1, creating a good activity situation.
We should create a pleasant learning atmosphere, create a good activity situation, integrate mathematics knowledge into life practice, and let students stimulate their emotions and discover the mysteries of mathematics.
2. Use curiosity to stimulate students' interest in learning.
According to students' age characteristics and cognitive rules, make full use of students' curiosity, and induce their thirst for knowledge by various means to make them want to stop.
3. Let students experience the joy of success and cultivate self-confidence.
When students succeed, they can have positive emotional experiences such as satisfaction, happiness and pride, thus improving their interest in learning.
Second, cultivate students' self-study ability.
At the beginning of the 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 and the requirements of the middle school mathematics syllabus, I skillfully designed self-study thinking questions before class, focusing on the key points and difficulties of the teaching content and the internal relationship between mathematics knowledge, trying to make the design questions clear and specific, from "shallow" to "deep", which is very enlightening.
Self-study discussion is an important part of students' classroom learning and initial cognitive process. When students teach themselves, I ask them to do "three moves", that is, move their mouths, use their brains and do their hands, so that they can participate in learning activities with various senses.
For example, when teaching the vertical diameter theorem in geometry, I did this:
1, let the students do it. Give each student a blank piece of paper, let them draw a circle by themselves, then draw a diameter at will, and then make a vertical line with this diameter. Cut out the drawn figure and then fold it in half along the drawn diameter.
3. Check the results of students' hands-on discussion. Ask the students to answer the questions according to their own results.
4. Let the students summarize the content of the vertical diameter theorem. The teacher will make a brief supplementary emphasis. Through students' hands-on practice and serious discussion, everyone is very enthusiastic about learning, and they can easily master the vertical diameter theorem in relaxed and happy activities. In this way, students can perceive the teaching content by self-study, gradually master the methods and skills of reading mathematics textbooks, and cultivate the habit of self-study and independent thinking.
On the basis of students' self-study discussion, teachers should check the effect of self-study discussion in time, get feedback information quickly and give necessary lectures to help students integrate new knowledge into the original knowledge structure, cultivate students' ability of analysis, synthesis, abstraction and generalization, and promote students' thinking development.
Generally speaking, I think that improving the quality of mathematics teaching does not depend on increasing class hours, but on improving the efficiency of each class and reducing the waste of time caused by ineffective labor. To improve classroom efficiency, we must seriously study the new curriculum standards, teaching requirements and teaching materials, so as to know what we have to learn, what we have to choose, what we have to learn, and what we have to learn.