First, clear the purpose of mathematics teaching, and constantly improve teaching methods
The current junior high school mathematics teaching aims clearly to "solve problems by using what they have learned", "let students cultivate the ability to abstract practical problems into mathematical problems in the process of solving practical problems" and "form the consciousness of using mathematics".
As a math teacher, we must be clear about the teaching purpose and carry out teaching closely around it. We must comprehensively and profoundly grasp the purpose of mathematics teaching, constantly check and evaluate our own teaching level and teaching effect in the teaching process, and constantly improve mathematics teaching methods.
(1) Stimulate learning motivation, that is, stimulate students' internal psychological mechanism and arouse their enthusiasm for all psychological activities. First of all, with the wide application of mathematics, students' enthusiasm for learning mathematics well is stimulated. Secondly, with the help of China's outstanding achievements in the field of mathematics, cultivate students' patriotism and stimulate learning motivation. Third, explore the aesthetic factors in mathematics, so that students can be influenced by beauty. In addition, teachers can also choose lively and close-to-life teaching methods according to the teaching content to stimulate students' interest and make them have a strong thirst for knowledge. Teachers can also use vivid, close to students and humorous language to infect students; Teachers can also arrange a rigorous and vivid teaching structure to form a warm and harmonious atmosphere, so that students can study actively and happily and fully mobilize their enthusiasm and initiative in learning.
(2) Exercise learning will. Psychologists believe: "Will is manifested in overcoming difficulties, and it is also developed in experiencing setbacks and overcoming difficulties. Difficulties are the whetstone to cultivate students' will. Therefore, in mathematics teaching, students should often be given exercises with appropriate difficulty, so that they can make some efforts to solve problems independently in independent thinking (but the difficulty must be appropriate, because it is too difficult to dampen students' confidence and too easy to exercise students' will).
(3) Develop good study habits. First, put forward different requirements for students at different levels; Second, repeated training, perseverance; Third, lead by example and stimulate consciousness; Fourth, evaluate and praise to encourage development; Fifth, establish learning rules and regulations and strictly manage them; Sixth, create a good learning environment, such as building school spirit, study style, teaching style and class spirit.
Second, do a good job in classroom teaching and further improve the teaching effect.
For a long time, there has been a serious problem in classroom teaching in many schools, that is, only paying attention to "teaching" and "learning" between teachers and students, while ignoring the communication and learning between students, resulting in the shrinking of students' autonomous learning space. The performance is as follows: the authority of teachers is above everything else, and the requirements for students are too strict and too dead; The classroom atmosphere is tense and dull, lacking due vitality; It has formed a single teaching mode in which teachers teach students to learn, teachers "lecture" and students "listen mainly". It violates the principle of "teaching as the leading factor and learning as the main body". In the long run, students are more dependent on learning and lack the ability to think and solve problems independently, which eventually leads to weariness of learning and generally reduces learning efficiency. Therefore, to give full play to the main role of students, we must do the following:
(1) Creating situations, active thinking and wonderful classroom opening can often bring students a brand-new and intimate feeling, which can not only make students quickly change from inhibition to excitement, but also make students regard learning as a kind of self-need and naturally enter the situation of learning new knowledge. Therefore, creating students' learning situation can not only stimulate students' interest in learning, arouse students' curiosity, and urge students to change from "curiosity" to a strong thirst for knowledge, but also activate students' thinking, so as to enter the best learning state as soon as possible. For example, when I was talking about the "theorem of parallel lines bisecting line segments" in the geometry of Grade Two, I showed the students a 1 meter long bamboo pole and asked, "Students, can you divide this bamboo pole into five parts quickly without calibration?" In this way, it creates a situation to explore problems, stimulates students' interest in learning this lesson, activates students' thinking, quickly enters the best learning state, actively participates in classroom learning, and conducts practical inquiry activities on problems. The learning effect of this class is very obvious, and the expected teaching goal has been achieved.
(2) Let students think and explore independently.
Teaching should provide students with the opportunity to explore independently and let them discover knowledge on the basis of discussion. For example, when teaching "Axisymmetric Graphics", show some graphics such as pine trees, clothes, butterflies and double happiness, and let students discuss the nature of these graphics. After discussion, the students come to the conclusion that these figures are all folded in half along a straight line; The left and right sides are symmetrical, and the two sides of these figures can just overlap ... "The students themselves put forward the concept of" axisymmetric figures ". In order to deepen students' understanding, after learning "axisymmetric graphics", students can ask questions about "axisymmetric graphics" in life (such as numbers, letters, Chinese characters, human bodies, objects in teachers, etc. ) in pairs. In the process of independent exploration, students have experienced thinking processes such as observation, experiment, induction, analogy intuition and data processing.
(3) Encourage students to cooperate and communicate.
In order to promote students' cooperative communication, we should change the teaching organization and teaching methods from the original single class teaching system to the self-made class teaching system and group cooperative learning form. Teachers can guide students to engage in learning activities in groups, effectively promote students' learning with the help of interaction among students, and take the group's achievements as the evaluation standard to achieve teaching objectives. In teaching, we should pay attention to the following aspects: 1. Reasonable grouping. In order to promote students' cooperative learning in groups, the whole class should be divided into groups. Students' ability, interest, gender, background and other factors should be considered when grouping. Generally speaking, we should follow the principle of "heterogeneity within groups and homogeneity among groups" to ensure that each group can carry out cooperative learning at a similar level. Secondly, make clear the goal of group cooperation. Cooperative learning is initiated by teachers, and teachers are not one of the parties in cooperation. This "external initiative" determines that students' understanding of goals is particularly important. Only by understanding the significance of the cooperation goal can the cooperation proceed smoothly. Therefore, in teaching, every time cooperative learning, teachers should generally clearly put forward the goals and requirements of cooperation.
In teaching, students should be encouraged to innovate boldly, explore independently and dare to challenge textbooks and teachers. If students can ask more questions about what they have learned in each class, and even put forward unique views on some concepts, theorems and formulas, new ideas will emerge constantly, and over time, they will gradually establish innovative consciousness. In mathematics teaching, only by constantly improving teaching methods, updating teaching concepts and cultivating students' innovative consciousness can students' interest in learning mathematics be improved.
(2) Classroom teaching is an art, which should be tested and improved by teachers' years of practice. In many years of teaching work, I have explored some methods: ① systematically explaining the basic knowledge; (2) Key knowledge is constantly repeated and strengthened; ③ Appropriate control of teaching time. These three points have their internal relations and are a unified whole. The basic starting point is to solve the problems that students are difficult to understand and easy to forget.
(3) We need to know the truth of the new curriculum classroom teaching, such as "new curriculum teaching mode", "teaching characteristics" and "teaching suggestions", and we can read the series of "Discipline Training for New Curriculum Teachers". However, most of these students that teachers are facing now can't learn mathematics, or they can't find the door to mathematics at all. Therefore, we don't know how to teach the new curriculum that teachers urgently need, because there is no content about the new curriculum teaching method in these training series, which makes teachers feel very confused.
In order to explore the teaching methods of the new mathematics curriculum, my colleagues and I adopted the method of "learning, practicing and summarizing" in the teaching practice of the new mathematics curriculum, and gradually found that the commonly used teaching methods of the new mathematics curriculum in junior high schools are as follows.
1 guided discovery method
According to the structural characteristics of textbooks and students' knowledge and ability level, teachers divide textbooks into discovery processes one by one, and then follow the characteristics of students' cognitive laws and basic knowledge to guide students to actively study problems and summarize laws through reading, observation, experiment, thinking and discussion, so as to achieve the purpose of acquiring knowledge and developing abilities.
I tried this method when I was teaching "Angle Theorem" in the first volume of "Triangle Congruence" in the eighth grade. Students have a comprehensive understanding of the congruence of triangles because of the previous foundation, so I drew several groups of congruence triangles in advance, so that students can measure the size of the angles or the length of the sides themselves, group them, let them observe and compare, think and discuss, and guide and guide them when it is important, so that they can study problems and sum up the laws under my guidance, so as to get the "angle theorem" step by step.
The guiding discovery method is characterized by attaching importance to the teaching of knowledge generation process, which is conducive to cultivating and improving students' intelligence, especially to developing students' creative thinking ability. At the same time, letting students see that they have found something in the process of learning can greatly stimulate their interest in learning and produce a strong thirst for knowledge. However, it takes more time to adopt this method.
2 self-study counseling method
The teaching method of self-study guidance is to carry out teaching activities by adopting the classroom teaching mode of "inspiring (enlightening), reading (reading), practicing (practicing), knowing (knowing the result at that time) and summarizing (summarizing)". The class begins with the teacher's inspiration, about 5 minutes, and ends with the teacher's summary, 10 minutes. Whether it is "on" or "off", it is all carried out by the teacher for the class group. In the middle of 30 minutes, the teacher does not interrupt the thinking of the whole class, so that students can do individual self-study, reading, practicing and knowing alternately. The quick learns quickly, and the slow learns slowly. When they study the instructions in the textbook, they will do exercises and answer them. When students teach themselves, teachers should actively patrol the classroom, coach students who have difficulties in self-study, guide outstanding students and check students' homework. In order to understand the learning situation and same-sex problems in the classroom, so that the summary can be targeted.
When I encounter simple content in teaching, I usually let students learn by themselves, affirm what they have learned well and point out what they have not learned enough, which can also increase students' self-confidence and let them find problems by themselves.
Long-term experiments have proved that the application of self-study guidance teaching method has achieved good results in four indicators: academic performance, self-study ability growth, self-study ability transfer and all-round development of disciplines. This kind of teaching can promote the synchronous development of knowledge and ability.
When using the self-study tutoring method, students' learning foundation and self-study ability should be fully considered. The new teaching content and too difficult content are not suitable for the self-study tutoring method.
3 Discussion teaching method
Under the guidance of teachers, students study, discuss and debate the basic theories or major difficult problems in textbooks.
Discussion method is obviously different from the teaching method and the explanation method. Students' research and discussion activities dominate. It can strengthen students' understanding of theoretical knowledge and help to inspire independent thinking and exchange opinions with each other.
I have arranged several classes for students to learn and discuss in each grade, especially geometry teaching. I think teachers can boldly let students discuss and debate independently or in groups. For example, when I teach the seventh grade "the nature of parallel lines", I leave it entirely to the students themselves, and the effect is very different.
4 Interpretation method
A way of teaching law. A teaching method in which teachers use language to explain, explain and demonstrate the teaching content. For example, explain concepts, demonstrate mathematical formulas or theorems, clarify the law of solving problems, and summarize the knowledge structure. The application of many other teaching methods often needs the cooperation of explanation.
When using the explanation method, teachers should pay attention to the scientific and ideological content of the explanation, grasp the comprehensiveness and systematicness of the teaching materials, grasp the key points, difficulties and keys, and pay attention to inspiring students to think positively. Therefore, the teaching content should meet the students' acceptance level and be good at asking enlightening questions. The language used by teachers should be clear, accurate, organized and vivid.
The advantage of explanation method is that teachers have full initiative, easy to control classroom teaching, and enable students to acquire more systematic knowledge in a short time. Its disadvantage is that if it is used improperly, it will inhibit students' enthusiasm and initiative.
5 question and answer method
Teachers guide students to use existing experience and knowledge to answer questions, so as to acquire new knowledge, consolidate old knowledge or check knowledge.
Question-and-answer method is easier to concentrate students' attention, stimulate positive thinking activities and strengthen the two-way exchange of information, which is beneficial for teachers to get feedback information quickly. So as to adjust and improve the teaching activities and improve the teaching effect.
Question-and-answer style requires teachers to have a high level of teaching art, be good at asking questions that are easy to understand, clear in meaning, easy to understand, clear in organization and inspiring, and control the whole teaching process. At the same time, students are required to have a certain foundation.
6. Guidance method
When studying at ordinary times, the teacher arranges appropriate homework according to the specific situation, which should be diversified, which can be classic exercises or hands-on operations. When necessary, we should arrange exercises with different difficulties according to students' different levels, and then give appropriate guidance. Homework teaching should be artistic, not modular.
7. Experimental method
The experimental method can make students contact with problems intuitively and vividly. According to the age characteristics of junior high school students, with the help of investigation, measurement, production, games and other activities, students' interest in learning can be stimulated, and at the same time, students can experience these activities: mathematical knowledge comes from life.
8. Multimedia-assisted method
This method is suitable for qualified schools, which consumes energy and time, but it is necessary. Teachers make arrangements in teaching so that students can change their previous learning mode and accept new methods. Moreover, some students who are addicted to the network can understand that the network is of great learning value, and we should constantly discover and transfer their knowledge of the network.
In fact, teaching methods are diverse, which depends on teachers' continuous exploration, discovery and summary in the teaching process, so as to find a method suitable for students. These are not "armchair strategists", but "true knowledge comes from practice". Students at different levels have their own methods.
Teachers, let's explore the colorful math garden with our students. Let students learn and use mathematics well, feel the pleasure of learning and using mathematics, and earnestly master the skills of building the motherland.