The fundamental purpose of teaching is to let them learn through teaching. We all know that.
I wonder if you could take a look at the following points.
We might as well ask the students to answer "Have you seen 3?"
A: "Yes!"
In fact, no one has seen 3!
The 3 we wrote here is just a symbol. 3 is an extremely abstract concept: 3 trees, 3 apples, 3 people, 3 tables, 3 cars, 3 books and so on.
Therefore, mathematics is an abstract thinking system. Thus, a+b can be understood as the sum of two things or even two phenomena. A can represent 2ghhs/t, and b can represent. ...
Let's start with our common parabola: y = ax 2+bx+c, (a ≠ 0).
This is a very strange phenomenon: the length c plus a square term bx and a cubic term ax^2, three irrelevant things add up. Ha ha. Therefore, the establishment of Cartesian plane (space) rectangular coordinate system has made a qualitative leap in mathematics.
Get down to business. To teach mathematics well, students should have a clear knowledge system in their minds, that is, they should pay attention to the contents of textbooks. And the beginning and summary of each chapter.
Second. Lure the enemy deep. Just step by step. Never underestimate the examples and exercises in the textbook. Keep in mind the connotation of this topic without mercy. The less connotation, the greater extension. We know that.
Third. Take a corner and turn around. Don't rush to make progress. You'd rather not solve any big problems and puzzles in this course, and let students remember bold words (such as definitions, theorems, formulas, etc. We often feel that students' handwriting is crooked. In fact, it is because they did not master the shelf structure of Chinese characters in the first, second and third grades of primary school, and did not use the correct way to hold the pen! To put it bluntly, a slip of the foot makes a lasting regret! Even if you become a big star in your thirties, your signature is just a cover. The same is true of mathematics. We must lay a solid foundation.
Fourth. After listening to many math classes of new and old teachers in various schools, I am more opposed to those audio-visual teaching. The teacher had better write the key points on the blackboard and whiteboard slowly, draw the ruler and ruler, and give the students a chance to practice. Never put up a picture or a small blackboard, start talking at once. The teacher prepares lessons for several hours, and naturally speaks in one go. It seems that the teacher thinks it's too simple, so it's too easy to save time. Otherwise! Otherwise! Dozens of small brains have different acceptance, thinking speed and thinking mode. Students are taught several courses every day, so it's good to keep up with your classes. It is not easy to make them use their quick wits. Ha, there are many deserters.
Fifth, math homework. Less arrangement. Students can also be divided into "must do, can do, choose to do" and so on.
100 homework received, see 10 person's first question; 10 people's second question; 10 people's third question; The remaining 70 books can be revised in class. This is also a review of the last lesson. Review is extremely necessary!
That's all I can think of for the time being. Just type dozens of words before dinner for you to change.