Keywords: junior high school mathematics; Current situation of teaching; Junior high school students; Countermeasures

China Library Classification Number: G63 Document Identification Number: Part A Number:1673-9132 (2016) 29-0189-02.

DOI: 10. 16657/j . CNKI . ISSN 1673-9 132.20 16.29 . 1 19

Junior high school mathematics teaching needs to change from traditional exam-oriented education to quality education, highlight students' dominant position, create a good learning environment for junior high school students, and build an efficient and open mathematics classroom situation, so as to improve junior high school students' learning efficiency in an all-round way. Mathematics in junior high school has strong basic and systematic characteristics. Many junior high school students feel headache when it comes to mathematics, and think that mathematics is difficult to learn. At present, there are some problems in junior middle school mathematics teaching, which seriously affect the efficiency of mathematics teaching. Only by taking effective measures can we ensure that the teaching objectives of mathematics classroom can be truly realized. The implementation of the new curriculum reform has brought new development opportunities to junior high school mathematics teaching. Mathematics teachers need to change their roles in time, innovate teaching methods and adopt diversified teaching methods to stimulate junior high school students' interest in learning and let students devote themselves to mathematics learning. Based on the author's actual teaching experience, this paper discusses the present situation of junior high school mathematics teaching, and then puts forward some improvement countermeasures, hoping to be helpful to mathematics teaching.

First, the status quo of junior high school mathematics teaching

(A lack of passion in teaching, unable to stimulate students' interest in learning

Many junior high school math teachers lack passion, love and care for students, and can't give timely help to students when they encounter problems in their study and life. Teachers only pay attention to the completion of teaching tasks and assign homework to students, but do not show their personality charm and teaching style. It is difficult for junior high school students to have a good impression on math teachers, thus losing interest in math learning, which leads to heavy academic burden and serious partiality of students. The math scores of students in the class will also be polarized. Some math teachers are too serious, hoping to shock students through their "majesty" and make them obey the teacher's arrangement in class, but this teaching method will do harm to the growth and development of junior high school students, which is not conducive to students' imagination and creativity, and even worsen the relationship between teachers and students.

(B) did not master learning skills, not enough attention to mathematics.

In practical work, some junior high school students do not have the methods and skills to learn mathematics, but only rely on rote memorization, and cannot flexibly use mathematical definitions and problem-solving skills. Students only understand the steps of solving problems in math textbooks, and even apply any questions, so whenever the math teacher changes the form of questions, students will be at a loss. Junior high school mathematics is a compulsory subject for senior high school entrance examination, and it is also the key to improve students' mathematical literacy and logical ability. However, many junior high school students don't pay enough attention to mathematics, and always hold a negative attitude of "just passing", so they don't actively cooperate with teachers in the study of mathematics knowledge. Other junior high school students always "surprise" when the exam is approaching, trying to improvise and get good grades. This idea ended in failure, because no effort will pay off.

(C) teachers are self-centered, ignoring students' dominant position

Influenced by the traditional concept of exam-oriented education, many junior high school math teachers still take themselves as the main body of teaching, occupy a major position in the classroom, give orders to students, and leave junior high school students in a passive learning state, unable to exert their subjective initiative. Sometimes junior high school students have their own ideas and suggestions for math class, and they can't get the support of math teachers, so their subjective status is seriously hurt. There are also junior high school math teachers who do not provide students with broad development space in teaching. They always think that junior high school students can't study independently, otherwise there will be various problems. Therefore, teachers always replace students' thinking with their own explanations, do not leave students time for thinking and practice, and do not encourage students to conduct inquiry learning. This practice of math teachers directly leads to junior high school students' dependence on math teachers, which is not conducive to students' developing correct study habits.

Second, improve the effective countermeasures of junior high school mathematics teaching

(A) innovative mathematics teaching strategies, and actively adjust teaching concepts.

In the new era, if junior high school mathematics teachers want to change the current situation of mathematics teaching, they must innovate teaching strategies, take students as the center, actively adjust teaching concepts, choose teaching content suitable for students' personality characteristics and actual learning situation, and provide students with all-round guidance and help. At the same time, math teachers are good at using modern teaching methods to teach all students and stimulate junior high school students' interest in learning. For example, when talking about the nature of parallel lines in junior high school mathematics, students need to master the nature of parallel lines, use the nature to solve related problems, let students experience the whole process of observation, comparison, association, analysis, induction and summary, and form a mathematical thinking method combining numbers with shapes, as well as modeling ability and innovative consciousness. In teaching, I first played a group of pictures to students with electronic courseware, including train tracks, swimming pools, horizontal grid paper and so on. Ask the students to discuss the parallel lines we often meet in our daily life. Can you name other parallel lines? When students actively participate in the discussion, they are required to further independently summarize the conditions of parallel lines. Through mutual inquiry, students can draw the conclusion that two straight lines are parallel to the same angle, two straight lines are parallel to the inner angle and two straight lines are parallel to each other.

(B) to guide learning skills and cultivate students' study habits.

Under the background of the new curriculum, junior high school math teachers should strengthen the guidance of students' learning skills and find suitable learning strategies, so as to help students develop good study habits and improve their comprehensive literacy and math ability. Junior high school mathematics curriculum standard puts forward that mathematics curriculum should make students get good mathematics education, make different students get different development in mathematics, stimulate students' interest in learning, mobilize their enthusiasm, encourage students' creative thinking, and enable students to master appropriate learning methods. For example, when talking about junior high school mathematical inequality, the key and difficult point of teaching is to master the application of three basic properties of inequality. In the introduction stage of the new curriculum, I first put forward preview questions according to the actual level of students, so that students can tell what inequality is and its three basic properties; The following quantitative relations are expressed by inequalities: the sum of half of y and 4 is negative; The difference between 5 and 4 times a is not a positive number. If students encounter difficulties in answering the above questions, teachers should give appropriate guidance. In the new teaching stage, I designed a variety of teaching links, including questioning, interaction, games, homework and so on. Encourage junior high school students to explore and apply what they have learned in class.

(3) Carry out mathematical inquiry activities and respect students' subjectivity.

In junior high school mathematics classroom teaching, we should carry out mathematics inquiry activities in time, stimulate junior high school students' learning enthusiasm and interest with diversified activities, give full play to their main role, and let junior high school students truly become the masters of classroom teaching. Through mathematics inquiry activities, not only can junior high school students have a strong interest in mathematics, improve their attention to mathematics, but also help promote the harmonious development of teacher-student relationship and student-student relationship, and promote the formation of efficient mathematics classroom. For example, when I was talking about "similar triangles" in junior high school mathematics, I proposed exploratory practical activities for students: let students go to the playground to observe the flagpole, but they couldn't climb it, and then measure the actual length of the flagpole. Students will be confused when they hear such questions. However, after simulating the operation in groups, students will soon come up with a method: at a certain moment, first measure the length of a bamboo pole, then put the bamboo pole vertically on the ground, measure the shadow length of the bamboo pole in the sun, and then measure the shadow length of the flagpole, so that the height of the flagpole can be calculated with similar knowledge. Such practical activities can improve students' ability to use knowledge and teaching efficiency.

References:

[1]. On the present situation of junior high school mathematics teaching and its improvement countermeasures [J]. Reading and writing, 20 14(25).

[2] Bing Xu. On the present situation and countermeasures of junior high school mathematics teaching [J]. China Science and Education Innovation Guide, 20 14( 13).