1 How can math teachers improve teaching efficiency?
(A) to cultivate students' independent thinking ability and develop students' problem-solving ideas.
In order to really improve students' math scores in college entrance examination from the source, it is necessary to cultivate students' independent thinking ability. Teachers should not just teach blindly, but should give students some thinking space when they teach problems. After thinking, teachers should teach according to the types of questions in students' thinking answers, find out students' problem-solving ideas throughout the process, correct mistakes, encourage students to think creatively and disintegrate their ideas. Let students give lectures in class, which will increase their self-confidence and have a positive impact on their future math study. At the same time, teachers should not be limited to one problem-solving method when teaching topics, but should use a variety of problem-solving ideas and methods to complete the same topic, which will help students not fall into fixed thinking when solving problems, and at the same time develop their innovative problem-solving ideas and thinking.
(b) Create a classroom in which everyone participates and improve the classroom atmosphere.
The college entrance examination can be said to be a horizontal ditch in front of every senior three student, and senior three mathematics is also an exam that every student has to face. Therefore, teachers can't give up any students in teaching, and they can't make math class in senior three a paradise for gifted students and a hell for students with learning difficulties. On the contrary, they should try their best to balance the learning needs of each student and let everyone participate. In the math class of senior three, the teacher can try to give each student a chance to answer questions and teach in groups.
(C) comprehensive aspects of the situation, effective curriculum design.
Classroom design is an important part of mathematics teaching in senior three. Effective curriculum design will make mathematics teaching get twice the result with half the effort, thus improving the quality and efficiency of mathematics teaching. In order to carry out effective curriculum design, teachers should pay attention to students' actual mastery of knowledge and problem-solving ability in combination with various specific situations. They should not just ask questions, but should carry out "question training" to summarize a large number of chaotic questions according to the types of questions, so that students can face the same problems next time.
2 How to improve the efficiency of mathematics teaching
Renew the teaching concept and always adhere to the student-centered principle.
Suhomlinski, a teacher-led educator of teaching principles, once warned us: "I hope you should be vigilant. Don't always talk about it in class. This is not good. What students feel and understand through their own efforts can become their own things, which is what they really master. " According to us, the master's task lies in degree, and the apprentice's task lies in enlightenment. Mathematics classroom teaching must abandon the teaching methods of "injection" and "cramming", and the review class cannot be covered by teachers, let alone become a "unique performance" for teachers to show their "difficult movements" in solving problems. Instead, students should become the masters of learning, let them realize innovation in active exploration activities, give full play to their talents, and improve their mathematics literacy and understanding ability. As the organizer of teaching activities, teachers' task is to guide, inspire, induce and adjust, which should be student-centered.
The prominent contradiction in the review class is that time is too tight. It seems difficult to deal with enough problems and fully display students' thinking. Because most topics are "easy to learn", in the process of continuous exploration, they often stay at one or several points, which are called "focus" and the rest are called periphery. We don't have to spend our energy on the periphery, we just need to mobilize students to explore the breakthrough point in the focus. Through discussion, we can concentrate students' wisdom, make their thinking shine at key points, their ability grow at important points and their will sharpen at subtle points. Through discussion, teachers and students can complement each other in wisdom and ability, and promote the exchange of hearts and feelings.
Consolidate basic knowledge and increase knowledge accumulation.
The application of "double basics" is essential in the math problems of college entrance examination, whether it is junior, middle or difficult problems, or even some problems are directly quoted from textbooks or slightly deformed. For example, the chapter "Series" in the textbook describes in detail the derivation process of the first n terms and formulas of arithmetic progression and geometric progression, but students often only pay attention to the memory and use of formulas, but not to the derivation process of formulas. This practice is wrong, which affects students' deep understanding of series summation. When reviewing, we should pay attention to textbooks, especially the formation process of concepts, formulas and laws and the typical functions of examples.
For example, students can't pass three-dimensional geometry problems, so they can choose ten problems to do, and students will find the similarities and differences of such problems. At the same time, teachers should guide them to analyze problem-solving methods and skills, sum up the rules, and achieve the purpose of drawing inferences from others. When doing exercises, teachers should be right but not quick, understand but not finished, be precise but not much, and selectively do some problems that have been done before, especially those that have appeared in many mock exams, but the students are still very vague, so as to focus on them and do them repeatedly, so that the answers are correct and the problem-solving process is complete.
3 How to improve the quality of mathematics teaching
1. topic selection, small-scale synthesis. In review, topic selection is a very important link, topic presentation is a key link, and it is an important channel for students to form and enhance their abilities. Therefore, we should pay attention to maintaining the universality of this channel. Small comprehensive topics have both coverage and flexibility, and at the same time can be desired and accessible by most students. This is conducive to students' psychological stability, interest stimulation and efficiency improvement. When talking about topics, we should pay special attention to transformation, essence, law, examples and categories, application, connection and integration of topics.
2. Correct mistakes and be targeted. Teaching practice shows that students are most afraid of "making mistakes in a muddled way" and "correcting mistakes in a muddled way" in the teaching process. Paying attention to only one thing, ignoring special cases and implicit conditions are common mistakes made by students. Therefore, we should pay close attention to the performance of students' thinking errors, give timely guidance and training, and make students' thinking ability improve continuously in "learning from mistakes".
3. Strengthen training and improve speed. Poor computing ability is a long-standing problem for students, which is manifested in low thinking, understanding without knowing, knowing without being right, being right without being quick, etc. In the review, teachers should not only explain the problem-solving ideas, but also explain the operation process and methods, giving students time and opportunities to practice the operation. They should pay attention to the training of quick problem-solving strategies for multiple-choice questions and fill-in-the-blank questions, and at the same time, keep up with hot spots and strengthen the ability training for solving key questions, such as reading comprehension questions, inquiry and argumentation questions, and application questions.
4 ways to improve the efficiency of mathematics teaching
Try to avoid several inappropriate auxiliary methods that are easy to commit.
First, uneven, large class and sheep-herding student teaching. What would you think if you were given a class with more than 50 students, with a low score of more than 40 points and a high score of 120 points? How come? You can't help thinking, what's the difference between this and the big classroom where sheep are herded? Just reorganized a class and changed a teacher. No matter you can't take care of all the lectures, there will be difficulties in tutoring! Obviously, this kind of auxiliary bias of uneven students, large class size and herding sheep can not improve efficiency very well. So I think individual counseling should be combined with centralized counseling. According to last year's undergraduate mathematics in Guangyi mode, those who scored 80- 100 can participate in the centralized counseling organized by the school. As for those below 80 points and above 100 points, individual counseling is required. The so-called individual tutoring means that math teachers in each class give priority to tutoring basic topics for students with 80 points or less after class, strengthen training and enhance students' understanding of math concepts. Some questions should be given up. Scores above 100 can keep up with the rhythm of teachers' class, and appropriate extracurricular exercises can improve their ability to use mathematical knowledge and solve problems, and further cultivate their logical thinking ability.
The other is the sea tactics, which is full of colorful irrigation. The auxiliary bias is not like some teachers' lack of questions, so practice for them! It's not that I don't have time to talk. Send the answer and see for yourself! Not to mention handing out papers from beginning to end! The teacher who teaches in the class every day makes them do a lot of questions and say a lot. They didn't lack questions, but they did so many. How much have they gained? What did they learn in every question or even every test paper? They may have done too much and have no time to think about what they have done! The time for assisting students is also limited. Maybe twice a week for an hour. Teachers should prepare lessons well, abandon the tactics of asking questions about the sea, and fill in the room so that students can improve their knowledge in a limited time!
Carefully analyze the "two outlines and one question" and determine the review focus of senior high school mathematics.
"Two Outline and One Question" points out the direction for the effective review course of senior high school mathematics. First, it refers to the curriculum standard of high school mathematics, which stipulates the knowledge points that high school mathematics should master and the knowledge level that different knowledge points should reach, and is the basis for the selection of high school mathematics teaching content; Second, referring to the examination syllabus of senior high school mathematics, the knowledge range to be examined in the college entrance examination is stipulated, and the level of knowledge and ability is clearly stipulated, which provides a navigation mark for teachers to choose the focus of classroom teaching. These two aspects constitute two syllabuses; Third, it refers to the math problems in the college entrance examination. How difficult the math problems are and in what form they will appear, which reflects the basic trend of the math problems in the college entrance examination over the years and the depth and breadth of the examination content, and provides a basic example for teachers' classroom teaching.
For example, in the review of space geometry in high school mathematics, the curriculum standard requires understanding the basic structural characteristics of columns, cones and spheres, drawing views and straight views with parallel projection and central projection, and calculating the surface area and figures of these figures. Through the analysis of the examination syllabus, it can be seen that the examination pays more attention to the students' spatial analysis ability, has no strict requirements on the size and lines of graphics, and does not require students to remember the calculation formulas of surface area and volume. This provides a basis for the development of senior three mathematics review course, and also reflects a trend of college entrance examination mathematics, weakening memory knowledge and strengthening the flexible application ability of senior three mathematics. Senior high school math teachers should effectively analyze two outlines and one question, and systematically understand senior high school math knowledge, which is basic knowledge, which is ability knowledge, and which is knowledge outside the syllabus, without students' mastering; At the same time, we should carefully analyze the college entrance examination questions, compare the unified college entrance examination questions horizontally, find differences, find * * *, find contacts, and grasp the key to solving similar questions. Compare the test questions in the same province vertically, understand the basic trends and laws of the college entrance examination in your own province, and summarize the hot, difficult and cold spots of the college entrance examination.
How to improve the teaching efficiency of mathematics teachers;
1. Speech at the exchange meeting of mathematics teachers' teaching experience
2. How can teachers improve their math scores?
3. How to master the correct teaching methods to improve math scores?
4. Using modern mathematics teaching methods to improve classroom efficiency.
5. How to improve the effectiveness of mathematics classroom?
6. How to improve the effectiveness of mathematics classroom?
7. Commonly used and efficient mathematics teaching methods
8. How to improve the efficiency of mathematics teaching in senior two?
9. How to effectively improve the classroom teaching of senior high school mathematics?