First of all, the cultivation of interest in learning
Interest is the best teacher. A strong interest in learning can make students' brains in the most active state, make students' thinking agile, and accept and process teaching information best. A strong interest in learning can effectively improve students' observation ability, induce students' learning motivation, and urge students to consciously concentrate and devote themselves to learning activities. When stimulating students' interest in learning, we should use appropriate teaching methods and means to guide their curiosity and thirst for knowledge, so as to cultivate their strong interest in learning. We can implement it from the following four aspects:
1. Ask questions to guide students to explore and discover, and let students feel self-worth in this process by designing mathematical situations in life.
2. Introduce the extensive application of mathematics in life, production and other sciences, so that students can find that mathematics is everywhere in our daily life and stimulate their motivation to learn mathematics.
3. In teaching, we can improve students' national self-confidence and pride by introducing outstanding achievements in the field of mathematics in China.
4. In activities and exchanges, we should give affirmation and positive praise to the students' exploration process and results. Don't nip the spark of students' thinking in the bud.
Secondly, pay attention to the teaching of mathematical thinking methods.
Mathematical thinking method is the general name of mathematical thinking and teaching methods. Mathematical thought is the regular theoretical knowledge formed by mathematical knowledge and methods, and it is the fundamental strategy to solve mathematical problems. Mathematical method is a means and tool to solve mathematical problems, and mathematical thinking method is the essence of mathematics. Only by mastering mathematical thinking method can we really master mathematics, so mathematical thinking method is also one of the basic qualities that students must have. There are many mathematical thinking methods in the current textbooks. In teaching, we should explore the teaching ideas and methods reflected by the basic knowledge of mathematics, design the goal of teaching thinking methods, combine the teaching content with timely infiltration, repeated reinforcement and timely summary, and arm students with mathematical thinking methods to make them become mathematical thinking methods. Therefore, the teaching of mathematical thinking methods can be grasped from the following links:
1. In the situational introduction of knowledge, pay attention to guiding students to grasp mathematical information in situations and accurately establish mathematical models. In this process, guide students to analyze interference information, secondary information and main information; What is useless information and what is useful information. Cultivate students' ability of generalization and abstraction.
2. After establishing the mathematical model, guide students to make reasonable mathematical analysis and explanation, explain its rationality and correctness, form mathematical conclusions and theories, and use them to explain the mathematical phenomena in life, so as to achieve the process of life-mathematics-life.
3. When dealing with examples, we should make more use of multiple solutions to one problem, changeable problems and multiple solutions to one problem, and constantly strengthen ideas and methods to achieve analogy and comparison of knowledge.
4. When dealing with homework, find students' reasonable and creative ideas and methods. It should be shared with all students in time to achieve the purpose of learning from each other.
Third, the cultivation of thinking ability.
The quality of thinking is an important determinant of national quality. In order to promote the development of students' thinking ability, we must pay attention to students' thinking activities in the process of mathematics learning, study the development law of thinking activities, and study the related types, functions, structures, internal relations and their functions in mathematics teaching. Mathematics is the gymnastics of thinking. From this perspective, mathematics itself is a means to exercise thinking. We should make full use of this function of mathematics and cultivate the thinking ability throughout the whole teaching process. In teaching, we should pay special attention to cultivating students' good thinking quality, so that students' thinking has a clear purpose and direction and their own opinions; Not only have broad ideas, but also expose the essence of the problem; Not only dare to innovate, but also analyze specific problems.
In this respect, according to the individual differences of students, we should lay a good foundation step by step from three aspects: situational problem setting, example setting and homework setting, and gradually improve the rationality, rigor and integrity of thinking, so that every student can gain something.
Fourthly, the cultivation of oral expression ability.
Language is a tool of human communication, and the cultivation of oral communication ability is the eternal theme of interpersonal communication. Oral communication refers to the process of people exchanging ideas and transmitting information through oral communication. Good oral expression can convey information effectively. In the traditional teaching process, many teachers think that cultivating students' oral language expression ability is the content of Chinese teaching. Influenced by this idea, many math teachers don't really realize the importance of "speaking". With the continuous advancement of new curriculum education and teaching reform, we must change the original concept and cultivate students' oral language expression ability in mathematics teaching. In the exchange and cooperation of mathematics, oral expression can effectively convey the ideas and thoughts between students and teachers. Improve classroom active atmosphere and improve teachers' teaching quality. The cultivation of oral expression can be grasped from the following aspects:
1. Create a good teaching atmosphere and stimulate students' desire for oral expression.
2. Make proper use of non-linguistic factors to assist the effect of teaching language expression and cultivate students' oral expression ability.
3. Classroom teaching should pay attention to the quality of students' oral language expression.
4. Proper use of evaluation mechanism can enhance students' self-confidence and develop their oral English.
5. To summarize the laws, conclusions and theorems of mathematics, students should use their own oral language or life language to describe them, and teachers should guide and correct them, and finally form a standardized mathematical language.
Fifth, the cultivation of applied mathematics ability.
Mathematics is a graphical, symbolic and abstract language, and it is an indispensable way to know the world. The ability to use mathematics is one of the most basic qualities that future citizens should have. The mathematics syllabus of nine-year education clearly stipulates that "students should be trained to abstract practical problems into mathematical problems" and "form the consciousness of using mathematics". In teaching, we should start from the following aspects to cultivate students' mathematical application ability:
1. Reproduce the process of knowledge discovery and formation, and cultivate students' consciousness and ability of thinking and applying mathematics. Mathematical concepts and laws are mostly abstracted from the real life problems in junior high school. Therefore, in the teaching of mathematical concepts and laws, we should not only teach these mathematical knowledge to students locally and mechanically, but also establish appropriate knowledge scenes to analyze, simplify, abstract and summarize their knowledge and laws. Starting from practical examples, students' existing knowledge, cognitive level and cognitive rules, students are gradually guided to abstract and generalize the prototype, understand the abstract process of knowledge, understand its use and scope of application, and form an understanding of the ways that students must follow in learning and applying mathematics. This can not only deepen students' understanding and memory of knowledge, but also stimulate students' interest in learning mathematics and enhance their awareness of using mathematics.
2. Strengthen life scene and modeling training, and cultivate the ability to establish mathematical models. Establishing a suitable mathematical model is the premise of using mathematics to solve practical problems. Mathematical modeling ability is a key step in the application of mathematical ability. Solving practical problems (especially the process of solving comprehensive practical problems related to life), the introduction of each section of mathematics is actually the process of establishing mathematical models. In teaching, combined with students' actual situation, we can choose some application problems to train students in modeling according to the teaching content, and also combine some practical problems that students are familiar with in life, production, science and technology and current commodity economy (such as interest, stock, profit, population, etc.) to guide students to observe, analyze, abstract and generalize into mathematical models, thus cultivating students' modeling ability.
3. Create conditions for students to use mathematics to solve practical problems. In teaching, students can be organized to participate in social practice activities or a simulated social practice activity according to the teaching content and actual situation, so that students can experience life and mathematics, create an environment and opportunities for students to use mathematics, and guide students to operate by themselves, such as measurement, market research and analysis, enterprise cost and profit accounting, etc. Combining learning mathematics with applying mathematics can not only make students experience the joy of applying mathematics in practice, but also learn to use mathematics to solve practical problems around them, so as to achieve the purpose of cultivating students' ability to use mathematics and make students' cognitive level and thinking level change qualitatively.
Sixth, the cultivation of non-intellectual factors.
In teaching, we should also cultivate and train students' will and other non-intellectual factors. Non-intelligence factors refer to emotions, wills, interests, personalities, needs, motivations, goals, ambitions, beliefs, world views and other aspects that are not directly related to cognition. These non-intellectual factors play an important role in the growth of talents. A person with a good level of intelligence will not achieve much if non-intelligence factors are not well developed during his growth. However, if a person with poor intelligence or average intelligence develops higher or better in non-intelligence factors during his growth, he may make great achievements on the road of life. Therefore, we educators should make more efforts in this respect consciously and purposefully. For example, cultivate students' behavior habits, bear hardships and stand hard work, do one thing patiently and repeatedly, pay attention, think independently, and feel successful and fulfilled. Make students form the excellent qualities of perseverance, hard work and tenacious struggle.
Under the new curriculum concept, implementing modern quality education is an urgent and arduous task for modern education. As educators, we should change the traditional concept of education, actively explore and practice, and discover new methods, new ideas, new laws and new modes of education and teaching. Practically put the new curriculum concept into teaching work and strive to cultivate modern new talents!