Strategies for establishing high-efficiency math classroom in junior high school 1. Causes of Inefficiency in Junior Middle School Mathematics Classroom Teaching
(A) do not pay attention to preview before class
Although preview before class is very important, many teachers have repeatedly emphasized the importance of preview, but many junior high school students preview for preview, do not pay attention to it, just skim the textbook, and even think it is preview. This way of preview can't achieve the purpose of preview at all.
(B) unreasonable situation creation, inefficient teaching process
In the process of creating teaching situations, some teachers fail to study the teaching materials in depth or combine the learning reality of junior high school students, so they cannot provide students with reasonable teaching situations. Although some students take part in activities, they are easily impetuous, blind and formalized. Many junior high school students' thoughts and emotions are not fully activated, and teaching efficiency cannot be improved.
(C) the question set is unreasonable
In teaching activities, questioning can effectively stimulate students' thinking and cultivate their logical thinking ability, which is also a common dialogue teaching between teachers and students. However, many teachers are not scientific and reasonable in setting questions, which can not achieve the purpose of questioning teaching. Some teachers are confused about questioning teaching and heuristic teaching, so they adopt it? Full house asked? On the surface, there seems to be frequent communication, but in essence, students have little time to digest and absorb knowledge.
The ineffectiveness of classroom exercises
In classroom teaching, most students are used to imitating exercises, can't fully understand the formulas and theorems they have learned, and just repeat them mechanically. This kind of aimless practice can't make students really grasp the internal connection of knowledge.
(E) Lack of effective teaching evaluation
The purpose of teaching evaluation is to let teachers fully grasp students' learning situation, improve teaching methods and play a role in motivating students. Among them, teachers' evaluation attitude directly affects students' attitude towards mathematics learning. Students all hope that teachers will give them respect, care and care, and create opportunities for their success. Unreasonable and fuzzy evaluation often fails to motivate students, but makes the classroom boring.
Second, the creation of junior high school mathematics efficient classroom teaching suggestions
(A) teaching life, to stimulate students' interest
Interest is the best teacher. 20 1 1 junior high school mathematics new curriculum standard clearly points out? Should junior high school students focus on learning and mastering mathematics from their own knowledge and life experience? . Therefore, teachers should start from students' interests and combine students' existing life experience, actively guide them to apply theory to real life, think and solve problems in life and study with the mathematical knowledge they have learned, and subtly leave mathematical thoughts in their minds.
First of all, pay attention to the introduction from the familiar life practice of students. The basis for students to learn mathematics is based on their experience of life and study. Teachers should choose more familiar life scenes as teaching situations, so that students can experience that mathematics is closely related to our daily life and make use of their life experience to learn mathematics better.
Secondly, let students experience mathematics knowledge in life. According to the theory of modern educational psychology, when what students have learned is related to their existing cognitive experience, they can stimulate their interest in learning. Therefore, when setting an example, teachers should fully combine students' study and life reality, and urge them to think positively and use mathematics knowledge to solve practical problems in daily life, so as to feel the value of mathematics.
Finally, pay attention to the application of mathematics in daily life. In teaching design, teachers should closely connect with students' study and life reality according to the characteristics of mathematics subject, so as to improve students' interest in mathematics. Let them improve their ability to use mathematics and practice in the process of intense discussion and active inquiry.
(B) Optimize teaching methods
1. Make a good start in class and attract students' attention.
At the beginning of a class, teachers should be good at attracting students' attention with stories, riddles and games, and then gradually introduce relevant teaching contents. In this way, classroom teaching will not be boring and monotonous, and students' interest in learning can also be stimulated.
2. The teaching process should be rich.
Teachers should choose good examples.
By explaining the problems in daily life, attract students, and then subtly hint at mathematical knowledge, encourage students to think about ways to solve problems. Finally, according to the students' answers, the teacher makes the finishing point summary and guidance. In this way, students learn new knowledge unconsciously, which is better than simply instilling it.
② scientific setting problem
Many teachers tend to let students with excellent grades answer questions, while students with average grades rarely have the opportunity to answer them. Therefore, students with average grades tend to feel inferior and lose interest in mathematics learning, which is not conducive to their healthy growth.
This requires teachers to fully consider the hierarchy of questions when setting questions, and design high, medium and low difficulty questions so that the whole class can have the opportunity to answer them. The same question, different formulations and different questioning situations will make the teaching effect of questioning different. Therefore, in the teaching process, teachers must be good at grasping the right opportunity, asking questions at the right time, guiding students to actively participate in the process of setting doubts, questioning and solving doubts, and mobilizing their persistent desire for learning, so as to instill mathematical concepts, theorems and formulas smoothly.
For example, in the teaching of isosceles triangle, in order to let students know the nature of the three lines of isosceles triangle, we can let three students draw the bisector of the top angle, the height on the bottom edge and the center line on the bottom edge of isosceles triangle respectively. Students will think: Why are all three lines one line? Teachers can introduce teaching content smoothly, and students' attention is more focused. For example, there are many ways to prove the congruence of triangles, but why? Corner? Can't determine the congruence of two triangles? In this way, students can actively think, cultivate their interest in mathematics and learn to discover the mathematical laws in life in the process of constantly asking and questioning. In addition, teachers usually use random roll call to answer questions, which brings some psychological pressure to students and makes the classroom atmosphere dull. Therefore, teachers should use innovative ideas and adopt? Relay? Type or? Deliver the package? Ask questions in the order of student numbers, etc. , thus enlivening the classroom atmosphere.
③ Use math experiments and games to improve the interest in math class.
Creating a relaxed and happy learning environment for students can effectively improve their interest in learning. The author found that many students were interested in experiments and games. Every time they do a small experiment, the students are absorbed. Mathematics textbooks include many mathematics experiments, which can be completed by students individually or in groups. During the experiment, they can deepen their understanding of the relationship between related concepts and laws through observation, recording, analysis, description and discussion. Therefore, teachers should provide more hands-on opportunities for students. For example, when learning probability, first do an experiment with a coin, let one student flip the coin repeatedly, and the other student is responsible for recording the results of each time. Through the obtained data, the concept of coin face down is studied, and then the probability is deduced. For another example, let students spell and cut out with cardboard, discover the important properties of geometric figures, and master related concepts and theorems. ④ Strengthen cooperative learning. Teachers should make full use of group cooperative learning to cultivate students' self-study ability and self-inquiry consciousness. Firstly, divide the students into groups of 5-8 people, assign cooperative inquiry tasks, let them think and solve problems actively, and the teacher will guide them. Finally, report and comment on the results of classroom group cooperative learning. This kind of teamwork can make the classroom more active and strengthen the teaching effect.
3. Summary before class.
According to the law of human thinking, we are always impressed by recent events, and the longer we go, the easier it is to forget them. If a class only teaches new content, it often appears? Monkeys break corn? Phenomenon, that is, students remember new knowledge and forget old knowledge. Therefore, teachers should use a few minutes before class to make a brief summary of the whole class, so as to deepen students' impression of the knowledge of this class.
(C) pay attention to the infiltration of mathematical ideas in classroom teaching
Teachers should also pay attention to the infiltration of mathematical ideas in teaching, so that students can master common mathematical methods. After students enter the society, junior high school mathematics knowledge is rarely used and will soon be forgotten. But no matter what kind of work they are engaged in, the mathematical concepts deeply imprinted in their minds will affect them for a long time and benefit them for life. For example, learning to solve binary linear equations is a recent teaching goal, which usually takes only one or two class hours to complete. However, it is far from enough for us to set the teaching goal as learning to solve equations, which is not conducive to cultivating students' logical thinking ability, nor can we let students know the integrity of mathematics. Is it adopted? Alternative elimination method? Or? Add, subtract and eliminate? In fact, they all embody a basic mathematical thinking method, that is, outcome, outcome? Binary? What's the problem? One yuan? Problem, so the problem is simple. Students generally don't need equations when they leave school and enter society. And the method of transforming unfamiliar problems into familiar problems contained in this reduction thought will benefit them for life. It can be said that this is the mark left by mathematics education. Therefore, when teaching the solution of binary linear equations, teachers should set the following teaching objectives: first, let students master the basic ideas of equations and learn the common methods of solving binary linear equations; Then, let students understand the idea of transformation, that is, transforming the unfamiliar into the familiar and the unknown into the known, so as to enhance their mathematical thinking ability. Finally, from the mathematical level, from solving binary linear equations to solving n-ary linear equations, the problem-solving methods have strong universality. Therefore, when learning to solve binary linear equations, we should combine teaching objectives with the formation of mathematical ideas.
Three. abstract
Anyway? Teaching has the law, but teaching can't? Under the new situation, teachers must correctly grasp the learning rules of junior middle school students, innovate teaching ideas, choose effective teaching methods, stimulate students' interest in mathematics to the maximum extent, and actively participate in learning, so as to truly improve the effectiveness of classroom teaching.