First, try to introduce learning content based on practical problems, ask questions in life situations, and enhance the interest of mathematics.
The characteristics of the new textbook are close to life and practice, which requires us to create problem situations in teaching, distract students' thinking and attract students to use their brains actively. Actively participate in learning, and encourage students to use existing knowledge and experience for reasoning, observation, comparison, analysis, synthesis, summary and induction, and seek solutions to problems. Many examples in the new textbook are designed in this way. For example, when learning circles, students are asked, "Why are wheels round?" This is an example that students are familiar with. Connect it with the circle, get some knowledge about the circle, and then apply the knowledge to practice. This conforms to the cognitive law of things: practice-theory-practice. For another example, when talking about "between two points, the line segment is the shortest", students can observe the four corners of the lawn and put forward how to find the shortest path between the two corners, which invisibly introduces "between two points, the line segment is the shortest". Introducing practical problems into teaching can improve students' interest in learning. On the one hand, modern learning methods emphasize learning through questions, and regard questions as the driving force, starting point and main thread throughout the learning process; On the other hand, problems are generated through learning, and the learning process is regarded as the process of discovering, putting forward, analyzing and solving problems, which requires teachers to pay attention to the formation and cultivation of students' problem consciousness in teaching and seek solutions to problems.
Second, increase the opportunities for students to discuss and communicate, and the opportunities for teachers and students to interact, so that students can experience happiness in cooperation.
In the new curriculum, both teachers and students are the main body of teaching activities. Teachers are the main body of teaching and the guides and instructors of students' learning. Students are the subject of learning, the undertaker of learning tasks and the subject of understanding in the teaching process. Teachers should guide students into the learning process and cultivate students' good thinking habits and awareness of questioning and inquiry. Therefore, teachers should make full use of the logical characteristics of mathematics itself and use the teaching principles of intuition and process to stimulate students' interest and enthusiasm, provide students with vivid and intuitive materials, guide students to observe, and let students fully practice and explore exchanges. Most of the new textbooks present the learning content in the form of "problem series", which gives many students the space for autonomous learning, such as "reading, doing, thinking and trying". In teaching, we can add some encouraging sentences such as "You can do it, you are the best" to enhance students' interest in learning and let students study in a relaxed and happy atmosphere. For those contents with appropriate knowledge structure and moderate difficulty, it is a good way for students to discuss and communicate on the premise of independent thinking, and of course they can also learn through cooperation. After discussion, the teacher must give a conclusion, otherwise the expected effect will not be achieved. However, discussion and communication should be properly used, and it is not appropriate to discuss those problems that are difficult, have a long discussion time, and finally fail to reach a conclusion.
Third, reduce some tedious and complicated operation arguments in class and make use of the subject characteristics of mathematics. Let students experience happiness in scientific inquiry
The new textbook reduces the complicated and meaningless calculation problems in the old textbook, and some complex numbers need calculators. It is certainly beneficial to keep students' interest in learning by paying attention to avoiding unnecessary and boring calculations and arguments in teaching activities. However, the use of calculators should be appropriate, otherwise students will rely on calculators and cannot finish their homework independently. In fact, the beauty of mathematics is "cold and serious". You can't feel it intuitively like watching a sketch or playing a game. It requires students to experience rationally under the constant guidance of teachers. However, once students have the ability to feel the beauty of mathematics, the resulting interest in learning mathematics will be stable and lasting. For example, it explores the "unified beauty" of mathematics in the unification of number system, operation and number shape, the "abstract beauty" of mathematics in applying mathematical methods to solve problems in other disciplines and linking them with practical problems, and the "rigorous beauty" of mathematics in logical reasoning, operation and mathematical discussion. Exploring the "singular beauty" of mathematics in the teaching of changeable and multi-solution problems. As long as teachers pay attention to digging, the beauty of mathematics is everywhere; As long as teachers are persuasive, students' ability to perceive the beauty of mathematics will increase day by day.
Fourth, pay attention to openness.
Because of different knowledge level and social experience, each student has different understanding and grasp of the same problem. Based on this understanding, the new curriculum standard emphasizes that everyone should learn useful mathematics, and different people should learn different mathematics. Different people get different development in mathematics. This requires teachers to leave enough thinking space for students from the selection of exercise content to the presentation of exercise form when designing exercises. The traditional exercise design has the same characteristics: the conditions are determined and the answers are unique. This kind of practice has great defects, which hinders the development of students' personality, often leads to long-term rigid thinking of students, and is obviously unfavorable to cultivating students' innovative spirit and practical ability. Therefore, in teaching, we should design some open exercises to provide students with broader creative space and stimulate their thinking of seeking differences.
Fifth, highlight innovation and pay attention to exploration.
Innovation is the requirement of the times and the important task of today's mathematics teaching. Therefore, inquiry teaching has been added to the new textbook. In teaching. Teachers should cultivate students' innovative ability through thematic and comprehensive discussion and inquiry. For example, what figure is formed by connecting the midpoints of the sides of a quadrilateral in turn? Under what circumstances will the midpoint quadrangle be a parallelogram, a rectangle, a diamond or a square? It can provide students with space to explore. Inserting "Mosaic" activities in teaching requires students to learn and practice mosaic plane graphics, understand the research and practice of regular polygons in mosaic plane graphics, understand the role of regular polygons in mosaic, and use a variety of plane graphics for mosaic design, thus cultivating students' innovative consciousness and pioneering spirit in mathematics. The participation of these inquiry activities fully illustrates the potential function and development of the teaching materials, and also embodies the unity of scientific, ideological and practical nature of the teaching materials.
If we can guide students to think about new textbooks from multiple angles, explore their general laws and essence, and dig deep into the ideological content of textbooks. We can cultivate students' innovative ability. This also embodies the educational concept of "student-oriented development", which allows students to understand the creative thinking process of mathematicians and stimulate their creative thinking and innovation ability.
In a word, only by facing up to the objective reality of middle school mathematics teaching, carrying out middle school mathematics reform with a sublation attitude, truly paying equal attention to intellectual factors and non-intellectual factors, cultivating students' two basic skills, enhancing the synchronization of mathematics literacy and innovative spirit training, and coordinating the classroom environment and policy environment, can the implementation of the new curriculum be fruitful and mathematics be expected to become the favorite subject of middle school students.