[Keywords:] junior high school mathematics teaching efficiency
1 Establish a harmonious relationship between teachers and students
1. 1 Harmonious teacher-student relationship is the premise of effective classroom teaching. Teachers' kind criticisms and reminders can be accepted, understood and even appreciated by students. If the relationship between teachers and students is not harmonious, it will not be accepted and understood by students, and sometimes even lead to conflicts between teachers and students, which will affect classroom teaching.
1.2 To establish a harmonious relationship between teachers and students, teachers should "sacrifice" a lot of rest time, mainly using students' rest time during recess or after school to "get in touch" with students as friends, big brothers and big sisters, or chat or engage in activities (playing ball games, playing chess, telling stories, telling jokes, etc.). ), at the same time, don't forget the appropriate suggestions and guidance in the activities, so that students can "kiss".
Lesson preparation should be based on this and people-oriented.
Some teachers think that preparing lessons is copying teaching plans, but I disagree. I think most of these "teaching plans" are based on books, not people, because different regions, different schools, different classes and different students have different learning habits, learning ability and basic knowledge level. Therefore, when preparing lessons, we should not only prepare teaching materials (what to teach, what is the focus of teaching) based on this, but also people-oriented, with the focus on preparing students (to what extent, what are the difficulties in teaching and how to teach), so that every student can at least know what mathematics he has learned after this class. If teachers blindly pursue difficulty, depth and breadth, and some students can't keep up, they will inevitably shift their energy to things that have nothing to do with class (desertion), just like the best food with the highest nutrition, but students don't want to eat it. How can we talk about digestion? It can be seen that preparing students is an important aspect of improving classroom teaching.
3. Create a relaxed and pleasant classroom atmosphere
In order to create a relaxed and happy classroom atmosphere, teachers should break the traditional teaching methods. Imagine boring math, plus traditional teachers and boring words. Can our lively classmates last 45 minutes? Therefore, the cadence of teachers' oral English, vivid and even funny body language can attract students' attention in time. A good lesson is like a chef cooking a delicious dish. As we know, a good dish must be accompanied by a proper amount of seasoning in addition to the main ingredients. If you put too much seasoning, this dish will not taste good. Although it is nutritious without seasoning, it is difficult to swallow.
4. Adopt appropriate teaching methods to stimulate students' interest in learning.
As the saying goes, "Interest is the best teacher for students". There is no absolute, omnipotent and best teaching method in teaching, but no matter which method is adopted, it must be based on whether the students' learning enthusiasm is mobilized and whether good teaching results are produced. Different teaching contents, such as calculation, concept, geometry and application problems, have different characteristics, and the teaching methods chosen by teachers must be adapted to the teaching contents in order to improve the teaching effect.
4. 1 Create situational teaching. "Creating situations" is a common teaching strategy for teachers in practical teaching. Junior high school mathematics classroom teaching is no exception. In fact, creating a scientific and reasonable classroom teaching situation is helpful to stimulate students' enthusiasm for learning and learn new knowledge with the help of existing knowledge and experience.
4.2 Using physics teaching can visualize abstract things and simplify abstruse things, thus overcoming students' thinking obstacles and helping to improve students' interest in learning mathematics. For example, when teaching ants how to walk the nearest way, I take out a movable cylindrical teaching aid made in advance to guide students to guess boldly, and then change the teaching aid to make them compare the difference between guessing and reality, so as to deepen their understanding of knowledge. In this way, intuitive design gradually rises from perceptual knowledge to rational knowledge, and students learn easily and happily.
4.3 the use of audio-visual teaching methods.
4.3. 1 A class is only 45 minutes, and some classes involve many concepts, theorems and precautions, so the process of its emergence and formation is quite complicated and abstract. If the teacher talks and writes at the same time, it is difficult to finish the task on time in a class, and the students have a hard time learning, which leads to half the effort. Making full use of audio-visual education can better explain many abstract concepts and complex narratives, and you can clearly see the images and color words on the screen. For example, when talking about "the diameter perpendicular to the string", because of the difficulty of this class, I typed a set of right and wrong questions, multiple-choice questions and fill-in-the-blank questions to strengthen the understanding of "the vertical diameter theorem" on the screen, so as to attract students' attention and stimulate students' interest.
4.3.2 We can use the courseware made by relevant mathematics teaching software to find the breakthrough of solving problems and stimulate students' interest. For example, if we understand that "the cylinder is regarded as a rotating rectangle" and "the cone is regarded as a rotating right triangle", we can make a moving courseware, and through the demonstration of the courseware, we can intuitively show the formation process of the cylinder and the cone.
4.4 Pay attention to life application and let students practice mathematics. Mathematics comes from and serves life, and there is mathematics everywhere in life. In teaching, teachers should often let students use what they have learned to solve practical problems in life, so that students can grasp what they have learned in time in the process of practicing mathematics learning and realize the value of mathematics learning, thus enhancing their confidence in learning mathematics well, learning to look at things around them with a mathematical eye, thinking about things around them and expanding the field of mathematics learning. For example, use mathematical knowledge to explain some phenomena in life, such as the roof herringbone frame is made into a triangle, the car protection block is made into a parallelogram, and the wheels are made into a circle. There are inherent physical reasons, on the other hand, there are also mathematical reasons, such as the stability of triangles, the instability of parallelograms, the rotation invariance of circles and so on.