1 How to distract students' enthusiasm in mathematics teaching
(1) Thinking speed training. As far as junior high school is concerned, the training of thinking speed mainly depends on the classroom. Reasonable arrangement of classroom teaching content and training students' thinking speed by using lively teaching forms are the fundamental ways to improve teaching quality. For example, after explaining the new lesson, the teacher can give students some multiple-choice questions to finish within the specified time, or give students comprehensive questions to think about how many students can do it actively within the specified time, or let each student produce a test paper within the specified time to see whose test paper is of high quality.
(2) The identity and development of textbooks need a hierarchical relationship. At present, students are learning the same mathematics textbook (to a certain extent), but the level of using mathematics in the future is different, which depends on the needs of students' development to determine the mathematics requirements. Therefore, some experts pointed out: "Everyone learns valuable mathematics." Because different students have different ways of thinking, different hobbies and different development potentials, mathematics teaching should give students the opportunity to contact, understand and even delve into the mathematics problems they are interested in while mastering some basic knowledge, so as to meet each student's mathematics needs to the maximum extent. For example, organize students to participate in math interest groups and develop their math expertise.
(3) The relationship between the difficulty and the necessity of mathematics learning. Mathematics is difficult to learn, which is the experience of most students. Mathematics has now penetrated into all fields of society, and its application is more and more extensive and profound. This is essential knowledge for people. Man's development is inseparable from the support of mathematics. Therefore, in mathematics teaching, teachers should turn the difficult into the easy, turn the abstruse into the popular, let more students love and like mathematics, learn mathematics well, and lay a good foundation for future development.
2. Cultivate mathematical thinking
Encourage differences
Thinking of seeking difference is the basis of the development of creative thinking. It has the characteristics of fluency, flexibility and creativity. Different thinking refers to thinking from different angles and directions that others have not thought of, and looking for methods and tricks that others have not found. Requirements must be rich in association, better than assumptions, doubts and fantasies, and pursue as novel and unique as possible, that is, unique ideas. Classroom teaching should encourage students to try boldly, be brave in seeking differences and stimulate their desire for innovation. For example, when teaching "fractional application problems", there is an exercise: "The highway team built a 3600-meter highway and completed the whole length 1/6 in the first four days. At this rate, the rest of the work will be finished.
How many more days will it take? "To guide students to think from different angles and answer in different ways. Solve1with a specific quantity; 3600÷(3600× 1/6÷4)-4; Scheme 2: (3600-3600×1/6) ÷ (3600×1/6 ÷ 4); Solution 3: 4× [(3600-3600×1/6)] ⊙ (3600×1/6 ÷ 4). Students with good thinking will associate this problem with engineering problems, and put aside the specific quantity of 3600 meters, regard the whole process as "1" and solve 4:1÷ (1/6 ÷ 4)-4; Solution 5: (1-1/6) ÷ (1/6 ÷ 4); Solution 6: 4× (1÷1/6-1); At this time, students' thinking is in a highly active state, and some students have come up with a solution of 7: 4 ÷ 1/6-4; Solution 8: 4× (1÷1/6)-4; Solution 9: 4× (6- 1). Students constantly get simple problem-solving methods in seeking differences, which is conducive to the participation of students at all levels and the development of creative thinking ability.
Guide imagination
Imagination is the wing of thinking exploration. Einstein said: "Imagination is more important than knowledge, because knowledge is limited, and imagination can cover the whole universe." In teaching, guiding students to imagine mathematics can often shorten the time of solving problems, gain opportunities for mathematical discovery and exercise mathematical thinking.
Imagination is different from daydreaming. Mathematical imagination generally has the following basic elements. First, because imagination is often a leap in knowledge, it needs solid basic knowledge and rich experience. Second, we must have keen insight and rich imagination, and we can quickly get rid of the interference of appearances. Third, we must have the emotion of persistent pursuit. Therefore, to cultivate students' imagination, we must first let students learn the relevant basic knowledge well. Secondly, in addition to reasoning, the generation of new knowledge often includes the imagination of predecessors. Therefore, in teaching, according to the potential factors of textbooks, we should create imaginary situations, provide imaginary materials and induce students' creative imagination. For example, when reviewing the area of triangle, parallelogram and trapezoid, let students imagine how to make the upper bottom of trapezoid as long as the lower bottom. What shape will it become? What does it have to do with trapezoidal area? If the trapezoid bottom is shortened to 0, what figure will it become? What does it have to do with trapezoidal area? The first question puts forward that the door of students' imagination has opened: a triangle can be regarded as a trapezoid with an upper base of 0, and a parallelogram can be regarded as a trapezoid with equal upper and lower bases. This broadens students' thinking space and cultivates students' imaginative thinking ability.
3. Create a mathematical atmosphere
Set up suspense skillfully, introduce new lessons and stimulate interest.
Strong curiosity is an important source of interest, which will firmly grasp people's attention and make people actively explore the cause and effect and its connotation in an impatient mood. Therefore, in mathematics teaching, teachers should skillfully set questions according to the teaching content, so that appropriate and thought-provoking questions can arouse the waves of students' thinking. And there are suspense questions in the lead-in to pave the way for a good whole class.
For example, when teaching Crash Day, the teacher first talks to the students: "September 6th this year is your 10 birthday. I wish it were Sunday. But unfortunately, it was Monday. " "I can calculate what day it is today in any year." Students, do you want to know the secret of my calculation? Today we will study. For another example, when teaching simple addition calculation, I consciously ask students to name several four-digit numbers at will, such as: 4533, 4576, 5698, 6578, 87 12, 6666, 3333, 8 144, etc. Then I write a few more numbers at will (6667, 3334, etc. Students, do you want to know the secret of my calculation? Today we will learn the simple calculation of addition. This vivid and interesting introduction, which is closely related to the teaching materials, just introduces students into the realm of educating people and stimulates their thirst for knowledge and curiosity.
Create a relaxed and harmonious learning environment and establish an equal and harmonious relationship between teachers and students.
As math teachers, we should fully care about and respect students' problem consciousness and create an equal, democratic and harmonious classroom atmosphere. When a student asks questions, the teacher should look at him with trusting eyes. When students ask biased questions, teachers should first affirm the courage of students to ask questions, and then inspire and induce students to ask questions. Only in this way can they change from being afraid of taking the math test to falling in love with it and have a strong interest in it.
For example, when teaching cylinders, I asked the students to make the expansion diagram of cylinders in groups. When the students did it, I observed the production process of each group and participated in their production process. In the communication with them, I learned their ideas when making. Individual problems are solved individually. When talking about how to judge the expansion diagram of a cube, I first listen to the students' methods, and then let several representative students with good thinking methods explain. In this way, we have also learned a lot of knowledge in teaching and shortened the distance between students and teachers. Students regard me as a study partner and are willing to discuss and communicate with me.
4. Cultivate interest in mathematics
Grasp the key points of the textbook and get ready.
The most basic learning method in class is preview. Although preview can't occupy most of the class time, it is the most effective learning method. In order to impart knowledge to students better, teachers must profoundly grasp the connotation of knowledge, so teachers should profoundly grasp the key points in mathematics textbooks and tell the most basic things in a simple and clear way for students to accept. At the same time, according to the difficulty of the content, what kind of homework should be arranged for students who are good at learning and have fast acceptance ability, and what kind of homework should be arranged for students with poor acceptance ability, so that students can master knowledge more deeply.
Teachers should make lesson plans before lectures, so that students can keep up with the idea of lesson plans from easy to difficult, stimulate students' learning potential, and let students understand knowledge step by step, which will deepen their understanding of knowledge. At the same time, teachers should emphasize the role of preview and let students preview independently. Only by taking the initiative to preview independently can students keep up with the speed of teachers' lectures as soon as possible, solve the problems in preview, make learning very efficient and make teaching more effective.
Guide students to operate and enhance their interest in learning.
Psychologist Piaget said: "The openness of wisdom is in the fingers." It can be seen the importance of operation. In addition, psychological experiments also show that thinking often begins with action, and if the connection between activity and thinking is cut off, thinking cannot develop. In teaching, giving students the opportunity to operate is one of the ways to stimulate students' interest in learning. In mathematics teaching, teachers return the initiative of learning to students, let students directly participate in the whole process of acquiring knowledge, let students participate in practical operation activities as much as possible, guide students to think in operation and explore in thinking, so that students can really "live". Because the knowledge acquired by students is still superficial, teachers can provide students with more opportunities, cultivate their interest in learning and acquire knowledge through hands-on activities.
This kind of teaching can not only enable students to study actively and willingly, but also meet their needs of self-exploration. Let students actively participate in learning, enhance their interest in learning, and then cultivate their initiative and innovative thinking ability in learning mathematics.