Interest is the best teacher. Only when students have great interest in mathematics can the knowledge taught by teachers be absorbed by students quickly. Therefore, teachers must pay attention to stimulating students' interest in learning, and think more about what they teach and whether the teaching methods can arouse students' interest.

To stimulate students' interest in learning, teachers can do the following: set up problem situations, let students think positively, improve students' independent thinking ability and cultivate students' logical thinking ability; Using multimedia to teach, teachers can present abstract mathematical symbols, boring mathematical theorems and complicated proof processes through multimedia teaching, so that students can obtain certain perceptual thinking; Tell students some knowledge or stories about mathematics to stimulate their interest in learning.

For example, when explaining Pythagorean Theorem in the first volume of eighth grade junior high school mathematics published by China Normal University, you can tell students how ancient people discovered Pythagorean Theorem or how ancient people applied mathematical knowledge to their lives. For another example, the knowledge in Chapter 15 is axisymmetrical, and the teacher can list some ancient buildings in China that embody the characteristics of axisymmetrical, such as the architectural model of the Forbidden City.

Second, create an atmosphere of mutual assistance and cooperation.

Every student is an independent individual, and the classes formed by different individuals must be different, which is actually very beneficial to teaching. Teachers can take advantage of this difference, set up study groups, create a cooperative and mutual learning situation, and let students learn from each other in the groups. In the teaching process, teachers can group students according to the heterogeneity of each student, so that the advantages of group members complement each other and form a joint learning force. After the group is formed, teachers can further assign roles, divide group planners and problem designers, and guide students to think and explore problems through cooperative discussion.

For example, in teaching, I often use the method of heterogeneous grouping according to learning content to match boys and girls with good academic performance and poor academic performance, introverted and extroverted, in order to make the whole class form a kind of complementarity and realize mutual assistance and cooperation. This not only helps students to cooperate and influence each other in their studies, but also helps to form a good atmosphere of active cooperation and mutual help in the whole class. The whole class will often get unexpected results when they study, explore and discuss together. For another example, when I teach geometry problems about squares, I ask students to explore in study groups, so that after each group folds the squares, they can study the problem-solving steps together to see which group summarizes accurately and comprehensively. Teachers put forward the following requirements for the contents and methods of inquiry: (1) to explore and summarize with newly folded squares; Think from the aspects of corners and alignment. Be able to measure, calculate, verify and make your own conclusions. In order to win honor for the group, the students all showed positive performance and quickly completed the learning task.

In addition, teachers can also use inspiring evaluation language to create a warm and positive classroom situation, such as: use your head, it doesn't matter if you are wrong; Teachers like students who love to think; Your answer is excellent and so on, so as to encourage students to speak boldly and actively. In this case, students will not only actively think about the questions raised by teachers, but also actively participate in the whole learning activities.

Thirdly, establish diversified teaching objectives.

Teaching objectives have the functions of encouragement, guidance and evaluation, and play a very important role in teachers' teaching and students' learning. Teachers should pay attention to the close combination of knowledge and ability, process and method, emotional attitude and values when formulating mathematics teaching objectives. Mathematics teaching should not only pay attention to solving problems, but also pay attention to students' thinking process. Teachers should not only pay attention to the results of learning, but also pay attention to the learning process of students. Fourthly, teachers should use teaching methods reasonably, and the design of teaching methods should follow the principles of diversity, flexibility, comprehensiveness and innovation. Teachers should follow the teaching rules and principles when choosing teaching methods.

Fourth, summary.

To sum up, appropriate and scientific teaching strategies should be adopted in junior high school mathematics teaching. Teachers must formulate scientific teaching strategies according to the actual situation of students and the specific content of teaching materials, so as to improve the teaching quality and students' learning quality. Teachers must follow the principles of intuition, teaching students in accordance with their aptitude, integrating theory with practice and science. There are various teaching strategies, such as stimulating students' interest in learning; Establish diversified teaching objectives; Establish a learning atmosphere suitable for students. Teachers must keep up with the pace of educational reform and the trend of the times, actively explore teaching methods, improve the level of mathematics teaching and cultivate high-quality students.