You cannot make a silk purse out of a sow's ear. Teachers should have a good class, have a full preset of teaching objectives before class, have an accurate grasp of the important and difficult points of teaching, be familiar with teaching materials, have a clear understanding of the teaching process, and at the same time achieve "two thoroughness", that is, have a thorough understanding of teaching materials and students. The teaching process should be carefully designed around the theme. "Intensive speaking and more practice" in math class puts forward stricter requirements for math teachers to prepare lessons. That is, how to carry out effective teaching design and achieve the best effect in a limited time. Therefore, if math teachers want to sail the ship of "efficient classroom", they must raise the sail of "preparing lessons".
As we all know, the benefit of classroom depends largely on high-quality pre-class presupposition. The classroom without pre-class presupposition is herding sheep, which is chaotic and inevitably inefficient. Therefore, in order to maximize the classroom effect in just 45 minutes, adequate preparation before class is particularly important. Then, how can teachers implement the word "preparation" before class? What is the correct way to prepare lessons effectively? Is the basis of effective lesson preparation teaching materials or students? In my opinion, preparing lessons is not simply writing a course, but preparing teaching materials and students. We should not only learn and understand the teaching materials, but also carefully consider the difficulties and difficulties in teaching. More importantly, we should understand the actual situation of students, design teaching activities reasonably according to students' cognitive rules, and strive to find a breakthrough point that can stimulate students' interest in learning. Only by skillfully compiling and using the learning plan can we really prepare lessons effectively and realize efficient class.
For example, when preparing for the teaching of the right triangle chapter, I first carefully searched a large number of relevant materials, especially the relevant senior high school entrance examination questions, and then classified these exercises, summed up the common basic graphics, and summarized the corresponding problem-solving methods. At the same time, for these exercises, I also considered students of different levels and handled them accordingly. For the questions in class and the explanations of the exercises, I made a preview according to the exercises and the characteristics of the students. I try to teach students in accordance with their aptitude. Judging from the classroom effect, it is really very good. Students with good level can master difficult exercises quickly and put forward some original opinions on the corresponding exercises. Students with relatively poor level can also do corresponding exercises.
Second, create scenarios to stimulate students' interest in learning mathematics.
Without a good classroom environment, the teaching of any subject can not achieve the best teaching effect. For abstract and boring math classes, it is particularly important to create vivid teaching situations. The situation we create should have a "mathematical flavor", which can lead students to wander in the paradise of mathematics, really live in the mathematics classroom, experience the wonder of mathematics, feel the interest of mathematics and realize it.
For example, when I was teaching probability, I created the following situation: Who can tell the story of "borrowing an arrow from a straw boat" in the Romance of the Three Kingdoms? In this way, all the students are eager to try. After one of them finished the story, the teacher immediately asked a question: The fog on the Yangtze River was random. How did Zhuge Liang know that the fog filled the Yangtze River at four o'clock three days later, and it was difficult to divide the water far and near? Is he a god? When the students' interest was high, the teacher explained: Of course not. In fact, he read the records in the ancient almanac, and combined with his years of observation, the Yangtze River is bound to be foggy at this time of year. From this, he came to the conclusion that the Yangtze River will be shrouded in dense fog at four o'clock in three days. In fact, the basic idea of his reasoning is the knowledge we are going to learn today-the probability of random events. Then he further created the situation: the experiment of tossing a coin. Flip a coin and it will definitely be positive when it lands. Students express their opinions and then do experiments by themselves. Students acquire the concept of probability of random events through practice, cooperation and communication. Create such a situation, so that students can meet real math problems in class and feel the close relationship between mathematics and nature and society. Problem scenarios can stimulate students' desire to learn, provide students with a profound experience, and everyone gains something. While students understand mathematical concepts, their thinking ability, emotional attitude and values are developed and developed.
For another example, when I deal with the maximum and minimum of quadratic function, I introduce it by adapting the story of Journey to the West (sequel). After learning the scriptures, Pig Bajie opened a pig farm in the sea and built a chicken farm against the wall (wall length 160m). The material is 320 meters and the door is 8 meters wide. How to design to maximize the area? What is the largest area? If you are the president's secretary of Bajie Pig Group, please help Bajie make a decision. Because the story is novel and interesting, it greatly mobilized the enthusiasm of students and stimulated their interest. The students have different opinions. I suggest discussing in groups and telling the teacher after reaching a consensus. In this way, in the process of learning, students naturally have the need for cooperation and are full of interest. So this class has achieved ideal results.
Third, broaden learning channels and let students learn mathematics in their lives.
There is mathematics everywhere in life. In teaching, let students get in touch with reality, understand life, and understand that life is full of mathematics, and mathematics is around them. For example, when explaining the application of similar triangles, I designed a paragraph: the shadow length of the school building on the ground is 24m, and the shadow length of the 2m-high benchmark on the ground is 3m. Do you know the height of the teaching building? Today, we will study this problem. In fact, the shadow length of the teaching building is equal to the actual height of the teaching building, so that the actual height of the teaching building can be obtained. For example, after learning the stability of triangles, students can observe where the stability of triangles is used in their lives. After learning the knowledge of circle, ask the students to explain why the shape of the wheel is round and triangular from a mathematical point of view. Students can also find out where the center of the pot cover and washbasin is; ..... This has greatly enriched the knowledge students have learned, and made them really realize that there is mathematics everywhere around them, and mathematics is in our lives, which is not mysterious. At the same time, we unconsciously realize the true meaning of mathematics, thus arousing students' feelings of loving, learning and using mathematics since childhood, promoting students' thinking to develop into a scientific way of thinking, and cultivating students' consciousness of consciously applying what they have learned to real life.
Life is the center of education. "Let students learn mathematics in life" makes students feel close to mathematics, feel that mathematics and life are together, enhance students' initiative in learning mathematics, cultivate students' study style of integrating theory with practice and the spirit of being brave in exploration, bold innovation and continuous progress, and let students experience it for themselves. When teaching "interest and interest rate", you can take students to visit the bank during the activity class, taking your lucky money as an example. Ask the students to simulate saving and withdrawing money and observe the surrounding environment of the bank, especially the interest rate of the bank. When students remember it, they begin to have problems. "What's the interest rate?" "Why are the interest rates in banks different ..." Students carefully observe and then guide them to preview the new lesson with questions. In class, let students introduce the problems they found and how to solve them themselves, so that peers can know how to find ways to save money that meet the actual needs. In this way, students can take the familiar life situation as the carrier, fully tap their learning potential, and let students be enthusiastic and actively participate in mathematics activities. Gradually formed the habit of paying attention to the surrounding things, consciously using the mathematical point of view to understand the surrounding things, and consciously connecting the learned knowledge with the real things, so that students can gain true knowledge in practice and grow their talents in life.
Fourth, nourish the mathematics spirituality and let students feel its inner beauty.
When it comes to mathematics, most children first think of complex formulas of mechanical numbers or complex application problems. This may be related to teachers paying too much attention to the teaching of mathematical knowledge and the training of mathematical skills and ignoring the vivid connotation of mathematics itself. Mathematics is boring on the surface, but it contains profound and rich beauty, such as abstract beauty, logical beauty, symbolic beauty and singular beauty ... Hua once said: "As far as mathematics itself is concerned, it is fascinating ..." Mathematics exists not only in colorful life, but also in colorful literature. Moreover, in literature, mathematics is more interesting. However, "mathematical beauty" is not an open-air pearl, which can be touched by reaching out; Not a silver star in the blue sky, you can see it when you look up. The key is whether the teacher tries to discover and experience this beauty and share it with the students. If teachers can constantly reveal the factors of beauty in mathematics through exquisite design and vivid language, they can pluck students' "strings of aesthetic feeling", arouse their aesthetic feeling and give them enjoyment and edification of beauty.
1. Experience the beauty and strangeness of mathematics. The world of mathematics is rich and colorful, with many wonderful and strange phenomena. In the "kingdom of numbers", a series of magical "interesting numbers" such as 4, 8, 12, 66 and 100 have appeared, which will naturally make people think of being on the safe side. The numbers 9 and 2 remind people of the nine cows and two tigers, and they also remind people of lack of clothes and food. Even in everyday language, there are some interesting mathematical expressions: for example, why do you use "half-baked" to describe people with a lack of brains? This is because in the past, people called 1000 copper coins as a sling and 500 copper coins as a half-sling, so people who acted recklessly without brains were compared to "half-slings" ... In this way, students were deeply attracted and moved by the beauty and curiosity of mathematics and became interested in mathematics.
2. Feel the natural beauty of mathematics. "Mathematical beauty" does not only exist in the mathematics classroom. Therefore, I organized students to carry out activities to find "the beauty of mathematics". A few days later, a special theme class meeting was born under the careful planning of "Wisdom Star"-"Happy Mathematics is with me, and the beauty of mathematics is everywhere". At the class meeting, the strength of the students is tangible and full of paintings. When students immerse themselves in the ocean of mathematical poetry and feel the fun, interest and interest of the blending of mathematics and poetry, mathematics becomes lyrical and poetic; When the magical Arabic numerals are converted into seven notes, mathematics becomes a pleasant symphony; When geometry is naturally transformed into dance vocabulary, mathematics becomes light and dynamic, which makes people daydream infinitely. The most exciting moment has arrived. When the students reported with "great pride" that they had solved practical problems in their lives with what they had learned in mathematics, I seemed to see the agility of their lives ... Yes, real life and natural phenomena endowed life with energy and value. We should make mathematics close to life and let students set their minds free. Out of the door ... The team will bring everyone into the ever-changing world of mathematics. The students tasted the deep interest of mathematics like chewing a hundred fruits, and really had a "math addiction". Even students who didn't like math in the past exclaimed, "I didn't expect math to be so happy and interesting."
In a word, teachers and students in a class are an organic whole, and it is difficult to produce an efficient classroom only by the enthusiasm of teachers or students. An efficient classroom can never be fought by a teacher alone. If students want to be masters of learning, they should first be masters of the classroom and give back the classroom time as much as possible. Let our students show the classroom, experience the classroom, feel the classroom and enjoy the classroom. Only by "teaching" teachers and students.