Clear teaching objectives are the most basic requirements for teachers. Every teacher admits that the teaching goal of each class is clear, but this is far from the whole of our teaching task. The teacher's task is not only to teach students knowledge, but also to make them understand why and how to learn. Not only let students learn knowledge, learn to learn, but also learn to be a man.
Problem 2: Improper teaching methods.
The reform of teaching methods is the main content of teaching reform for many years. Although great achievements have been made in this respect, teaching practice is still centered on textbooks and teachers, rather than students.
Countermeasure 1: Renew the educational concept and clarify the educational goal.
Educational concept is the ideology in teachers' teaching, which determines teachers' educational behavior. Now the speed of knowledge updating is accelerating, and people can't master all the knowledge. The main task of learning is to learn to adapt to society, to adapt to the times, to learn lifelong learning and to learn to survive. Every math teacher should understand his task and responsibility. In teaching, we should not only let students master certain basic knowledge and skills of mathematics, but also pay attention to cultivating students' thinking ability and spatial concept, cultivating students' interest in learning, establishing learning confidence and accepting ideological and moral education. It is our duty to cultivate high-quality talents, educating people first and then teaching, and educating people while teaching. In this way, teachers will do a good job in every class from the perspective of cultivating talents. If you have this new educational concept, you won't lose your temper because students don't learn well; You will not design classroom teaching in pursuit of formal perfection; Students are not allowed to serve teachers in classroom teaching; You won't teach just to answer the test paper well. Mathematics classroom teaching will have new vigor and vitality, and a very humanized mathematics classroom teaching will reappear in front of us.
Countermeasure 2: Improve teachers' quality and reform teaching methods.
The quality of teachers directly determines the success or failure of curriculum reform. Teachers' quality includes many aspects, among which teachers' ideological quality and professional quality are closely related to classroom teaching reform. Due to the particularity of the nature of teachers' work, teachers must have high ideological quality. Teachers' professional ethics determines teachers' work performance in a certain sense. Although the quantification of teacher assessment is advocated, the results of teachers' work are sometimes difficult to quantify. With the transformation from exam-oriented education to quality education, this aspect is becoming more and more prominent. When implementing the 100 scoring system, quantifying students' scores can be like evaluating teachers' achievements. However, with the arrival of the hierarchy, this originally dynamic thing has also become blurred. At this time, teachers are required to look at their work with a better attitude and a higher level. For example, when the grading system was introduced, teachers discussed the problem of grading students' application problems. If the answer to an application problem is right, but the answer is wrong, is this problem a pass? According to the truth, this of course counts, because it does not affect the evaluation of students' learning level. However, some teachers also said that if this is the case, then simply tell students not to write answers, which will not affect their grades anyway. This little problem reflects the new tasks that the reform has brought to our teachers. We should treat today's reform with higher ideological quality. We should consciously and actively put more time and energy into the cultivation of students' study habits, innovation ability, learning interest and thinking ability, which are not immediate.