(Project End Report)
Researchers: Hao Bingying, Zhou Weibo, Qu Nailong, Liu Kai.
I. Research background
At present, junior high school students are generally not interested in learning mathematics. They think that mathematics is difficult to learn, boring to learn and of low application value in life, so they are unwilling to learn mathematics. As a math teacher, I also feel that students' enthusiasm for learning math is difficult to improve, the classroom atmosphere is not active enough, and the polarization of students' grades is very serious. Therefore, through the research of this topic, I want to find a good way to cultivate students' strong interest in learning mathematics, make them love and enjoy learning mathematics, and thus improve students' mathematics academic performance on a large scale.
Our school is a non-key middle school, which leads to uneven quality of students, poor awareness of autonomous learning and bad study habits. Coupled with the continuous outflow of outstanding students in recent years, how to improve students' interest in learning on the existing basis is the first problem that teachers need to think about. Young teachers in our school are lively and innovative, while middle-aged and elderly teachers are calm and sophisticated. Give full play to group advantages in classroom teaching and change classroom teaching methods, so as to improve students' interest in learning.
Second, the practical significance of the research (1), the practical significance of the research.
1. The Mathematics Curriculum Standard for Compulsory Education clearly points out that middle school mathematics education and teaching should "stimulate students' interest and enthusiasm in learning mathematics, cultivate students' emotional field in Zhi Tao, and cultivate students' perseverance, scientific attitude of seeking truth from facts and innovative spirit. In mathematics teaching, students should be rigorous and enthusiastic, so as to establish confidence in learning mathematics well. "This shows that stimulating students' interest and enthusiasm in learning mathematics is a necessary subject in our school education.
2. Students are seriously tired of learning and lack interest in mathematics learning. 3. Some phenomena that are contrary to school education deserve our deep thought.
Cultivating and improving students' interest in learning mathematics is an urgent task for educators in our school. Cultivating and improving students' interest in learning mathematics is an eternal subject of our research. This topic tries to perfect this link in the theory and practice of mathematics grouping education and teaching.
6. Through the research of this topic, exercise and improve the teaching and research ability of young and middle-aged teachers in our school, and improve the school-based teaching and research level of our school.
Third, the guiding ideology
Carry out the party's educational policy and make all students develop in an all-round way. The evaluation of students should not only pay attention to their academic achievements, but also discover their creativity, develop their potential, understand their needs, help them know themselves, build up their self-confidence and pay attention to their development, not just their scores. Show respect and care, and pay attention to personal promotion and needs; We must attach importance to human value and promote the realization of individual value; We must attach importance to people's subjective initiative and develop people's subjective spirit.
Quality education is a brand-new educational concept aimed at the problems existing in the original education and teaching in China, and its core is to improve students' innovative consciousness and ability. However, if students are not interested in what they have learned, or even disgusted with the basic knowledge and methods that determine their innovative ability, the realization of quality education will be a castle in the air. On the other hand, an important task of ordinary middle school education is to send qualified freshmen to institutions of higher learning. At the same time, the realistic requirement of society is to continuously improve the value (key points, prestigious schools) and quantity (high school admission rate) of students who are recommended.
And students' interest in learning is the premise to determine the results of the senior high school entrance examination. Therefore, school education must solve the problem of cultivating students' interest in learning, no matter from the requirements of curriculum standards, new educational and teaching concepts and the actual needs of social needs.
Fourth, the basic practice of research.
1, pay attention to emotional factors and realize student-student interaction through cooperative learning.
People's cognitive activities and emotions are closely linked, so are students' learning. The ancients said, "Learn from your teacher and believe in it." Teachers should not only love students and stimulate their interest in learning, but also create a relaxed and pleasant environment for middle and low grade students to enjoy the joy of success. Here, through cooperative learning, classroom teaching, group cooperative learning and individual guidance are combined, and the single communication between teachers and students is transformed into all-round three-dimensional communication between teachers and students, between students and between groups. For example, in the teaching of fractional rational number subtraction, the teacher first puts forward the topic: A piece of cloth is 9/ 10 meters long, and how many meters are left after using 6/ 10 meters? Guide the students to list the layout, and then let the students work out the numbers in their favorite way. After a period of independent thinking, some students raised their hands, and then the teacher put forward a new requirement: discuss in groups of four, and everyone in the group knows how to work out the numbers before raising their hands. Let's see which team gets it first. So the upper middle school students took pains to explain to the students with learning difficulties in order to win the championship in the group, and the passion of the whole class reached a climax. Finally, the teacher randomly selected a student with learning difficulties to answer. As a result, the students with learning difficulties competed to express their ideas. The students with learning difficulties spoke well and other students in the group were happy because their group won. After that, the students in the class named the students with learning difficulties to answer, and all the students with learning difficulties could express their thoughts, and their joy was clearly written on their faces.
2. Develop and use teaching materials to improve learning interest.
Interest in learning is a tendency for students to get close to what they have learned. Students who are deeply interested in students can consciously concentrate on their studies and consciously think and explore problems. "Interest is the best teacher", which has the function of turning difficult into easy and turning bitter into pleasure. Students who are in high spirits, relaxed and happy when studying have about 20% higher grades than those who are in low spirits, depressed and angry. An important idea of the new curriculum is to provide students with the opportunity to "do" mathematics, so that students can experience mathematics and experience mathematics in the process of learning. As teachers, we should develop and use teaching materials, properly process the materials according to the needs of optimizing classroom teaching, and understand the laws according to the actual situation of students and their age characteristics according to the teaching requirements, so as to turn written things such as examples, explanations and conclusions in the textbooks into living mathematical activities that students can participate in personally. The focus of teaching should be to let students experience related activities and gain experience of related knowledge. Students should not only know why, but also know why. If students are taught to use their intelligence and wisdom to complete the design of beautiful patterns by translation, turning, folding in half and axisymmetric transformation, the whole derivation process will give full play to the students' main role, so that they can truly become "inventors of small inventions" and enjoy the joy of success. In teaching, students should be given more time to think, more space for activities, more opportunities to express themselves and more successful and enjoyable experiences. Mathematics comes from life and is applied to life. If we can make rational use of a large number of curriculum resources related to mathematics teaching in communities and families, it will be of great benefit to stimulate students' interest in learning and expand their knowledge.
3. Make good use of the teacher's expression and language
Teachers are not only the guide and organizer of students' learning process, but also the collaborators of students' learning, which requires a harmonious teacher-student relationship between teachers and students, mutual openness and emotional stimulation, all of which are inseparable from teachers' classroom expression. According to the questionnaire survey of teaching experience, 82% students think that what they are most concerned about is the teacher's expression in class. Combined with my teaching practice, I think the main skills of using classroom expressions are: 1, kind and sincere smile table.
Love; 2. Warm and natural serious expression; 3. Eyes of trust and encouragement. Teachers' language should be not only inspiring, but also emotional. Teachers should always reflect on some commonly used languages. Although some words are often said, they really lack emotional elements when carefully scrutinized, such as "See who can do it fastest", "I knew it would be wrong" and "It is not standard for you to solve problems like this".
4. Respect students' level in the teaching process, so that students can study with confidence.
Many students think math is difficult, and they lack confidence in learning. In teaching, we should respect students' level, don't be eager for success, design teaching content from the perspective of cultivating students' interest in mathematics and cultivating students' mathematical literacy, and from the actual level of students.
(1), pay attention to "active" use of teaching materials to eliminate polarization.
During the implementation of the new textbook, it is found that some difficult concepts and formulas are abandoned in the new textbook, such as the cubic sum and difference formulas in the multiplication formula; Group decomposition and cross multiplication in factorization: the relationship between roots and coefficients in a quadratic equation greatly reduces the difficulty of proving plane geometry. We shouldn't dig and explain these hard-to-understand knowledge that has been preserved. For the concepts that are difficult to understand in textbooks, don't impose them on students, but adopt a layer-by-layer breakthrough method so that large-scale students can understand and master them. For example, the algebraic expression in the first volume of seventh grade mathematics published by People's Education Press has many concepts, including eight related concepts such as monomial and polynomial. Because students' learning ability is uneven, these eight concepts are difficult to master in this course. You can use the following steps to teach and break down the teaching difficulties:
(2) Change the way and attach importance to students' autonomous learning.
Teaching is a bilateral activity process between teaching and learning. If students at different levels adopt the same requirements and teaching methods, the result will inevitably be serious polarization, which will dampen the enthusiasm and initiative of students with learning difficulties. Therefore, the practice design of the new curriculum standard should not only be hierarchical, diverse, interesting and scientific, but also put forward different requirements for the amount of information, thinking and depth, so that students of different levels can get the maximum benefit, such as "inverse proportional function" as Y, what should be highlighted when making function images? Most students will use the basic methods, that is, list, drawing points and connecting lines to make functional diagrams. At the same time, students should be guided to observe and analyze the values and images in the listed cells, and find out the rules: when the independent variables of the image of the function y= 1/x and y=- 1/x are equal, the function value should be the inverse number; For the image with function y= 1/x, when the independent variable is inverse, the function value is inverse. Axisymmetric transformation can be used for drawing, which realizes the harmony and unity of images. Practice has proved that the transformation of various teaching methods has created favorable conditions for students' all-round development and laid a good foundation for their lifelong learning and development.
5. Strengthen the guidance of learning methods and teach students to learn.
It is better to teach people to fish than to teach them to fish. Some underachievers spend a lot of time on mathematics, but their academic performance is always unsatisfactory, which is one of the important manifestations of their maladjustment in learning. Teachers should strengthen the guidance of their own learning methods, on the one hand, they should consciously cultivate students' correct concept of mathematics learning, on the other hand, they should strengthen the guidance of learning methods in the teaching process.
(1), teach students how to ask questions.
Einstein once said, "It is more important to ask a question than to solve it". It can be seen that students can only feel and innovate if they learn independently and are good at finding, asking and solving problems. This requires teachers to be good at creating open teaching situations, creating a positive thinking state and a relaxed thinking atmosphere, and striving to protect curiosity, thirst for knowledge and imagination. For example, when learning the axiom that "the line segment is the shortest among all straight lines connecting two points", you can create such a problem situation:
From Shanghai to Guangzhou, the distance by train is generally about1810/m, the distance by boat is about 1690 m, and the distance by plane is about 1200 m. After the students read carefully, the teacher can guide them to put forward; "Why are the three trips different? What is the shortest range of the plane? " Then guide students to abstract problems, find and get the axiom content, and then inspire students to find examples of applying this axiom in the real world. Teachers construct an open teaching mode of "creating problem situations-asking questions-guiding exploration-drawing conclusions-asking new questions" to promote students' thirst for knowledge (problem consciousness) to be continuously enhanced. Gradually cultivate the courage to question, be good at asking questions and actively explore the mysteries of knowledge.
(2) Teach students to participate.
Students' active "participation" in learning is helpful for students to consciously master scientific knowledge and related thinking methods, gain opportunities for self-expression and active development, and form a good personality and sound personality. Students' participation in teaching should focus on the whole process of the occurrence, development, abstraction and perfection of the knowledge they have learned. For example, in the teaching of judging the congruence of right-angled triangles, the following attempts can be made: ① Students practice ruler drawing: known line segments A and C (C > A) make △ ab = c; , so that ∠ c = 90, right angle CB=a, hypotenuse AB = C；; ② Students discuss and think in groups: whether the number of right triangles meeting the above conditions is unique or whether the shape and size are unique; (3) Study group discussion and thinking: Why two triangles with two sides and a diagonal corresponding to the same shape are not necessarily congruent, but when a diagonal is a right angle, the two triangles must be congruent. Through independent exploration, personal practice and cooperative communication, students can get rid of confusion, understand mathematics, and understand and master basic mathematical knowledge, skills and methods.
(3) Carry out special activities between classes and practice tests in different levels to promote students' mathematics learning.
In the past teaching, because we didn't pay attention to strengthening students' participation consciousness, we seldom checked students' mastery in every class. Even if we did, we found several comprehensive topics that students should master. Therefore, although many students have listened to a class and mastered some contents, they can't respond in class tests or unit tests. This not only dampened the enthusiasm of students, but also dampened the enthusiasm of teachers to understand the learning situation. In order to change this situation, we start with mathematical knowledge, divide the learning of a mathematical knowledge into several processes, and test each learning process.
(4) Do a set of math mistakes after class to improve students' reflective ability.
In order to solve the obstacles in mathematics learning caused by teachers' problems, it is proposed that students should no longer be regarded as containers of knowledge, but as equal people with teachers. On the basis of extensive investigation and study of students, a "set of wrong mathematics questions" is formulated to strengthen students' awareness of participating in mathematics teaching, and specific participation methods are given, so as to improve students' awareness and ability of participating. The content of the wrong question set card can be divided into two parts according to the evaluation content: cognitive field and emotional field, which gives students an opportunity to reflect on themselves and communicate with teachers.
6. Pay attention to students' life experience and cultivate their application ability.
In view of the new textbook's emphasis on life experience, teachers should be close to life, find materials from around them, or directly organize students to participate in activities. Teachers should learn to turn some problems in life into mathematical problems, so that students' experiences in life can become helpers in mathematics learning, which can not only effectively improve mathematics knowledge, but also make mathematics useful in life and meet students' needs. Teachers create situations for the purpose of using situations, so that students can feel the value of mathematics. So as to effectively shorten the psychological distance between students and mathematics knowledge, reduce the psychological pressure of learning mathematics and improve learning interest.
7. Pay attention to the art of class summary.
The end of an appropriate class can make the finishing point, connect the preceding with the following, improve sublimation, and give students
Leave unforgettable memories and stimulate students' strong desire for the next step of teaching. For example, design the end of parallelogram nature teaching: students summarize the nature of parallelogram;
( 1)AB=CD，(2)AD=BC，(3)AB∨CD，(4)AD∨BC(5)∠BAD =∠BCD，(6)∠ABC=∠ADC，(7)AO=BO，(8)BO=CO
Teacher: By analyzing the eight properties of a parallelogram, we can easily see that a quadrilateral is a parallelogram (definition) if it satisfies two (3) and (4), which makes us wonder whether it can be judged as a parallelogram if it satisfies any two of the above eight. Let the students explore after class.
Take the questions that students are interested in as an extension of the classroom and ask students to explore according to what they have learned. Because of the openness of conditions and conclusions, students with different thinking levels can more or less tell their own combination ways and make effective reasoning explanations. This has greatly stimulated students' enthusiasm for participating in mathematics learning after class and cultivated their interest in learning mathematics. Teaching practice has proved that students can complete the proof of most conjectures. During this period, students experienced the process of judging the parallelogram base, which stimulated their strong desire to learn mathematics next time.
8. Establish a harmonious relationship between teachers and students.
Psychology believes that people's emotions are related to cognitive processes, and any cognitive process is accompanied by such emotions. Junior high school students' interest in a subject is inseparable from their learning emotions. They often rationally think that a subject is not important and can't learn well. They often give up studying a subject because they don't like being teachers. Harmonious teacher-student relationship is an important factor to ensure and promote learning. In particular, we should give enthusiastic guidance, sincere help, more spiritual encouragement and more guidance on learning methods to build their confidence and improve their interest and ability in learning mathematics.
V. Effect analysis of the project
1, which cultivated students' interest and hobby in learning mathematics, and students began to like mathematics.
In the classroom, the teacher not only depends on whether the students are attentive to the class and how their homework is done, but also depends on the students' psychological activities and whether they like math classes. See if students' learning enthusiasm is fully mobilized; See if it enhances students' mathematics consciousness and improves students' interest in mathematics. Now most of our students realize that mathematics is not so boring and not far away from us. It turned out that it was around, which made them feel close to mathematics. Specific performance in:
(1), the classroom is full of life. (2) After school, it's all math. (3) The strong smell of finished work. 2. Promote students' understanding of knowledge and life.
Mathematics is connected with life, and boring and abstract theory is connected with personal image, which can promote the development of students' thinking, deepen their understanding and make their memory stronger.
(1), understanding of mathematical knowledge.
By introducing vivid, vivid and interesting life scenes into the classroom, the original abstract, boring and complicated mathematics knowledge becomes vivid, simple and easy to understand, and students will naturally study hard, deeply understand and firmly grasp it.
(2) Promote students' understanding of life.
Many students in their subconscious, life and mathematics are two different things. However, after learning this topic, students find that there is mathematics everywhere in life, and the mathematical problems in the classroom are all extracted from life. They also use what they have learned to solve life problems and learn to look at life from a mathematical perspective.
3. Students have formed good behavior habits and improved the quality of classroom teaching.
Teaching is changed from teachers' teaching and students' memory to teachers' creation of teaching situations. Students discuss, explore and summarize concepts in groups, and then prepare after previewing, so as to keep up with the teaching progress. With the production of wrong math problem sets and special exercises and tests in class, students can always feel their own learning direction and the joy of success. Students have formed good behavior habits, which greatly improve the quality of classroom teaching and students' math scores.
4. Changed teachers' educational concept and promoted teachers' professional growth.
(1) In the process of research, we feel that the world of students is boundless. Educating children needs to accumulate and update knowledge of psychology and pedagogy at any time, and gradually form the habit of diligent study, diligent practice, diligent reflection and diligent summary, which improves our teaching ability. The research skills and classroom teaching level of all teachers in the research group have been greatly improved.
(2) The concept of classroom teaching is updated, and the classroom benefit has made a new breakthrough. The teaching ideas of all the teachers in the research group are changing, mainly in the following aspects: first, the teaching ideas of the new curriculum are deepened into the classroom and updated; Second, make full use of information technology and distance teaching resources in classroom teaching, strengthen the integration of information technology and disciplines, and maximize the use efficiency of existing modern teaching instruments and equipment; Thirdly, teachers' classroom teaching art has changed a lot. Teachers have become the guides, disseminators and collaborators of students' learning, and they are sensitive to students, which makes students change from "asking me to learn" to "asking me to learn". A 40-minute classroom is the same for teachers and students.
Thoughts and suggestions on intransitive verbs
Students' willingness to learn is not strong and there is repetition. The learning process is not smooth sailing, and there will be many difficulties and setbacks, which need strong will to overcome and solve. Poor students will encounter all kinds of difficulties in their studies, such as "my memory is not as good as others" and "my brain is not as flexible as others", which often leads to inferiority and fear of difficulties, timidity and complacency. They cannot stand the test of difficulties and setbacks. Weak psychological endurance. In order to cultivate students' will to learn mathematics and other subjects well, although education with learning purpose and ideal is often carried out in combination with teaching, there are always students who repeat.
Project research can make us face the classroom and students more calmly. Teaching is a profound art, and the reform of teaching methods cannot be achieved overnight. The deeper you go, the more problems you will find that need to be explored. Faced with the same materials, different students' ability to obtain information and find problems varies greatly. How to narrow the gap and reduce learning disabilities? How to implement the effectiveness of preview and review? How to guide students to overcome psychological obstacles in learning and enhance the attraction of each class? It is the direction we still need to work hard.