homework can we get to know them in time, and at the same time encourage them to ask more questions, solve more doubts and understand their learning difficulties, so as to persevere, give them practical help in time, consider their needs and give necessary small-scale guidance. These are all effective measures to help students with learning difficulties improve their learning ability. But more importantly, teachers should enthusiastically encourage them to make progress and let them feel their progress, so as to really improve their interest in learning. With the interest in learning, there will be a direction of hard work and their conscious action.