Skills of establishing efficient math classroom in junior middle school: 1. Establish a harmonious relationship between teachers and students.
Harmonious teacher-student relationship is the premise of efficient classroom teaching, and teachers' kind criticism and reminder can be accepted, understood and even appreciated by students; On the other hand, it is not accepted and understood by students, and sometimes even leads to conflicts between teachers and students. Building a harmonious relationship between teachers and students depends on teachers? Sacrifice? Do you spend a lot of rest time being friends with your classmates or others? Intimate? Contact, or chat, or activities (playing ball games, telling math stories, etc. ), at the same time, don't forget the appropriate suggestions and guidance in the activities, so that students can? Kiss his teacher? , so you can? Do you believe it? .
Second, to create a harmonious math classroom
Harmonious classroom means that in specific classroom teaching, if various teaching elements are reasonably coordinated, they will reach a harmonious state and form a joint force, thus effectively promoting the improvement of classroom teaching quality and the healthy development of students' quality. Classroom harmony is the fundamental way to solve the persistent educational problems such as students' problems. In teaching activities, the charm of teachers plays an important leading role. Teachers' language and temperament directly affect students' feelings and perceptions, thus directly affecting students' classroom psychological environment. An expressive teacher and a natural and vivid teaching attitude can make students feel interesting and energetic, and then they are happy and active in thinking. Psychological practice has proved that only teachers whose emotions and attitudes change naturally are true and amiable. Teachers' proper use of flexible teaching forms can make teachers and students' feelings better communicated and transmitted, which is more helpful to mobilize students' learning enthusiasm. In mathematics teaching, in addition to influencing students with their own good emotional state, we should also try our best to make the language lively and humorous, use appropriate metaphor methods, turn abstraction into image, turn strangeness into familiarity, and make the language itself attractive and in the artistic conception.
At the same time, teachers need to understand students' non-intelligence quality, habitual learning methods, sensitivity of accepting and applying knowledge, students' hobbies, personality, moral level and psychological quality. And according to the students' reality, flexibly regulate the classroom, achieve the harmonious psychology of teaching and learning, create a pleasant classroom psychological environment, and improve the overall teaching efficiency. In addition, teachers should use their own teaching wit to tap the ideological factors and intellectual value in teaching materials. Harmonious and vivid classroom is a kind of enjoyment for both students and teachers, which enables students to actively develop their knowledge and skills, processes and methods, emotional attitudes and values in an equal, happy, democratic and positive atmosphere.
Third, intensive teaching and more practice are the guarantee of efficient mathematics classroom.
The ancients said, teach people to eat fish; Give people fish, and you will benefit for life. You can talk less or not about some unimportant content in the textbook or simple content that students can understand. Teachers should not only take the time to talk about important contents or difficulties, but also be clear and thorough. Teacher's? Have a good talk? It can squeeze out more time for students to practice, talk and think, and it can also make the classroom atmosphere more active, with laughter, discussion and debate. Only in this way can we stimulate students' curiosity and have a stronger interest in learning. ? Practice more? It is in various exercises carefully designed by teachers that students are helped to learn, master and understand all kinds of knowledge through various exercises. The process of learning is a process in which students constantly comprehend knowledge.
Only through repeated basic exercises can students master knowledge initially, and then by widening the practice area can they achieve it? Draw inferences from others? , and then through variant practice, to achieve analogy bypass. The practical forms of knowledge should be diversified, the practical contents should be diversified, and the practical evaluation should be multi-angle. In order to give full play to the function of mathematical exercises, the presentation of exercise design should be simple, difficult and appropriate, step by step, highlight the key points and keys, pay attention to the collocation of questions, and don't repeat them simply and mechanically. ? Talk more and practice more? It is one of the most important teaching principles, which embodies the leading role of teachers and the subjectivity of students. Strengthening theory and practicing more are interdependent dialectical whole. The purpose of strengthening oral English is to practice more, and the teaching goal of a class will be realized in practice. If the training fails to reach the expected goal, no matter how good it is, it will be an unsuccessful lesson.
Fourthly, giving full play to the leading role of teachers and the main role of students is the key to efficient classroom.
Constructivism holds that learning is inseparable from the construction of knowledge. When students take the initiative to learn, their learning potential will be constantly stimulated, and then they will become students who can learn and learn. Teachers should regard students as the masters of learning and reform with teachers? Talk? Is it okay to give priority to classroom teaching and carefully arrange it for students? Study? Taking teaching activities as the axis, let students actively participate in mathematics teaching.
Teachers should trust students' autonomous learning ability and learning consciousness in classroom teaching and do their best? Release? Let the classroom come alive and let the students? Moving? In fact, teachers will never replace what students can explore, and will never imply that students can discover independently. Let students take the initiative to learn the text with questions and tasks in their own way, let students learn and practice by themselves, cooperate and discuss with each other, maximize the enthusiasm of students, improve the effectiveness of classroom teaching, and let students become real learning masters. In class, we should study hard how to improve students' learning initiative, cultivate their interest in learning, and how to make students. Move it? . Mathematics Curriculum Standard points out that students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning. So, let go of what's on your mind? Authority? Is it good to be the organizer, guide and collaborator of students' learning and a good partner of students' learning? Director? This will emancipate our minds, make everyone more interested in learning, and make mathematics classroom teaching full of vitality.
The skill of creating high-efficient math classroom in junior middle school 1. Visible teaching with intuitive images.
Efficient classroom must meet? Classroom education? The essential requirement is to meet the average needs of students. This requires that the focus of efficient classroom teaching is to strengthen basic knowledge, analyze basic concepts, cultivate the problem-solving ability of basic and routine exercises, and enable students to form mathematical ideas and master problem-solving skills. In teaching, teachers should flexibly use appropriate teaching methods to make abstract mathematical knowledge intuitive.
Like teaching? What are the basic points, lines and surfaces of space geometry? First of all, the teacher provides traditional teaching molds-triangles and rectangles, so that students can pull them themselves. Students find that triangles can't be pulled, while rectangles are easy to pull. At this time, the students have questions. Teachers use multimedia courseware to play video materials.
A triangle, a rectangle and four little people appear on the multimedia display screen. The villain is divided into two groups to pull the vertices of triangle and rectangle respectively. During the demonstration, the students were surprised to find that when the villain pulls two adjacent vertices, neither the triangle nor the rectangle will be deformed, but when the villain pulls two vertices on the diagonal of the rectangle, the rectangle will be deformed. Add any diagonal line to the rectangle, and as a result, the villain can't pull any vertices. The students were lost in thought. At this time, the teacher changed the original two-dimensional board into a three-dimensional board. Students found that two points can only determine a line segment, but can't determine the direction of a two-dimensional board. Three points can form a triangle in a two-dimensional board, and the direction of this triangle is also the direction of the two-dimensional board. This relationship is unique. When there is another point, a rectangle (two triangles) appears on the plane. At this time, there must be only one triangle in the two-dimensional board, and a fourth point can be drawn outside the two-dimensional board. In this way, the drawn rectangle (two triangles) is not necessarily within the two-dimensional plane. These four points (two triangles) can draw two intersecting surfaces, and each surface contains a triangle. After that, the teacher showed the students a Flash animation: a black dot moved to the left to become a line segment, the whole line segment moved upward to become a rectangle, and the rectangle moved out of its two-dimensional plane to form a cuboid. In this way, students can intuitively understand the relationship between points moving into lines, lines moving into planes and objects moving into planes, and how points determine the relationship between planes, thus laying a foundation for students to develop spatial thinking.
Second, teaching through learning, exploration and discovery.
We can compare the traditional classroom form to thinking. Shun? Process, so efficient classroom should have thinking? Inverse? The process is to stimulate students' interest in learning and desire to solve problems through questions, sum up knowledge points in the process of solving problems and improve learning efficiency. In junior high school mathematics teaching, teachers should teach by learning and guide students to explore and discover independently.
Like teaching? Prism? Teachers can build situational models according to students' age characteristics. Junior high school students are generally curious about new things. In class, the teacher shows the beautiful packaging box and lets the students observe its geometric shape. The student replied:? Prism. ? Then, the teacher asked the students: Students, do you want to learn how to fold this gift box? Yes ? Then, the teacher asked the students to fold the gift box with cardboard prepared in advance. After the gift box was finished, the teacher went on to ask questions. Students, think back, when folding the gift box, are the top and bottom sides of the prism the same? How many sides? How do you prove it? What is the shape of each side? The teacher asked the students to discuss in groups. This kind of teaching can fully mobilize students' learning enthusiasm and encourage them to actively participate in teaching activities. At the same time, in the process of making gift boxes, students can discover and master the characteristics of prisms. Thus, students' abstract thinking ability, observation ability and practical ability are improved. At the same time, it stimulates students' interest in learning the internal relationship between plane graphics and three-dimensional images and cultivates students' innovative spirit.
Third, the combination of practice and comprehensive application.
Interest is the foundation and core of efficient classroom. Making boring math knowledge and exercises close to life and full of fun is the key to creating an efficient classroom. In mathematics teaching, teachers should integrate theory with practice, introduce fresh life materials, and guide students to comprehensively apply what they have learned to solve practical problems.
Like teaching? Similar triangles? Teachers can transplant similar triangles's proportional nature into real life. Design topic: A surveyor of a construction team can only measure the height of a building by hand because of equipment problems. It is known that the reference length set by surveyor is 3m, the shadow length under the sun is 1m, and the measured shadow length of buildings is 7m. How high is this building? This question mainly examines students? Combination of numbers and shapes? Problem-solving ability: the datum and the building are regarded as two triangles on the same plane, in which the triangle with the building as the base includes the triangle with the datum as the base, and the vertices of the two triangles are the same, so it can be judged that these two triangles are similar triangles, so as to solve the problem by using the equal ratio property of similar figures. Designing such exercises can not only improve students' interest in solving problems, but also cultivate students' comprehensive application ability of mathematical knowledge and realize efficient classroom.
In short, under the background of the new curriculum, teachers should actively explore and boldly innovate to create an efficient junior high school mathematics classroom.