First, the teaching of mathematical knowledge should be rigorous. Stiffness is one of the basic characteristics of mathematics, which mainly refers to the rigor of mathematical logic and the accuracy of conclusions. The topic of this open class is "Determining the expression of a linear function", which involves that the image of a linear function is a straight line, but in high school, this expression is obviously a linear equation. Curriculum standards at different stages have different requirements for this part of the content, so Mr. Zhao suggested that students in junior high school should make it clear that straight lines are images of linear functions and only let them feel the idea of equations.
Second, be good at leaving blank before class. "Everything is established in advance, and it will be abolished if it is not planned." Without careful pre-class presupposition, it is difficult for mathematics classroom teaching to get a wonderful generation. The first example in this section is the expression to determine the proportional function. It is possible for students to list v=kt independently. Teacher Zhao pointed out that if students can write this formula, teachers should ask: Why did you write this formula? How did you come up with that? What is the basis? ); If students can't write, teachers should ask questions to guide students to think. In this process, it is necessary to capture students' questions, ideas and other wonderful moments at any time, bring valuable new information and new problems into the teaching process, and promptly eliminate information of little value to ensure the correct direction of teaching.
Third, squeeze out "non-mathematical" water. In open classes and participatory classes, teachers often set situations for situations in pursuit of good classroom atmosphere, and activities become a form, which directly leads to the imbalance of mathematics learning. From the students' performance, it can be seen that the game links before this class have little influence on the study of this class, so it is more time-saving to remove them. After-class summary link When students say "non-math" content, they should be guided to summarize the math knowledge learned in this class in time. It is best for teachers to sort out and strengthen the knowledge points of mathematics after students sum up. The above are all suggestions for revision and improvement clearly pointed out by Mr. Zhao in his comments. Without "colorful activities", mathematics is a little more "boring" to make students love mathematics, not with the help of external forces, but with the help of the charm of mathematics, to experience the patient exploration process and realize the real "mathematics taste".
I think math class should think about how to make students experience a "mathematization" process in math learning, so that our classroom is full of math flavor!