Classroom teaching practice tells us that students' learning effect and teaching success depend on their active participation to a great extent. The following is a small series of suggestions on how to improve the quality of mathematics teaching in senior one, hoping to help you. Welcome to read the reference study!

1 how to improve the quality of mathematics teaching in senior one

Pay attention to cultivating students' self-study ability

Self-study ability is the most important ability among all abilities. For primary school students, the most important thing is to learn how to learn, how to think, how to discover, how to create, and how to master a set of learning methods that suit them. Therefore, teachers need to renew their ideas, study the wisdom of mathematics, analyze mathematical methods, and strive to make students learn, think, discover, apply and create mathematical knowledge like mathematicians. In teaching, teachers cultivate and develop students' thinking ability on the basis of their knowledge.

Be good at using modern educational technology

Be good at using new technologies, especially modern distance education. With the deepening of the research on modern distance education, modern distance education has been widely used in the teaching activities of our school. The teaching mode of modern distance education itself has changed the angle position of students, teachers and textbooks, and "student-centered" has become an important feature of open schools. In the past, the teaching mode of text teaching materials plus face-to-face teaching by teachers has not adapted to the requirements of open schools. In order to realize a truly open school and meet the needs of learners in many aspects and levels, only by making full use of the distance education model and providing learners with multimedia integrated teaching materials can learners get the services they need and promote their learning. In mathematics teaching, making full and reasonable use of modern teaching resources can stimulate students' autonomous learning motivation, cultivate their interest in knowledge, organize teaching vividly and improve teaching effect.

Set aside enough time for students to study independently.

Returning the study time and space to the students establishes the students' dominant position and allows them to study actively. Teachers are the main body among equals, and their roles as organizers, guides and designers in teaching activities are gradually emerging. The most obvious feature of classroom teaching is that teachers not only study their own teaching, but also pay attention to studying students' learning. That is, the study of students' learning style. In particular, the use of discussion learning is the most common in the classroom at present. But there are also superficial cognition and superficial and formal treatment, which fail to grasp the most essential ideas and key points of "discussion-based" learning. Therefore, we should not let students lack serious design and thinking about the problems discussed; Lack of profound reflection on the effect and quality of the discussion; Only pay attention to the form of discussion, ignoring the timing of discussion and the study of discussion topics; Don't let the top students remain the representatives in the discussion, instead of the thinking of the top students replacing the thinking of the poor students.

2 methods to improve the quality of primary school mathematics teaching

Let students actively participate in teaching.

Classroom teaching practice tells us that students' learning effect and teaching success depend on their active participation to a great extent. Therefore, teachers should pay attention to guiding students to actively participate in the teaching process in class, so that students can get active development. Let students actively participate in teaching, we can start from three aspects: (1) preview stage before class.

The teacher arranged for the students to make preparations before the new lesson, so that the students could attend the class with questions. (2) Classroom learning stage. In classroom teaching, students are the main body of teaching. Let students participate in teaching, ask their own questions, discuss and study together, and finally get more effective ideas and methods to solve problems. This can not only enliven the classroom atmosphere, arouse students' enthusiasm and initiative in learning mathematics knowledge, but also improve students' interest in learning mathematics. (3) After-school homework stage. After-class homework allows students to form study groups, supervise each other, discuss problems with each other, give full play to their respective advantages, and help all students make progress together. From the above three aspects, we can not only improve students' participation and participation, greatly improve teaching efficiency, but also improve students' learning ability, which has an indelible impact on junior high school learning life in the future.

Teachers should attach importance to the guidance in the teaching process and enhance the motivation of students' autonomous learning.

In the teaching process, psychologist Bruner first put forward a "motivation principle". Guided by the relevant theory of "Motivation Principle", teachers are required to pay attention to stimulating students' autonomous learning motivation and actively participate in daily teaching activities in the teaching process. The learning motivation in students' minds is actually the biggest motivation to promote students' autonomous learning. Once students have a strong desire to learn, they will know how to study hard and constantly absorb new knowledge to improve their knowledge. Therefore, teachers should be good at stimulating students' interest in learning, which is of great significance to help students learn mathematics well. In the teaching process, teachers should purposefully infiltrate the role and significance of mathematics learning, let students understand the role of mathematics, and thus stimulate students' learning motivation. At the same time, teachers should link teaching materials with real life, guide students to apply what they have learned to life in time, and make students realize that mathematics is an indispensable tool in daily life, which can stimulate students' interest in learning.

Guiding students' practical ability scientifically in daily teaching is very helpful to improve students' interest in learning. For example, when teaching the chapter "Volumes of Cylinders and Cones", teachers can use two sets of teaching molds for cylinders and cylinders (the volume and height of each mold are equal). Through the game of asking students to fill the molds with sand, we can find that when a cone filled with sand is loaded into a cylinder, sometimes it can be loaded three times, and sometimes it can be loaded three times. At this time, teachers can guide students to compare the bottoms and heights of these two groups of cylinders and cones in time, and pass on their inherent principles to students during the guidance process.

3 How to improve the teaching quality of first-grade mathematics

Teaching in groups.

Teachers adopt the way of "asking and answering" in class, which is a kind of mechanical exam-oriented education and training, which seriously restricts students' subjectivity. This traditional teaching mode is not conducive to the improvement of students' learning quality today. In the process of deepening the reform of quality education, we should really change this situation and strive to make group cooperative learning an important way for students to learn mathematics. Students can be divided into 4 or 6 groups and determine fixed partners. In the discussion stage, students with poor learning foundation express their ideas, and then the average students and excellent students supplement them in turn, and finally form a collective opinion. This can cultivate students' self-confidence, communication ability, team consciousness, language expression ability and logical thinking ability, interpersonal relationship handling methods and many other qualities.

Multimedia teaching.

Pupils are naturally active and curious. In view of the above characteristics, teachers should use multimedia and other means to conduct intuitive teaching as much as possible in daily teaching. For example, when teaching the area of parallelogram, teachers can use multimedia teaching methods to transform parallelogram into rectangle by cutting and filling, so that students can find it intuitively, and then summarize the formula for calculating the area of parallelogram. In this way, changing static state into dynamic state, combining static state with dynamic state, and illustrating pictures and texts can effectively stimulate students' desire to explore new knowledge, make the classroom effect full of vitality, and enable students to have a deep understanding of the formation process of knowledge.

Situational teaching.

Teachers should fully grasp the beginning of each class, fully mobilize students' initiative and stimulate their thirst for knowledge. Teachers can introduce new lessons in new ways and hold students' attention tightly. For example, in the understanding of trapezium, students can first be given some trapezium with different shapes and sizes. Then, organize students to measure, fold, think and discuss, so as to judge which is isosceles trapezoid, which is right-angled trapezoid and which is general trapezoid. In this way, students can learn independently and happily while learning knowledge, and students at different levels can develop.

Practice teaching.

Education often comes from life and the purpose of education is to meet the needs of life. Students have two goals in learning mathematics. One is to apply what you have learned to solve the problems encountered in life, and the other is to cultivate your own innovative thinking ability. Therefore, in primary school mathematics teaching, teachers should integrate the favorite life of primary school students into mathematics teaching according to their cognitive characteristics, so as to improve the effectiveness of mathematics teaching. Therefore, in the process of designing classroom teaching content, teachers should go deep into students' lives, grasp the math problems that happen around students, and design math problems with students' cognition, so that students can accept them more easily and have more interest in learning and exploring. In addition, teachers should make use of the life experience of primary school students, so that students can better apply what they have learned, realize the value of mathematical knowledge, and cultivate students' ability to solve problems by using mathematical knowledge while improving their ability to solve problems.

4. Improve the quality of primary school mathematics teaching

Rationally integrate teaching materials and improve the knowledge structure

One of the difficulties in sixth grade teaching is that in the final review stage, students forget more knowledge and have more comprehensive problems of knowledge. How to solve this problem? Mathematics review must dig deep into the knowledge structure and explore the internal relations of knowledge, so as to overcome the contents that can't be fully understood in the first study, make up for the parts that can't be deepened in the first study and extend the parts that can't be expanded in the initial stage, so that review can become an effective measure for students to build and expand their knowledge and a reliable method for knowledge, skills, experience and ideas to mature.

For example, when learning the perimeter and area of a plane figure, first let students independently recall the meaning, calculation formula and unit of the perimeter and area of the plane figure they have learned. Then organize students to sort out the relationship between the six graphic areas and form a knowledge network diagram. Finally, apply knowledge to solve practical problems in various forms, step by step, from the basic calculation of the perimeter and area of the graphic and the area of the combined graphic to the calculation of the perimeter and area of the beautiful house by using the learned knowledge, and apply mathematical knowledge to life. Solving problems with what you have learned reflects the application of knowledge, and follows the law of from shallow to deep and from easy to difficult. Students' knowledge structure will become more and more perfect and clear with review, which not only improves the quality of sixth grade mathematics teaching, but also creates a space for sustainable development for students' future development and builds a solid platform.

Good teacher-student relationship is the basis and key to improve teaching performance.

Teaching practice has proved that good teacher-student relationship is the basis and key to improve teaching effect. Teachers should treat students equally and guide and organize teaching in a democratic way. For example, in class, we use words such as "Today, let's enter together", "Let's discuss this problem together" and "Please share your views with you" to guide students into the atmosphere of studying together.

When giving lectures, encourage students with encouraging eyes, actions and words. In harmonious classroom teaching, teachers and students discuss problems together, learn knowledge and form good classroom teaching activities. Harmonious teacher-student relationship has laid a solid foundation for creating a good classroom atmosphere. In a good classroom atmosphere, teachers teach happily and students learn easily. The mutual infection and promotion between teachers and students can overcome the difficulties in learning, and the efficiency of classroom teaching and learning will be significantly improved.