Mathematics teaching paper 1
First, introduce effective teaching methods.
Scientific and effective teaching methods are of great help to improve the effectiveness of the whole teaching. Taking the teaching of function in junior high school as an example, the related concepts of function have been introduced since the third grade of junior high school. Generally speaking, students will make simple calculations according to the function equations given in textbooks, and teachers will only teach students some formulas to make students calculate data blindly. In this case, students can only realize that the function is an abstract concept, and they don't know how the function came from, nor what the symmetry axis and intercept are. Therefore, teachers should improve their methods and carry out effective junior high school mathematics teaching.
The combination of numbers and shapes is one of the good ways to realize effective teaching. The combination of numbers and shapes means that teachers should draw corresponding function diagrams according to function questions, so that students can understand the related concepts and properties of mathematical functions more clearly and quickly, and can understand those abstract and difficult problems. Of course, this can effectively lay a solid foundation for the next high school function learning and turn abstract knowledge into concrete knowledge. To sum up, teachers should improve and apply scientific and effective teaching methods in the teaching process of junior high school functions in order to continuously improve the teaching quality of junior high school mathematics.
Second, carry out incentive education.
In the process of learning, every student hopes to get the teacher's praise and praise, because in the eyes of students, the teacher's praise is the teacher's affirmation of himself. Driven by this motivation, students' enthusiasm for learning is aroused, and they will regard learning as a happy thing. This also stimulates students' enthusiasm for learning from the side, which is one of the concrete manifestations of happy learning. ? One word of encouragement is worth a hundred words of blame? This is an English proverb.
Everyone wants to be affirmed and recognized by others all the time, and no one wants to be accused by others all the time. In the process of junior high school mathematics teaching, every teacher should also encourage his students, enhance their enthusiasm for learning, enhance the communication between teachers and students, and let students ask questions to teachers without worries, so that there will be no fear of asking questions. On the contrary, students' enthusiasm for learning is reduced, students are passive to teachers, and the distance between teachers and students is also widening. This practice is not conducive to students' junior high school mathematics learning, but also poses a great threat to teachers' work.
Third, entertaining and entertaining.
In the usual study, teachers should adopt the teaching method of entertaining, and add corresponding math games in the teaching, so that students can combine work and rest and realize the teaching effect of entertaining. Only in this way can students realize that learning is an interesting and happy thing, not a boring thing. For example, for the geometry problems in junior high school math books, the teacher can open a class called? Auxiliary line? Games.
The general content of the game is that the teacher will divide the students into groups, give them a geometric figure, let the group think about how to make an auxiliary line, think about how it will help solve the problem if it is added, and then continue to discuss whether another new problem will arise after adding the auxiliary line, so that all students can participate in this activity. This teaching mode can adopt the way of raising your hand to answer first. If you answer first, you will get the corresponding score. At the end of the game, the group with the highest score will be rewarded. This kind of game can help students deepen their understanding of function knowledge in happy learning, which is conducive to mobilizing their learning enthusiasm. This is also one of the ways to improve the effectiveness of junior high school teaching.
Fourth, summary.
Generally speaking, junior high school mathematics learning is the initial stage of students' logical thinking development and the foundation of senior high school mathematics education. Therefore, it is necessary for teachers to strengthen the research on the effectiveness of junior high school mathematics education. Above, the author makes a preliminary discussion on how to improve the effectiveness of junior high school mathematics teaching, hoping to make some contributions to the development of effective junior high school mathematics teaching in the future.
Mathematics teaching thesis II
First, the role of differential teaching
(A) through differentiated teaching, students grow better.
Because students are at different levels of knowledge, their application of knowledge is different, especially in the field of mathematics, people have different degrees in applying reasoning and judgment. Students with strong reasoning and judgment ability often can master it without spending too much time, while students with poor application reasoning and judgment ability will spend a long time. Therefore, if teachers teach according to the knowledge in textbooks, then good students will not get a longer-term development, and poor students will not be improved. Obviously, this teaching method is not desirable. Therefore, differential teaching is conducive to improving this point. Starting from each student's outstanding points, according to their outstanding points, the teaching methods and contents suitable for their growth are formulated, so that students can get better development.
(B) to make students more confident
Students with strong reasoning and judgment skills are often keen on in-depth study of difficulties, and these students can gain self-confidence in in in-depth study. If all students are directly educated in the same way, it is difficult for them to gain self-confidence and are unwilling to explore the difficult aspects in depth. On the other hand, those students with shallow application level of reasoning and judgment no longer believe in themselves because of too many failures, and have the idea of giving up, so that they gradually fall behind others. Therefore, by teaching students in accordance with their aptitude, good students can learn the difficult aspects deeply, while backward students can proceed from their own reality step by step, so that all students can finish their studies better and believe in themselves more.
Second, the implementation method of differential teaching in junior high school mathematics teaching
(A) from the student level, orderly grouping.
Students can usually be divided into three levels: the first level students have a high starting point, good methods and skills, and a high degree of applied reasoning and judgment; The students in the second level have a general starting point, but they have good methods and skills and a high degree of applied reasoning and judgment; Students at the third level have a low starting point. We should have an orderly grouping. In the process of orderly grouping, we should pay attention to the following three aspects: first, we should clearly know what the outstanding points of students are, and teachers and students, teachers and parents, students and parents should communicate well. Secondly, orderly grouping should understand students' inner thoughts, and students should not be distinguished only according to their test scores. Grouping should be flexible, not rigid. The results of the test paper are part of the orderly grouping. Students know their own situation and have their own goals, so we should understand them and not ignore their inner thoughts, so that they will believe in themselves. Differentiated teaching is carried out after grouping. Finally, teachers should treat students of different groups equally and do their best.
(B) according to the situation of students after grouping, adopt different teaching methods.
We should consider all students and implement differential teaching in the classroom. 1. Introduce new content. The internal relations of mathematics are closely linked. Teachers can recall what they have learned to introduce new content. At this time, the third-level students will recall what they have learned to impress themselves. Students at the second level solve the problem of introducing new content, while students at the first level improve the content of students at the second level. 2. Explain the new content. Third-level students should be considered when explaining new content, step by step. 3. Practice in class. At the end of the new content, the teacher should let the students practice. Students at the first level are more comfortable, and teachers will let students practice different forms of exercises, which can give students at the second level more difficult exercises. In addition, teachers should take Grade III students seriously, and providing less difficult exercises will help deepen their memory.
(3) According to the situation of students after grouping, the tasks arranged are different.
Assigned tasks should enable students to be within their abilities, thus contributing to their growth. First-level students can arrange more exercises with high integration, strengthen their own rules and procedures for dealing with mathematical problems, and make themselves dig out those rules and procedures for dealing with mathematical problems in the exercises. Students at the second level mainly study the thinking direction of common problems and some difficult problems. The students in the third level repeat the questions and do a lot of exercises to consolidate the foundation.
(D) According to the situation of students after grouping, the aspects of evaluation are different.
Because students have different core purposes, they should use different assessment methods. For example, teachers should distinguish test questions according to students of different levels, and let students of different levels do different questions. Students at the first level focus on solving difficult problems; At the second level, students focus on medium-sized topics, plus a small number of difficult problems; The students at the third level mainly focus on basic topics, plus a small number of medium topics. Then, all students can make progress within their own scope.
Third, summary.
Carry out differential teaching according to the philosophical thought of solving problems from reality. This way can deal with the difficulties encountered by students one by one, so that all students can give full play to their own advantages, make up for their own shortcomings, encourage students to study, give students confidence in themselves, and contribute to the coordination and progress of students in all aspects.
The third part of mathematics teaching thesis
First, ask effective questions in class.
1. Questions must have the ability to think.
It is a failure to ask questions that can stimulate students' thinking. Only by promoting students' thinking development and broadening their ideas can we improve students' inquiry ability and stimulate their enthusiasm for mathematics. Even if students' answers are biased and imperfect, teachers should praise their advantages, praise them and explore them. After the area is calculated, how to find the height on the hypotenuse AB? At this time, the teacher used multimedia to show the area of the triangle surrounded by the straight line y=2x+3, y=-2x- 1 and the Y axis. In this way, the problem is transformed from a straight line into an area surrounded by two straight lines and coordinate axes.
2. Exercise the skills of asking questions.
Asking questions has advantages and disadvantages. Mastering the way of questioning, improving the quality of questioning, grasping students' interest and creating a good learning atmosphere can fully mobilize students' enthusiasm and students will successfully become the main body of the classroom and the master of learning.
Second, let students? Want to learn? The teaching language is very interesting.
A survey of American psychologists found that students like humorous teachers, which makes the learning atmosphere relaxed and happy. This is to encourage students? Want to learn? The main factor is that no subject can be excluded. This requires teachers to have a high comprehensive quality. One of them is humor in language: humor is great wisdom and lubricant of teaching. For example, I asked students to analyze this? Count? Word, by? Rice girl? Composition? What do you mean? In other words, only by learning math well can you find a good job, buy food and find a girlfriend after graduation. What about this? Hey? What does this mean? This highlights the importance of mathematics, that is, vivid explanations of people who can't learn mathematics with sticks or whips emerge one after another, and of course teachers' expressions and intonations are needed.
Third, cultivate students' correct thinking.
To cultivate students' correct thinking, we must fully mobilize their enthusiasm. Tell examples, let the students examine the questions independently, just give them to the students, and then read, examine and solve a series of thinking activities for the students to complete themselves; Students have problems and weigh them repeatedly? Personal understanding? , no? Peer guidance? , no more,? Teachers solve problems? Even if it is? Teachers solve problems? Don't rush to hand over the answer, the teacher should gradually enlighten the students: what concepts are involved in the question? What formula can be used to express this law? Problem solved. Is there any other way to solve it? Students form the habit of thinking training, and with the improvement of comprehensive ability, wisdom will shine in the classroom at any time.
Fourth, summary.
In a word, mathematics is the best way to cultivate people's creative quality, and success is not built in a day. We teachers should do our best for education and lay a good foundation for students' lifelong mathematics learning.