Efficient classroom exploration of junior high school mathematics teaching Part I: Efficient classroom exploration of junior high school mathematics teaching;
Mathematics in junior high school has always been a long-standing problem, which can be said to be the main obstacle to the success of many students. If you don't learn mathematics well, there will be no rules in physical chemistry. If this goes on, you won't be able to go to high school, or you won't have much promise in high school. So, is junior high school mathematics really difficult? Actually, it's not. Just some basic algorithms and some basic common sense. The reason why teaching is not good lies in improper naming and poor guidance. This paper will discuss how to teach junior high school mathematics well from the aspects of teachers' quality, hoping to inspire colleagues.
Key words:
Mathematics; Quality; Teaching methods; Study law; Efficient classroom
Below, the author puts forward the following six views based on his years of teaching experience.
1 Teachers should strengthen their study and improve their own quality.
The ancients said:? Great teachers make great apprentices? . In order to teach students well, we must make them trust and admire their teachers. Only when the image of the teacher makes the students admire can the students listen to the teacher and take the teacher's words as the imperial edict. If so, will the teacher's words be very enlightening? Order a ban? . What the teacher teaches him, the students learn; Even if no one teaches, students imitate. Imitate what? Imitate the words and deeds of the teacher. Therefore, teachers must constantly strengthen business knowledge learning, improve their own quality, maintain a good image, let go of luck, specialize in teaching materials and study teaching methods, and don't think that everything is simple. Because the simplicity in the eyes of teachers is not the simplicity in the eyes of students? Simple? What the teacher teaches is not a question of whether the teacher understands or not. The key is how to make the students understand. If the teacher thinks it is simple, then 80% of the students should have mastered it after the lecture. If this effect cannot be achieved, the explanation is not simple; If only two or three adults can master it, it means it is difficult, or the teacher's teaching method is improper. Imagine: if the teacher does not hesitate in class, what kind of atmosphere is the classroom? How embarrassing it would be if the teacher stood on the podium and stammered, even told the knowledge wrong, or even pointed it out by the students in class!
Teachers should care about students and get along with them.
The ancients cloud? Only the teacher who kissed it can believe it? . In order to better impart knowledge to students, teachers must be close to students and mingle with them, so that students can dare to tell their pain and confusion to teachers, so as to better grasp students, know what students need and where the difficulties are, better understand students' mastery of knowledge, and then better arrange teaching methods and teaching contents. Only in this way can students be really influenced by the teacher's behavior, and then imitate learning and turn the teacher's knowledge into their own. If the teacher is far away from the students, even remotely control the students; Then the teacher's teaching is like an itch between boots, and the effect is difficult to talk about. Therefore, to do a good job in teaching, teachers must love students, blend in with them and become a member of them. It is not difficult for students to teach. In fact, students' hearts are beautiful and will return to Yongquan to repay each other. Please love our students!
3. Strengthen the guidance to students, understand the importance of mathematics, and then cultivate students' strong interest.
Mathematics is an important carrier to cultivate students' rational thinking. Through spatial imagination, inductive abstraction, symbolic expression, operational reasoning, deductive proof and pattern construction, we think and judge the quantitative relationship and mathematical model in objective things, form and develop rational thinking and form the subject of human ability. It is very important for everyone, and mathematics knowledge permeates all aspects of life. It is also a ladder to climb the peak of science. Without mathematical ability, almost all scientific research cannot be carried out. Astronomy and military affairs have little to do with mathematics at ordinary times, but are full of mathematical common sense; Even a simple life, without mathematical knowledge, is difficult to move. To teach mathematics well, we should first let students know the importance of mathematics, and then cultivate their interest. In cultivating interest, we can guide them from the relationship between mathematics and social life, between mathematics and art of war, between mathematics and astronomy, and between mathematics and life, so that they can see that mathematics is useful and interesting. For example, there used to be a math problem. A catty of salt is 0. 17 yuan, and a pot of matches is 0.02 yuan. How to use 0. 17 yuan to buy 1 kg salt and 1 can of matches? If we go back and buy it at 5, we can buy it directly because it is rounded off. Let them fall in love with mathematics and get interested.
Teachers should design scientific and reasonable teaching methods and create efficient classrooms.
The key to teaching lies in scientific and reasonable teaching methods, which should be designed on the basis of in-depth study of textbooks and students. It is necessary to clearly reflect the three-dimensional goal. We should emphasize autonomy, cooperation and inquiry, and use heuristic and discussion methods. Don't always learn by rote, pay attention to proper practice, and focus on practice in a class. You should finish the main homework in class.
Teachers should teach students scientific and reasonable learning methods.
If you learn the law properly, you will get twice the result with half the effort, otherwise, you will get twice the result with half the effort or even get nothing. In the study of law, we should attach importance to understanding, analyzing, connecting with practice and connecting old and new knowledge. No naval battles, no back. To do this problem, we should draw inferences. Do only part of the same type of questions, treat them according to the type of questions, don't do them as soon as you see them, but analyze, think and summarize more. We should regularly check the old knowledge, insist on previewing, and enter the classroom with questions. We should be good at comparing confusing knowledge with adjacent knowledge to find out similarities and differences. For example, unary quadratic equations, inequalities and functions. If we compare it, we will find that the function is the whole of this parabola in the coordinate system, the solution of the equation is the intersection of this parabola on the X axis, and the inequality is the part of this parabola above or below the horizontal axis.
We should be good at using modern teaching methods to improve teaching efficiency.
Today, we can't stick to the pattern of two pieces of chalk with one mouth. We should make full use of modern means such as electronic whiteboard, micro-course and massive open online courses. , and make full use of its time-saving, land-saving (space-saving), easy to modify, easy to remember and easy to summarize, or learn from famous schools' classrooms and consult materials. Only in this way can we really improve classroom efficiency. Otherwise, if you copy an example for more than ten minutes, several students will copy the performance materials on the blackboard for half a day, and the efficiency will be low if you wait more time and learn less.
Teachers should scientifically evaluate students and guide them to develop healthily.
The assessment of students should not only check what students have learned, but also promote learning progress. Don't just judge students by their scores, but make an accurate and scientific evaluation, do a good job in analyzing test papers, guide students to examine their own gains and losses, and see problems through test papers. Don't criticize students easily because of their achievements, and advocate students taking vacations. Let students feel that ability is the main thing, and grades are secondary. Only in this way can we truly turn the exam into a means to check what we have learned, and become the basis for arranging the next stage of study, so that students can continue to develop.
Author: Tan Dongping Setting: Chengxian No.2 Middle School in Gansu Province
A probe into the efficient classroom of junior high school mathematics teaching Part II: A summary of the measures to construct the efficient classroom of junior high school mathematics;
Objectively speaking, in the current teaching practice, there are many problems such as insufficient understanding of the concept of mathematics education under the new curriculum reform, ineffective implementation of teaching objectives, unreasonable implementation and application of teaching models, and neglect of emotional cultivation and values education for students, which affect the effectiveness of classroom teaching to varying degrees. Therefore, this paper will take junior high school mathematics teaching as the research object, and put forward specific measures to improve the effectiveness of teaching combined with teaching experience, in order to provide useful reference for junior high school mathematics teaching.
Key words:
Junior high school education; Mathematics; Efficient classroom; Stratified education
1 Introduction
With the continuous advancement of the new curriculum reform, the traditional teaching method of adding a piece of chalk and a blackboard has not adapted to the current individual differences of students, teaching needs and social development, and improving classroom efficiency has become a teacher's knowledge. Therefore, it is of positive practical significance to strengthen the research on the construction strategy of efficient mathematics classroom in junior high school. Below, the author will elaborate from the aspects of new lesson introduction, problem transformation, hierarchical teaching, life-oriented teaching and inquiry ability.
2. Seize the opportunity to introduce new courses to stimulate students' interest in learning.
The introduction of new curriculum is a necessary part of new teaching, and it is also an important way to attract students' attention and stimulate students' interest. Therefore, teachers must be good at grasping the lead-in opportunity, pay attention to the excitement, cohesion and guidance of lead-in, stimulate students' interest by creating life situations, setting suspense questions and using game activities, and effectively improve teaching efficiency. For example, in teaching? Frequency estimation probability? Knowledge points, teachers can use the example of lottery to introduce knowledge: In daily life, people often buy lottery tickets and win lottery tickets. Although only 2 yuan is sold for each lottery ticket, there may be a chance of winning 5 yuan, 10 yuan, hundreds of thousands or even millions of yuan. So, how often do we win prizes? What are the chances? The student replied:? Not big, very small. ? The teacher asked again:? The chances are really small, so how many are there? For example, Fucai 3D, its first prize winning rule is that the three selected numbers are exactly the same as the lottery numbers from number to position. So, if you want to win the first prize, what are your chances? The students shook their heads to show that they were not clear. At this time, teachers can seize the opportunity to introduce new lessons, and students' attention will be attracted by the problem at once, and the teaching effect will naturally get twice the result with half the effort.
3 Ingeniously transform mathematical problems and gradually move towards knowledge.
In the process of mathematics learning, there will inevitably be many doubts. Teachers can sum up the key questions in the textbook according to the feedback from students and put them together skillfully. Life? Create a corresponding life situation. If you are studying? The knowledge points of linear equations with one variable are usually difficult for students to understand? What can teachers create about the connotation of linear equation of one variable? Guess the age? Situational guidance teaching is based on:? Students don't have to tell the teacher your age directly, just say the number of your age multiplied by 3 MINUS 6, and the teacher will know your real age. Similarly, when you tell the teacher that your mother's age is multiplied by 3 MINUS 6, the teacher can tell the answer accurately. ? This kind of preparation arouses students' desire for knowledge, and on this basis, guides students to adopt the same method? Age times 3 MINUS 6? Let the students calculate by themselves; Students usually get answers by arithmetic; At this point, the teacher will continue to guide students to use the known conditional equation method, through design? What's the age of the teacher? For X-year-old, so as to get the formula? 3X-6=72？ ; Finally, the specific meaning of the equation is further explained. So gradual, the teaching effect is remarkable.
4. Treat students comprehensively and objectively, and adopt scientific and hierarchical teaching methods.
The new curriculum standard of mathematics puts forward: mathematics education is for all students, and everyone can get the necessary mathematics; Different people get different development in mathematics. Confucius, a great educator in ancient China? Teaching students in accordance with their aptitude? . Soviet educator babanski? Group teaching method? And American psychologist Bloom? Master? . For students of different levels, make different teaching objectives, so that each student, especially? Students with learning difficulties? Can you taste the joy of success? Success? To motivate yourself and develop your knowledge? Internal drive? . As front-line educators, it is inevitable that there will be some problems and difficulties in the daily education and teaching process. In this regard, teachers should find their own shortcomings in teaching through teaching reflection, constantly examine the problems existing in classroom teaching, explore the reasons, and then explore effective solutions. At the same time, it is guaranteed to treat students objectively and comprehensively, pay attention to their individual differences, set different teaching objectives and create different teaching situations according to the needs of students at different levels. One size fits all? The disadvantages brought by the teaching mode give full play to students' subjective initiative. Specifically, teachers should further understand students' different psychological characteristics, mathematics knowledge mastery level and mathematics learning ability according to the learning situation, and arrange learning tasks on this basis. For example, when doing group cooperative learning in the class, should they adopt? Complementary advantages within the group? Grouping principle, in the classification, but also pay attention to adhere to? Student-oriented? The principle of development should not remain unchanged. We should always observe the changes of students' state and ability, adjust the stratification strategy in time, respect each student's individual differences, and always adhere to the implementation of hierarchical teaching from a developmental perspective. Hierarchical practice is the core link of hierarchical teaching, and its significance lies in strengthening students' academic performance at all levels, timely feedback and correction, detecting the achievement of learning goals, transforming the understood knowledge into skills through hierarchical practice, feeding back teaching information, compensating and evaluating students at all levels, and carrying out training, so as to achieve the goal of implementing the goals step by step. Therefore, when preparing lessons, teachers should carefully design and arrange classroom exercises according to the actual situation of students and the content of textbooks, or reorganize the exercises in textbooks or re-select exercises at different levels. When choosing three different levels of exercises, we must follow the principle of consistent basic requirements and encouraging individual development. Popular point is? The bottom must be guaranteed, and the top is not capped? . On the premise of ensuring the consistency of basic requirements, practice synthesis and skills are divided into three levels.
5. Practice the scientific teaching concept and integrate teaching into daily life.
Life is the place where education takes place, and the meaning of education can be constructed. Only when education returns to the life world can it reflect the true meaning of education. Mathematics is the refinement and concentration of life, and the things and phenomena in life can become the first-hand materials of mathematics teaching after induction and classification. Therefore, teachers should write practical topics about current affairs, life and even economy according to the syllabus and teaching requirements, and integrate them into mathematics learning. First of all, when teaching new mathematics knowledge, we can use examples from life as the starting point to arouse students' interest and establish life-oriented learning consciousness. For example, when cultivating students' mathematical awareness and application ability, we can design questions about shopping in shopping malls and simulate the situation: students must have seen the price war of merchants. Clothes for holiday activities in a shopping mall are discounted, and one dress is worth 700 yuan. More than two items in mall A are 50% off the third item, and everything in mall B is 6.5% off. If you need to buy five clothes, which one do you think is more cost-effective? This kind of situation design can not only teach students the ability to apply mathematics to life, but also accumulate life experience and infiltrate business strategies, which is helpful to cultivate and improve students' decision-making ability. Like teaching? Horn? With the help of familiar life themes such as clock, angle and compass, students are inspired to ask mathematical questions independently in familiar life situations: How many vertices does an angle have? What is the edge of the corner? There are several ways for students to experience mathematics in their own lives, deepen their understanding of what they have learned in textbooks, and thus cultivate their ability to ask mathematical questions and solve them in real life.
6. Guide students to explore independently, expand their thinking and think independently.
Questioning in class is not only a comprehensive teaching art, but also a bridge between teachers and students. The main content of the new curriculum reform is to cultivate students' ability to find, explore and solve problems in time. Guiding students to form the habit of inquiry learning is the art of classroom questioning. Teachers can give students a space for self-innovation by asking constructive questions, thus forming the habit of independent thinking. Every student will have his own unique views on the open questions raised by the teacher, which can not only improve the activity of the classroom atmosphere, promote the development of students' divergent thinking, but also help to cultivate students' sense of team, so that every student can experience the taste of success while showing his personality. Like studying? The sum of the internal angles of a polygon? Related knowledge, teachers can set the following questions:? After cutting off one corner of a pentagonal tile, how many corners are left in the tile? What is the sum of internal angles? Ask the students to discuss in groups and answer first. Some students will say:? Cut off one corner, leaving four corners, so the sum of the remaining quadrilateral internal angles is 3600? ; Some students said:? After cutting off one corner, there are six corners left, so the sum of the inner angles of the remaining hexagon is (6-2)* 1800=7200. ? This question mainly examines the active degree of students' thinking. Students should not simply think that if one corner is cut off, there will be four corners left, but should consider what will happen to the original Pentagon after cutting off one corner. The setting of such open questions can not only cultivate students' inquiry ability, but also make them realize the infinite charm of mathematics.
7 summary and suggestions
What does the new curriculum reform advocate? People-oriented? Pay attention to students' life world and guide students to establish? Actively participate, willing to explore, communicate and cooperate? Learning style. Practice has also proved that appropriate and appropriate teaching forms can effectively mobilize students' learning enthusiasm, learn to explore independently and realize self-development in the process of thinking. Junior high school is a critical period for students to consolidate basic knowledge and develop good study habits, and mathematics, as one of the important subjects that can benefit students for life, is very important for students to study effectively. Therefore, teachers must actively practice the teaching concept advocated by the new curriculum reform, repeatedly explore and verify in teaching practice, constantly improve their professional quality, pay attention to cultivating students' interest in mathematics learning, implement scientific teaching concepts, and let students realize the close connection between mathematics knowledge and real life from various angles, thus creating a better learning environment, and finally achieving the goal of efficient learning, further implementing the new concept of the new curriculum reform in junior high school mathematics classroom, and effectively cultivating and improving students' mathematics quality.
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Author: Cai Ziyun Unit: Riyue Township Central School, Huangyuan County
A probe into the efficient classroom of junior high school mathematics teaching Part III: A probe into the construction of efficient classroom of junior high school mathematics;
Mathematics is a subject that comes from life and is higher than life. It is the basis of scientific knowledge learning and plays an important role. However, at present, the teaching level of junior high school mathematics is obviously not high, and there are many problems. Therefore, it is of great significance to put forward effective solutions to the problems existing in teaching, improve teaching quality and lay a good foundation for students' learning.
Key words:
Junior high school; Mathematics; Efficient classroom; build
order
Mathematics is an important subject. It is very important to solve the problems existing in junior high school mathematics teaching, such as single teaching method and outdated teaching concept, and it is the key to build an efficient junior high school mathematics classroom. Changing teaching concepts and innovating teaching methods will help to give full play to students' subjectivity, stimulate students' interest in learning and produce good teaching results.
1 Analysis of the present situation of junior high school mathematics teaching
The current situation of junior high school mathematics teaching is not optimistic, the teaching effect is not good, and students' poor interest in learning is a common problem in junior high school teaching. Under the background of teaching reform, it is very important to solve the problems existing in junior high school teaching, but the reform effect is not obvious, and there are many obstacles, mainly affected by three aspects. First, the outdated teaching concept of teachers is one of the reasons for the poor teaching effect, and teachers have not adapted to the new teaching concept. Still according to the previous teaching experience, self-centered and ignoring students' subjectivity lead to the problems of students' passive learning knowledge, low interest in learning and poor learning effect, which affects the teaching effect of junior high school mathematics. Second, the traditional teaching methods of teachers are single, and teachers mainly focus on teaching methods in the teaching process. The knowledge content is comprehensive and specific, but the content is boring. Students' interest in learning is not high and their ability to accept knowledge is poor. Not only the learning effect is poor, but also the learning efficiency is low, which easily leads to boredom and resistance, which leads to teachers' inattention in the teaching process and reduces the learning effect [1]. Thirdly, the formalization of teaching process will affect students' learning enthusiasm, lead to students' learning mechanization, and thus produce poor learning results. Thus, the current situation of junior high school mathematics teaching is not optimistic, and there are many problems. It is of great significance to analyze the problems existing in junior high school teaching and put forward effective solutions.
2 junior high school mathematics classroom construction in colleges and universities
2. 1 Changing teaching concepts and giving full play to students' subjectivity: Changing teaching concepts and giving full play to students' subjectivity is an effective measure to build an efficient junior high school mathematics classroom. By changing the teaching concept, respecting students' subjectivity and giving full play to students' subjectivity, students' autonomous learning can be promoted, students' interest in learning and classroom participation can be improved, so that students have a strong interest in learning and the learning effect can be improved [2]. Taking the study of "several commonly used statistical tables" as an example, when teachers explain this part, they can't show students the characteristics, advantages, applicability and other knowledge points of several statistical tables through teaching. They need to give full play to students' initiative and let them discover the characteristics, advantages and applicable conditions of several commonly used statistical tables. Teachers can use multimedia teaching methods and problem-oriented methods to promote students' autonomous learning. Presenting knowledge points through multimedia can enhance the interest of teaching, make students have the motivation to learn independently, guide students to think independently and expand their thinking through problem guidance, and lay a good foundation for students' mathematics knowledge learning. Therefore, changing teaching concepts and giving full play to students' subjectivity are effective measures to improve teaching quality.
2.2 Optimize the teaching process and strengthen group cooperation: The formalization of the teaching process is the main problem in junior high school mathematics teaching. Optimizing the teaching process and strengthening group cooperation play an important role, which can not only arouse students' strong interest in learning, but also enhance their sense of cooperation and cultivate their spirit of cooperation [3]. To optimize the teaching process and strengthen group cooperation, we need to do the following. First, teachers need to make different teaching processes according to different teaching contents before teaching, design distinctive teaching contents in the teaching process, fully prepare lessons, and fully mobilize students' learning enthusiasm. Second, organize group cooperation. In the teaching process, strengthen group cooperation. Through group cooperation, students can consciously integrate into the group, think hard, expand their thinking, produce better learning results and enhance their cooperation ability. Therefore, it is of great significance to optimize the teaching process and strengthen group cooperation, which is an effective means to build an efficient classroom.
2.3 Creating teaching situations to improve students' interest in learning: Creating teaching situations is an effective measure to build an efficient classroom, which can stimulate students' interest in learning and produce good learning results. Taking learning "special parallelogram" as an example, teachers should first create a good teaching situation for students and show the shape and characteristics of special parallelogram with multimedia. Then teachers can tell students the definition of special parallelogram, guide students to find special parallelogram in life, and summarize the similarities and differences between special parallelogram and parallelogram, so as to exchange and share knowledge among students. Finally, the teacher summed up the main contents of this lesson, effectively evaluated the students' learning behavior, praised the parts with good performance, and put forward suggestions for correcting the parts with poor performance, so as to help students learn and progress, guide students to learn, and make students have good study habits. It can be seen that creating teaching situations to stimulate students' interest in learning plays an important role and is an effective measure to build an efficient classroom in junior high school.
3 abstract
To sum up, there are many problems in junior high school mathematics teaching, such as outdated teaching concept, single teaching method and formalized teaching process, which seriously affect the teaching effect of junior high school mathematics. Therefore, it is of great significance to put forward effective measures to build an efficient classroom, change teaching concepts, innovate teaching methods and optimize teaching process. In a word, it is of great value to study the construction of efficient mathematics classroom in junior high school.
References:
[1] Xiao Zedong. Effective methods to realize efficient dynamic classroom generation of junior middle school mathematics [J]. Research on solving mathematical physics problems.2015 (20)
[2] Meng. On the Strategies of Constructing Efficient Mathematics Classroom in Junior High School [J]. Foreign Language Learning (Late Junior High School Edition) .20438+03 (08)
[3] Niu Shuai. Some thoughts on mathematics teaching under the concept of new curriculum standards [J]. Middle school students' mathematical physics (senior high school edition? Academic Edition) .2013 (03)
Author: Zhang Xu Unit: Dalian Hong Wen Middle School, Dalian, Liaoning Province.